Inclusive Education

1. 1. INCLUSIVE EDUCATION
2. 2. Let’s think together…………….. 1. What message does the video want to convey? 2.
What is inclusion in education? 3. What can inclusion do to children with special needs? 4.
You think inclusion will work in our schools? Why? Why not?
3. 3. ncp
4. 4. Session Objectives: At the end of the session, the participants are should be able to: 1.
define inclusive education; 2. be aware of the legal mandates of inclusive education 3. fully
understand the benefits of inclusive education 4. identify line agencies in order to build a
network of support to the program 6. identify various modes of inclusion 7. appreciate
inclusive education ncp
5. 5.     All children have the right to education and learn together Children should not be
devalued or discriminated by being excluded There are no legitimate reasons for segregation
Adults with disabilities describing themselves as sur vivors are demanding an end to
segregation ncp
6. 6.   Segregation teaches children to be fear ful, ignorant and breeds prejudice
Researches show: - children do better academically and socially in inclusive setting -
inclusion help them develop relationships and prepare them for life in the mainstream ncp
7. 7. - Only inclusion has the potential to reduce fear and build friendship, respect and
understanding - There is no teaching or care in a segregated school that cannot take place
in an ordinar y school - Given commitment and suppor t, inclusive education demonstrates ef
ficient use of resources ncp
8. 8.  •  • MDG in Education Achieve universal primary education EFA Goal GOAL: Basic
Competencies for Everyone to Achieve Literacy for All ncp
9. 9.  Magna Carta for Disabled Persons (Republic Act 7277, 1995) “provides for the
rehabilitation, self-development and selfreliance of disabled persons and their integration into
mainstream society.”  Policies and Guidelines in Special Education (Revised,1997) “The
ultimate goal of special education shall be the integration or mainstreaming of learners with
special needs into the regular school system and eventually ncp into the community. “
10. 10. ’… “ the fundamental principle of inclusive school is that all children should learn
together, wherever possible, regardless of any difficulties or differences they may have”
(Handbook on Inclusive Education, 1999). ncp
11. 11. “ Institutionalization of SPED Programs in All Schools” – there should be at least one
SPED Center organized in ever y division and eventually in ALL Schools. ncp
12. 12.  “Inclusive Education As Strategy for Increasing Par ticipation Rate of Children” – to
address and guarantee the right of children with special needs to receive appropriate
education within the regular or inclusive classroom setting ncp
13. 13. A process by which schools attempt to respond to all pupils as individuals by
reconsidering its curricular organization and provision  Schools build capacity to accept all
pupils from local community thus reduces the need to exclude pupils  ncp
14. 14.  Education of students with disabilities in regular setting under the responsibility of
regular education teacher with support services from SPED teacher and other significant
persons ncp
15. 15. ncp
16. 16.       Children with Learning Disabilities Children with Visual Impairment (the
Low Vision & the Blind) Children with Hearing Impairment ( the Hard of Hearing and the
Deaf) Children with Autism Spectrum Disorder Children with Intellectual Disabilities Others
ncp
17. 17. ncp Children with Learning Disabilities •Also known as learning disorders is a term used
to wide variety of learning problems. describe a *not a problem with intelligence or motivation
 *Kids with learning disabilities aren’t lazy or dumb but: -Their brains are simply wired
differently that affects how they receive and process information; so they see, hear, and
understand things differently. -there is trouble with learning new information and skills, and
putting them to use -most common types of learning disabilities involve problems with
reading, writing, math, reasoning, listening, and speaking.
18. 18. ncp Can kids with leaning disabilities succeed in schools? (Gina Kemp, M.A., Melinda
Smith, M.A., and Jeanne Segal, Ph.D, February 2013.) Most kids with learning disabilities
are just as smart as everyone else. They just need to be taught in ways that are tailored to
their unique learning styles. By learning more about learning disabilities in general, and your
child’s learning difficulties in particular, you can help pave the way for success at school and
beyond.
19. 19. ncp Preschool signs and symptoms of learning disabilities -Problems pronouncing words
-Trouble finding the right word -Difficulty rhyming -Trouble learning the alphabet, numbers,
colors, shapes, days of the week -Difficulty following directions or learning routines -Difficulty
controlling crayons, pencils, and scissors or coloring within the lines -Trouble with buttons,
zippers, snaps, learning to tie shoes
20. 20. ncp Ages 5-9 signs and symptoms of learning disabilities -Trouble learning the
connection between letters and sounds -Unable to blend sounds to make words -Confuses
basic words when reading -Consistently misspells words and makes frequent reading errors
-Trouble learning basic math concepts -Difficulty telling time and remembering sequences
-Slow to learn new skills
21. 21. ncp Getting help for children with learning disabilities -Turning to specialists who can
pinpoint and diagnose the problem is important. -Encourage parents of children that show
signs of LD so that they can with the school to make accommodations them and get
specialized academic help. -teachers must be very keen at identifying children’s behavior in
school so that they can provide options/recommendations to the children’s parents and get
the necessary help whenever available.
22. 22. ncp Children with Visual Impairment (the Low Vision & the Blind) -Visual impairment is a
decreased visual acuity and field of vision relative to the fully sighted population -the term
can cover a range of eye conditions from individuals with total congenital blindness to
individuals whose sight is not considered normal but who have some useful vision -
23. 23. ncp What can be done to help someone with visual impairment? -Provide a good support
and counseling for both the parent and the VI --acceptance of the parties involved is
important --Provide the low vision child with low vision aids, brailing machine (if blind), large
print books and other magnification and educational aids -Provide adequate arrangements
for the VI’s when mainstreamed in regular classes (visiting teachers, etc)
24. 24. ncp “Hearing Impaired” - is a technically accurate description of someone who is hard of
hearing or who has no hearing ... however, many Deaf, hard of hearing and late deafened
people prefer not to be called impaired. They don't want to be primarily defined by their lack
of (or poor) hearing.
25. 25. ncp Signs in children with Hearing Impairment -is delayed in learning to talk, or they are
not clear when they speak -Have difficulty understanding what people are saying? -Seem to
speak differently from other children his or her age? -often asks you to repeat yourself -often
talks very loudly -Complain of earaches, ear pain or head noises? -often turns up the volume
of the TV so that it is very loud
26. 26. ncp Autism spectrum disorders (ASD) -are complex developmental disorders that affect
children by disrupting their ability to communicate and interact socially. -since it is a spectrum
disorder, there is wide variation in how it affects each person. Individuals with ASD vary
widely in their needs, skills and abilities but most have common types of characteristics
including: a. difficulties with communication and social interaction b. repetitive interests and
activities c. unusual attachments to objects or routines
27. 27. ncp Possible Signs of ASD (adated from First Signs). Note: A child does not need to
demonstrate all of these behaviours in order to be referred for an assessment. *seems
disinterested in sharing enjoyment with others *does not speak, or uses very few words
*appears to understand very little *may seem deaf or does not respond when name is called
*has unusual sensitivity to light or sound
28. 28. ncp Possible signs and symptoms of ASD…………… *may walk on his or her toes *when
excited, may flap hands *may not make eye contact as other children do *may resist cuddles
and hugs *has frequent tantrums when required to do anything new or when asked to
change activities without advance warning
29. 29. ncp Possible signs & symptoms of ASD…………… *does not point to show you
interesting things *does not engage in make-believe play *may line up toys and obsess on
strange objects *does not show objects to others *does not look where you are pointing *like
things to be done the same way all the time *exhibits loss of social play or language skills
30. 30. ncp The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised
into two sets of behavioural problems. These are: *inattentiveness *hyperactivity
*impulsiveness .
31. 31. ncp Impulsiveness The main symptoms of impulsiveness are: *being unable to wait for a
turn *acting without thinking *interrupting conversations *little or no sense of danger
32. 32. ncp Hyperactivity The main symptoms of hyperactivity are: *being unable to sit still,
especially in calm or quiet surroundings *constantly fidgeting *being unable to settle to tasks
*excessive physical movement *excessive talking
33. 33. ncp The main symptoms of inattentiveness are: *a short attention span *being easily
distracted *making careless mistakes, for example in schoolwork *appearing forgetful or
losing things *being unable to stick at tasks that are tedious or time consuming *being unable
to listen to or carry out instructions *being unable to concentrate *constantly changing activity
or task *having difficulty organising tasks
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35. 35.  For the Administrator and Teachers  For All Parents  For the Pupils ncp
36. 36. let us make curriculum and instruction appropriate for all ncp
37. 37.    Link with DepED (SPED-BEE) , LGUs, civic organizations for assistance
Coordinate with SPED Centers for models of the resources Solicit parents commitment for
suppor t of students’ needs ncp
38. 38. ncp
39. 39.   Obser ve process of assessment Checklist on the Readiness for Inclusion (by
categor y - cognitive functioning - academic readiness - emotional maturity - social
adaptability ncp
40. 40. Initial observation (parents, teachers, or concerned individuals) - Give exact description
of the observed characteristics Compare to checklist of normal development and high risks
signal Refer to principal, nurse, or appropriate local agency (parent permission) Get parents’
permission for screening and identify services being received Get parents’ permission for
screening and identify services being received Parents agree Screening Diagnosis -Health,
vision, hearing, educational In depth diagnosis by the multi disciplinary team -get a copy of
the child’s previous medical records Problem not confirmed Medical problems noted Notify
parents, refer for appropriate medical services Problem confirmed Parents notified of right to
appeal Multidisciplinary staff conference: IEP developed Educational problems noted Refer
for diagnostic study Continue observation in present placement Problem corrected by
medical services Placement with special services noted in IEP Problem corrected by medical
services Continue with present placement Problem not corrected by medical service IEP
committee reviews at least once a year and make necessary revisions Request parental
permission for classroom ncp assessment
41. 41. Model 1: Regular Schools with Special Education (SPED) Center as Resource Center for
Inclusion = “school within a school” concept = assessment center that recommends
placement = provides learning resources = provides support services Model 2: Regular
Schools with trained SPED teachers ncp
42. 42.  Full inclusion with the regular teacher only  Full inclusion with both the regular and
SPED teacher  Inclusion with pull out program for the special instruction from a SPED
teacher or other specialists  Combinations of the above ncp
43. 43.     SPED Teacher Suppor t/ Shadow Teacher Allied Medical Professionals -
Physical Therapist - Occupational Therapist - Speech Pathologist Parents Volunteers ncp
44. 44.    Team teaching by the regular and SPED teacher Supplementar y/complimentar y
instruction provided by the SPED teacher/other specialist Provision of specific suppor t ser
vices ncp
45. 45. ncp Music Video: A Song Dedicated to all the Children with Special Needs
46. 46. ncp