Topic: Inclusive Education/LSEN Handbook

4.What is Inclusive Education (IE)?

Inclusive education is the most effective way to give all children a fair chance to go to
school, learn and develop the skills they need to thrive. Inclusive education means all
children in the same classrooms, in the same schools. It means real learning
opportunities for groups who have traditionally been excluded – not only children with
disabilities, but speakers of minority languages too.

5.How are LSENs accommodated in IE setting?

 Learner with Special Education Needs (LSNs) is described as “those who

require special education services and modification of school practices to access
educational opportunities and the general education curriculum.  They include
those who have difficulty seeing, hearing, walking or climbing steps,
remembering or concentrating, and communicating”(Department of Education,
2016, p. 2). DepEd Order 55, series 2016, covers different aspects of education
and highlights the importance of providing quality educational service to
LSENs. With profound concern and determined efforts to promote the rights of
LSENs, and to measure their progress in the attainment of curriculum learning
standards, three assessment reforms for LSENs were featured in the NASL: (1)
their inclusion in all national assessments, (2) the prescription test
accommodations for them, and (3) the provision of their own test performance
profile.

6. What possible challenges may hinder IE implementation?

The problems and challenges of the implementation of inclusive

education at primary level are lack of confidence of teachers to teach in
inclusive settings, lack of training given to teachers how to teach in the
inclusive education, no feedback from supervising officers have been provided
about what the teachers are doing, curriculum is not adapted to the needs of
special needs children, teaching methodology is not suited to the educational
needs of children with special needs.

7. Explain the government’s overall goal for Special Education.

Special Education Department Goals:
Ensure that students with disabilities are provided access to the general
education curriculum and extra -curricular activities in the regular education
setting to the maximum extent possible with assistive supports to maintain the
student in the appropriate public school that the student would attend if not
disabled.
The Department of Education clearly states its vision for children with
special needs in consonance with the philosophy of inclusive education, thus:
3. “The State, community and family hold a common vision for the Filipino
child with special needs. By the 21st century, it is envisioned that he/she
could be adequately provided with basic education.

8. In your own little way how will you help address these challenges in implementing IE?
I may address the challenges in Implementing IE by Identifying the strengths and
needs of my students so I could fully plan the right strategy for this variety of students.

9.Enumerate the different difficulties indicated in the handbook.

Issues and Challenges of Inclusive Education
There are various issues and Challenges face by Children with Special
Needs (CWSN) in inclusive education are:

1. Characteristics of Individual Pupils: As we know in a diverse

classroom all of the children are sitting together in a classroom.
There are many students suffer from different disabilities. It is
very difficult to identify them from a diverse classroom.
2. Lack of access to the mainstream: At present only 4 to 5% of
children with special needs out of 30 million have access to
education. Many schools do not show a willingness to cater to
the needs of these children
3. Lack of awareness and Attitude: The whole idea of inclusive
education is defeated due to lack of awareness, positive attitude
and sensitivity on the part of teachers, classmates, parents and
community and as a result these children experience
discrimination. 
4. Lack of trained teachers: Teachers lack competence and will to
modify methodology as per the need of children with special
need and other children
5. Large class size: There are normally 60 to 70 students in a class
which makes individualized attention very difficult and teachers
find it all the more difficult with children with special needs.
6. Lack of child-centred and relevant Curriculum: The
curriculum lacks flexibility and does not provide choice to these
children. The teaching-learning material is also not appropriate
for children with and without special need.[1]
7. Lack of proper infrastructure: Children with specials need to
require various types of teaching and learning aids. In India, most
of the schools do not have proper teaching and learning aids
8. Lack of participatory activities: Children with special need
require such a learning environment in which they can learn by
participating in small groups
9. Involvement of parent and Community: As we know the
children with learning disabilities are less encouraging. So the
non-involvement of parents and community become a barrier
10. Accountability: The lack of accountability of teachers
poses challenges in inclusive education
11. Partnership: Partnership between the parents, Teachers,
School and Community etc to make the programme success. We
found that the programme is missing
12. Collaboration or consultation: The collaboration between
the different agencies of education such as Government, NGO,
Community. We found that there is a lack of collaboration
between them
13. Lack of Support: CWSN children required regular support
from parents and teachers to make satisfactory learning. We
found that there is a lack of support in some school even they
discriminate those children with special needs
14. Peer Rejection: peers generally tries to bullying and
sometimes reject them. They feel that these children are not a
part of them. This is one of the major cause of children drops out
of school. Peer rejection is one of the main barriers of inclusive
education
15. Labelling: It means that categories of such children as per
their disabilities.  These labelling does not suit them because
they feel rejected
10.What is the great challenge that the Department of Education is facing in achieving
its goal (Education for All)?

1 Inequality is one of the foremost challenges to reaching education for all.

It is not by chance that some children do not enjoy their right to education. We cannot claim success when
girls in the poorest 20 per cent of households are over three times more likely to be out of school than bo
2 Education quality is the second major challenge.

In too many schools, the basics are missing: desks, blackboards, pens, textbooks, electricity, sanitation,
and running water. Most importantly, qualified teachers -- the most important education resource in any
country -- are missing. The result is that far too many students are not acquiring basic reading and
numeracy skills after more than six years in school. Here again, inequality comes into play -- parental
income and education, home language, and other factors are strongly associated with disparities in le
3 Financing is the third priority, a key to unlocking the crisis in education.

Clearly the economic and financial crisis has altered the whole environment in which governments are
operating. It could force countries to cut their spending on education and parents to remove their children
from school or simply to not send them at Learning achievement.