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Written Report in Foundations of Special and Inclusive Education TOPIC: Process of Inclusion-Philippine Model
Written Report in Foundations of Special and Inclusive Education TOPIC: Process of Inclusion-Philippine Model
I. OBJECTIVES
II. INTRODUCTION
The right to education is a basic human right where all students should have access to
quality education despite the lingering differences and special needs. It is adequate that
inclusive education was implemented and the process of inclusion to remove the barriers
among students and create a learning environment where there is no deviance between those
children who has special needs.
The figure above shows the process of inclusion by Deped undersecretary Quijano
where it starts with education system that has the full responsibility to ensure right to
education. It is because the main goal of education is to provide a better and promising
educational set-up and learning to all the learners. And this system should start with assessment
of children with disabilities that involves specialists, such as: speech therapist, physical therapist,
neurologist, special education and regular teachers, parents, tools: formal and informal and a
process of gathering and synthesizing data and making recommendations. This assessment is
needed for them to know what special needs the learner has and what attentions they need.
Results of assessment lead to the provision of support services in terms of personnel and
equipment, assistive devices and learning resources. And those are the support system they
need other than of the specialist, friends and families. To make this program effective, the SPED
teachers should be equipped to handle diversity through flexible modified curriculum,
remediation and enrichment and involvement of peers, parents and the community. This
modification of curriculum involves:
Adaptation – curriculum for learning disability. Adapted Curriculum prepares
you to teach students with developmental and intellectual disabilities and
autism. Throughout your time in the program, you will gain experience working
exclusively with children with severe disabilities. It modifies the presentation of
the curriculum or the students’ engagement with the curriculum.
Augmentation- eg: curriculum for the blind, hearing impaired, children with
autism, ADHD, intellectual disability; it enhance metacognition and
metapresentation (the capacity of a mind to represent “a higher-order
representation with a lower-order representation embedded within)
(learning how to learn: thinking about thinking; thinking about how people
think).
Alteration- it happens for the post elementary or post-secondary, eg: transition,
functional academic - the obligations of a postsecondary school to provide
academic adjustments, including auxiliary aids and services, to ensure the
school does not discriminate on the basis of disability.
After which, is the remediation that uses activities, techniques, and practices to eliminate
weaknesses or deficiencies that the slow learner is known to have in a certain classroom. It is a
educational program that help the students who are left behind to cope up with the
performance of other students. Next is responsive child friendly school should prevail. It entails
a professional environment where there is collaboration and team teaching of school staff with
active support from administrators and supervisors.
The Philippine model of inclusion entails that in a regular class there are always the support of
SPED either to SPECIALthe students or to the regular teachers to continue guiding the students
with special needs especially if they are entering a regular class.
Functions of SPED center as the resource center for Inclusion
Conduct continuous assessment of children with special needs
Provide in-service training to school personnel on “why” and “how” of creating
inclusive school as well as other educational trends.
Produce appropriate teaching materials
Support children with special needs in the regular classroom.
However there are different instructional program included in the Philippine model on where
the parents wish to enroll their child with the guidance of professionals to determine what
certain program is essential for their child. The following are the program as spearheaded in the
Philippine Model of Inclusion
Special Class – it is a separate class for only one type of exceptionality which serves
moderate to severe types of disabilities. A special class is a class consisting of students
with disabilities who have been grouped together because of similar individual needs so
that they can receive specially designed instruction. In special classes, the content,
methodology, or delivery of instruction is adapted to ensure the student has access to
the general curriculum and the opportunity to meet the educational standards that
apply to all students. Special class services serve students with disabilities whose needs
cannot be met within a general education class, even with the use of supplementary
aids and services. Students in special classes participate in the general education
curriculum, with accommodations and supports, unless otherwise specified on
their IEPs. This allows students in special classes to have access to, and make progress
in, the general education curriculum.
Integration/Mainstreaming – refers to the enrolment of a child with special needs in a
regular class with support services.
There are two degrees of integration:
o Partial Integration
o Full Integration.
Full Integration/Mainstreaming - a child with special needs sits in the regular class in all
academic and non-academic subjects.
- receive all special services in general classroom
Inclusion – all children with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education within the regular
education classroom.
III. ASSESSMENT
Direction: Create a concept map that will show your understanding on the Inclusion process and
the Philippine Model of Inclusion each concept should have a brief explanation. The concept
map will be graded using a rubric.
BARTELS’ SCORING RUBRIC FOR CONCEPT MAPS
CONCEPTS AND 3 POINTS 2 POINTS 1 POINT NO POINT
TERMINOLOGY
IV. CONCLUSION
V. SUMMARY
As the UNESCO’s view for inclusion is to eliminate the gap and barriers among learners
with and without special needs and to provide an inclusive education for all, the Department of
Education adopted the policy of Inclusive Education, they develop a model of educational
programs that foster the inclusive education here in the Philippines and this is called as the
Philippine Model of Inclusion. This model encompasses the different programs and the function
of SPED center in the education where the programs are done in a regular classroom basis as
support to the process of inclusion. The programs includes the special class,
integration/mainstreaming and lastly is the inclusion. However, before it even took place, the
process of inclusion where first presented determining the vision of the inclusive education and
the ways on how to properly implement the program and how does the professionals and
institutions provides the needs of all the learners in one classroom set-up providing the diversity
within. Thus, the process of inclusion also provides the training of teachers into the different
curriculum. These are curriculum adaptation, augmentation, and alteration which study and
understand the needs of children with special needs and intellectual disabilities. In this process
of education, support system not only from the government and professionals are needed but
also from family and friends that will encourage the children to continue to aspire and inspire
and achieve the ultimate goal- education.
VI. REFERENCE
United Federation of Teachers. (n.d.) Special Classes. Retrived, March 22, 2021 from
https://www.uft.org/teaching/students-disabilities/special-classes
https://www.bing.com/search?q=Unesco+define+Inclusion+as&FORM=HDRSC1
Inclusive Education the Philippine Perspective. Retrived, March 22, 2021 from
https://www.slideserve.com/vanna/inclusive-education-3a-0bthe-philippine-
perspective
https://www.sunstar.com.ph/article/128141/Business/DepEd-ensures-inclusive-education-for-
learners-with-special-needs
https://prezi.com/kw-btgurrent/the-philippine-model-in-inclusion/