FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Week 2:


Class discussion
Answer the following questions:
What is the Code of Ethics and Standards for Professional Practice for Special
Educators?
What is Inclusive Education?

What will students learn in this topic?

• Students will explore the term inclusive education
• Students will explain the DEPED policy on Inclusion

Code of Ethics and Standards for Professional Practice for Special Educators
◼ (a) developing the highest educational and quality of life potential of individuals with
exceptionalities
◼ (b) promoting and maintaining high levels of competence and integrity in professional
practice;
◼ (c) engaging in professional development that benefits individuals with
exceptionalities, their family members, colleagues, students, or research subjects
◼ (d) exercising objective professional judgment
◼ (e) striving to advance knowledge and skills for improved education
◼ (f) working within the standards and policies of the profession;
◼ (g) seeking to uphold and improve the laws, policies, and regulations for the delivery
of special education and related services
◼ (h) Avoiding unethical or illegal acts that violate the code of ethics.

Who is special education for?

Special education is for students with special educational needs. These may be students who
have a general difficulty with some part of their learning at school or who seem to have
difficulty with all kinds of learning. They may be students with a disability, such as a hearing
impairment, a vision impairment, a speech impairment, a physical impairment, or intellectual
disability. They may be students with behavior disorders, emotional problems, or a medical
condition of one kind or another. Their special need might be permanent, or it might be
temporary; this depends on the nature of the need and, to some extent, on what action is
taken by their parents, teachers, and other community members. Any student can have a
special educational need at some time or another, and any student can develop a special
need. Therefore it is sometimes said that special education is for all students.

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Learning activity
Inviting a resource speaker who has expertise and experience teaching
students with special needs. This can be done thru a video conference and
those who have no access will be given a recording of the activity. The
students will be given the opportunity to ask the speaker and write their
reflections afterwards.

DEFINITION: Inclusive Education

What is “inclusive education”?

According to UNESCO, inclusive education is seen as “a process of addressing and

responding to the diversity of needs of all learners through increasing participation in
learning, cultures and communities, and reducing exclusion from education and from within
education.” The goal is that the whole education system will facilitate learning environments
where teachers and learners embrace and welcome the challenge and benefits of diversity.
Within an inclusive education approach, learning environments are fostered where individual
needs are met, and every student has an opportunity to succeed.

Inclusive education implies all young learners, young people-with or without disabilities being
able to learn together through access to common pre-schools and schools with an
appropriate network of support services.
The UNESCO Convention against Discrimination in Education (1960) and other international
human rights treaties prohibit any “exclusion from, or limitation to, educational opportunities
on the basis of socially-ascribed or perceived differences, such as by sex, ethnic/social
origin, language, religion, nationality, economic condition, ability”. For decades, the concept
of inclusive education was mostly understood as focusing narrowly on children with
disabilities only.
Most recently, in its definition of the concept, the 2020 Global Education Monitoring Report
on inclusion takes into account, “a range of elements that form educational experiences and
outcomes” and examines “the role of elements of education systems that can support
inclusion, including laws and policies, governance and finance, school curricula, personnel,
infrastructure, and community norms, beliefs and expectations.”

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

“Inclusive Education responds to a state model. It is not neutral. It is politically

directed to level asymmetries and transform discriminations.”- Vernor Muñoz GCE’s
Head of Advocacy and Policy, and former UN Special Rapporteur on the Right to Education.
As the global dialogue is focused on “leaving no one behind” innovative multi-sectoral
approaches are explored to ensure inclusion and equity in education. However, we still have
a long way to go: 262 million children and youth are still not in school and poverty, gender
inequality, ethnicity, remoteness, language barriers, disabilities, and natural disasters as well
as conflicts and humanitarian crisis and displacement are still obstacles to inclusive
education.

PRINCIPLES for the INCLUSION of CHILDREN with SPECIAL NEEDS in SCHOOLS

 Inclusive education implies all young learners, young people-with or without

disabilities being able to learn together through access to common pre-schools and
schools with an appropriate network of support services.
 Zero rejection
 All the disabled children have the equal right to learn and benefit from education and
co-curricular activities.
 It is the school which must adjust according to the needs and requirements of the
disabled children.
 To provide for the training of regular teachers.
 To provide for vocational training suitable according to their abilities at higher and
senior secondary level.
 To promote awareness and realization in the community for the education of the
disabled children.
CONTINUUM OF INCLUSIVE EDUCATION
 Full time placement in regular classroom.
 Full time placement in the regular classroom with special education consultations.
 Full time placement in regular classroom with provision of itinerant educator.
 Full time placement in regular classroom with a resource room and resource teacher.
 Education in special class in general schools.

Power Point Presentation on DepEd Special and Inclusive Education Policy

(Photos taken from google images)

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Exercises/performance task:

Learning activity
Answer the following questions:
1. What is your opinion about DepEd’s policy of integrating students with
special needs in a regular classroom set up?
2. Do you think the Philippine public schools have the qualified teachers
and necessary material support (equipment, teaching and learning
materials) to sustain the goals of special education? Explain your
answer.
3. Would you consider the parents of handicapped or students with
special needs as obstacles to the development of these young people?
Why?

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

List of References:

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classroom. Callan Services, PNG.

Convention on the Rights of the Child UN Standard Rules on the Equalization of

Opportunities for persons with Disabilities 1993

Christensen, C. A., (1992). Social justice and the construction of disability in schools
Australian Association of Special Education Newsletter, 3, 6-8. Cited in Dempsey, I.
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AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

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PNG Department of Education (1993). National special education plan and policy and
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The Guilford Press.(D)

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Fulton

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Werner, D. (1987) Disabled village children. Palo Alto: Hesperian Foundation Good practical
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AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.