Foundations of

Inclusive and
Special
Education

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 Course Description:
This course is designed to equip education students with knowledge and
understanding of the different philosophies, theories, legal bases and policies of
special needs and inclusive education. It includes the study of typical and
atypical development of children, learning characteristics of students with
special educational needs (gifted and talented learners, learners with difficulty
seeing, learners with difficulty hearing, learners with difficulty communicating,
learners with difficulty walking/moving, learners with difficulty remembering
and focusing, learners with difficulty with self-care) and those in difficult
circumstances.
UNDERSTANDING
DIVERSITY
 DIVERSITY
• Diversity (Latin word divertere) which means to
turn away, separate, oppose (Latin Dictionary
n.d)
• The Collins dictionary defines diversity as “the
state or quality of being different or varied; a
variety or assortment; a point of difference; the
inclusion of people of different races, genders,
religions, etc.”
 DIVERSITY
• UNESCO (2017) diversity is defined as
“people’s differences which may relate to
their race, ethnicity, gender, sexual
orientation, language, culture, religion,
mental and physical ability, class, and
immigration status”.
 Learning Outcomes:
At the end of the module you should be able to:

1 demonstrate an in-depth understanding of concepts related to inclusive

and special education that promote supportive environments to diverse
learners (like inclusion, integration, mainstream, transition, etc.) as
indicated in the DepEd Inclusive Education Policy;

demonstrate knowledge of responsive special and inclusive education

2 programs for diverse learners; and
INTRODUCTION

Definition, Goals,
and Scope of
Special and Inclusive
Education
 Inclusive Education
Inclusive education is the core principle of
the K to 12 Basic Education Program.
This promotes the right of every Filipino to
quality, equitable, culture- based and
complete basic education. Through
inclusive education, all Filipinos will
realize their full potential and contribute
meaningfully to building the nation.
DepEd Order 21, s. 2019, Annex 5, Inclusive Education Policy Framework for Basic Education
DepEd Order 08, s. 2018, Guidelines on the Utilization of the 2018 Financial Support for Multigrade Schools
DepEd Order 38, s. 2015, Guidelines on the Utilization of Support Funds for SPEd
 Inclusive Education
The inclusiveness of the K to 12 Education is also
expressed through existing programs such as
Special Education (SPEd), Indigenous People’s
Education (IPEd), Madrasah Education, and Flexible
Learning Options (FLO) including Alternative Delivery
Modes (ADM) and Alternative Learning
System (ALS), which addresses the needs of
particular learners

DepEd Order 21, s. 2019, Annex 5, Inclusive Education Policy Framework for Basic Education
DepEd Order 08, s. 2018, Guidelines on the Utilization of the 2018 Financial Support for Multigrade Schools
DepEd Order 38, s. 2015, Guidelines on the Utilization of Support Funds for SPEd
INCLUSIVE EDUCATION PROGRAM:
 Multigrade Education
 Special Education (SPED)
 Madrasah Education
 Indigenous Peoples Education (IPEd)
 Alternative Learning System (ALS)
 Alternative Delivery Mode (ADM)
 Alternative Learning System Education Skills and
Training ( ALS-EST)
 Multigrade Education
 One of the continuing initiatives of the Department
of Education (DepEd) along its thrust of increasing
access to quality elementary education is
strengthening the implementation of the Multigrade
Program in the Philippine Education (MPPE)
 Multigrade Education Program addresses pressing
concerns and issues on the provision of customized
teaching and learning materials for multigrade
classes and professional development of teachers.
 Special Education (SPED)
 This Special Education Program specifically aims to
enhance access and upgrade the quality of SPED
programs and services, as well as to raise the
efficiency of education services directed towards all
recognized SPED Centers for elementary and
secondary schools with classes for learners with special
needs.
 The ultimate goal of SPEd is the inclusion of children
with special needs into the regular school system and
eventually, in the community.
 Madrasah Education
 The Madrasah Education Program (MEP) aims to provide the
Muslim learners with appropriate and relevant educational
opportunities within the context of their cultures, customs,
traditions and interests through the integration of the
Arabic Language and Islamic Values Education (ALIVE)
program in the basic education curriculum so that the
Muslim citizens shall have the intellectual and educational
capacity to participate actively in the social, economic and
political endeavors of the country.
 Indigenous Peoples Education (IPEd)
 The Indigenous People’s Education (IPEd) Program is DepEd’s response to
the right of Indigenous People (IP) to basic education that is responsive to
their context, respects their identities, and promotes their indigenous
knowledge, skills, and other aspects of their cultural heritage.
 Additionally, the IPEd Program supports the realization of the K to 12
Basic Education Curriculum, which subscribes to the following standards
and principles that are: inclusive, culture-sensitive, and flexible enough to
enable and allow schools to localize, indigenize, and enhance based on the
community’s educational and social context.
 The program shall extend its support through these four (4) thematic
focus areas, namely, (a) curriculum and learning resources development;
(2) capacity building; (3) knowledge management, and, (d) education
planning for IPEd.
 Alternative Learning System (ALS)
 Alternative Learning System is a program aimed at
providing an alternative path of learning for the out-of-
school youth and adults who are basically literate but have
not completed 10 years of basic education as mandated by
the Philippine Constitution. Through this program, school
dropouts will be able to complete elementary and
secondary education outside the formal system.
 With its version 2.0, it aims to provide opportunities for
Out-of-School youth and adult (OSYA) learners to develop
basic and functional literacy skills and to access
equivalent pathways in completing basic education.
 Alternative Delivery Mode (ADM)
 ADM is a tried and tested alternative modality of
education delivery within the confines of the formal
system that allows schools to deliver quality
education to marginalized students and those at risk
of dropping out in order to help them overcome
personal, social, and economic constraints in their
schooling (Republic No. 10618 (An Act Establishing
Rural Farm Schools as ADM of Secondary Education
and Appropriating Funds.
 Alternative Delivery Mode (ADM)
Additionally, ADM may also be defined as follows:

1. Instructional or learning modalities that do not strictly follow the typical set-up for
regular classroom instruction
2. An alternative way of delivering and providing education to learners who are enrolled
in the formal school but for various reasons cannot attend school regularly and are
at risk of dropping out.
3. It is one of the two categories of Flexible Learning Options. One of which is
Alternative Learning System.
4. It is flexible in terms of time and duration of the instruction, the place of
instruction and the modes of instruction depending on the context and needs of the
learners.
 Alternative Learning System Education
Skills and Training ( ALS-EST)
 ALS-EST: The Alternative Learning System (ALS) Integrated
Education and Skills Training Program modifies the regular
ALS program by integrating Technical Vocational Training and
other skills training.
 The program will utilize existing DepEd expertise, particularly
from remaining technical high schools and select Senior High
Schools, and leverage partnerships with SUCs, LGUS, private
sector and CSOs, to provide the technical-vocational and
other skills training components attuned to the demands and
opportunities of the local community and the country.
 Alternative Learning System Education
Skills and Training ( ALS-EST)
 The ALS Integrated Education and Skills Training
Program aims to produce ALS completers that not
only are able to catch up with basic academic
education, but have also acquired technical
competencies suitable for immediate employment.
 Thus, this program will be able to help fulfill the
state’s obligation to provide basic education, at the
same time mitigating the problem of a considerable
number of out-of-school and unemployed youth.
 THANK YOU
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 LEGAL BASES OF
PHILIPPINE INCLUSIVE
EDUCATION
 THE 1987 CONSTITUTION OF THE REPUBLIC OF THE
PHILIPPINES – ARTICLE XIV
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and
shall take appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to
the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high school levels.
Without limiting the natural right of parents to rear their children, elementary education is compulsory for all
children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other
incentives which shall be available to deserving students in both public and private schools, especially to the
underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent,
and out-of-school study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency,
and other skills.
 Implementing Rules and Regulations of the Enhanced Basic
Education Act of 2013
(REPUBLIC ACT NO. 10533)

Section 2. Scope and Application. The provisions of this IRR shall primarily apply to all public and
private basic educational institutions and learning centers. This IRR shall also apply to Higher
Education Institutions (HEIs), Technical-Vocational Institutions (TVIs), duly recognized organizations
acting as Teacher Education Institutions (TEIs), and foundations.
Section 6. Enhanced Basic Education Program. For purposes of this IRR and pursuant to Section
4 of the Act, the enhanced basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes four (4) years of junior high school and
two (2) years of senior high school education. The enhanced basic education program may likewise
be delivered through the alternative learning system.
Section 16. Specializations in Private Senior High School. Private educational institutions may
offer specializations in senior high school that are essential to the economic and social development
of the nation, region or locality. Local planning in the development of educational policies and
programs shall be encouraged consistent with the State policy to take into account regional and
sectoral needs and conditions.
 RA No.10157, The Kindergarten Education Act
[REPUBLIC ACT NO. 10157]

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

EDUCATION SYSTEM AND APPROPRIATING FUNDS THEREFOR

SEC. 2. Declaration of Policy. – In consonance with the Millennium Development Goals on

achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State
to provide equal opportunities for all children to avail of accessible mandatory and compulsory
kindergarten education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal elementary
schooling. This Act shall apply to elementary school system being the first stage of compulsory
and mandatory formal education. Thus, kindergarten will now be an integral part of the basic
education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino child
for it is the period when the young mind’s absorptive capacity for learning is at its sharpest. It
is also the policy of the State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning.
 RA No.10157, The Kindergarten Education Act
[REPUBLIC ACT NO. 10157]

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION

INTO THE BASIC EDUCATION SYSTEM AND
APPROPRIATING FUNDS THEREFOR

SEC. 4. Institutionalization of Kindergarten Education. – Kindergarten education is hereby

institutionalized as part of basic education and for school year 2011-2012 shall be
implemented partially, and thereafter, it shall be made mandatory and compulsory for entrance
to Grade 1.
SEC. 5. Medium of Instruction. – The State shall hereby adopt the mother tongue-based
multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten level.
 RA No. 8371, The Indigenous Peoples Rights Act
of 1997
REPUBLIC ACT NO. 8371

AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL

COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL COMMISSION ON INDIGENOUS
PEOPLES, ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES

SECTION 23. Freedom from Discrimination and Right to Equal Opportunity and
Treatment. — It shall be the right of the ICCs/IPs to be free from any form of discrimination,
with respect to recruitment and conditions of employment, such that they may enjoy equal
opportunities for admission to employment, medical and social assistance, safety as well as
other occupationally-related benefits, informed of their rights under existing labor legislation
and of means available to them for redress, not subject to any coercive recruitment systems,
including bonded labor and other forms of debt servitude; and equal treatment in employment
for men and women, including the protection from sexual harassment.
 RA No. 8371, The Indigenous Peoples Rights Act
of 1997
REPUBLIC ACT NO. 8371

AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL

COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL COMMISSION ON INDIGENOUS
PEOPLES, ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES

SECTION 27. Children and Youth. — The State shall recognize the vital role of the
children and youth of ICCs/IPs in nation-building and shall promote and protect their physical,
moral, spiritual, intellectual and social well-being. Towards this end, the State shall support all
government programs intended for the development and rearing of the children and youth of
ICCs/IPs for civic efficiency and establish such mechanisms as may be necessary for the
protection of the rights of the indigenous children and youth.
SECTION 29. Protection of Indigenous Culture, Traditions and Institutions. — The
State shall respect, recognize and protect the right of ICCs/IPs to preserve and protect their
culture, traditions and institutions. It shall consider these rights in the formulation and
application of national plans and policies.
 RA No. 8371, The Indigenous Peoples Rights Act
of 1997
REPUBLIC ACT NO. 8371

AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL

COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL COMMISSION ON INDIGENOUS
PEOPLES, ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR,
AND FOR OTHER PURPOSES

SECTION 30. Educational Systems. — The State shall provide equal access to various
cultural opportunities to the ICCs/IPs through the educational system, public or private cultural
entities, scholarships, grants and other incentives without prejudice to their right to establish
and control their educational systems and institutions by providing education in their own
language, in a manner appropriate to their cultural methods of teaching and learning.
Indigenous children/youth shall have the right to all levels and forms of education of the State.
SECTION 31. Recognition of Cultural Diversity. — The State shall endeavor to have
the dignity and diversity of the cultures, traditions, histories and aspirations of the ICCs/IPs
appropriately reflected in all forms of education, public information and cultural-educational
exchange.
 P.D. 603 - The Child and Youth Welfare Code

Art. 2. Title and Scope of Code. – The Code shall be known as the “Child and Youth Welfare
Code”. It shall apply to persons below twenty-one years of age except those emancipated in
accordance with law. “Child” or “minor” or “youth” as used in this Code, shall refer to such
persons.
Art. 3. Rights of the Child. – All children shall be entitled to the rights herein set forth without
distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and
other factors.
Art. 12. Education. – The schools and other entities engaged in non-formal education shall
assist the parents in providing the best education for the child.
Art. 13. Social and Emotional Growth. – Steps shall be taken to insure the child’s healthy
social and emotional growth. These shall be undertaken by the home in collaboration with the
schools and other agencies engaged in the promotion of child welfare.
Art. 16. Civic Conscience. – The civic conscience of the child shall not be overlooked. He
shall be brought up in an atmosphere of universal understanding, tolerance, friendship, and
helpfulness and in full consciousness of his responsibilities as a member of society.
 THANK YOU!
Michael Ulmido, LPT

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