EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Activity 1. Please look for the important words that are found inside the box.

1. Write the words that you find and define these words.

Objectives - Objectives are specific, actionable targets that need to be achieved within a
smaller time frame to reach a certain goal. Objectives describe a state in the future which is
different from the present state and is desirable. Objectives provide orientation for individuals
and organizations, for society, politics, science, research or business and economics.

Goals - A goal is an idea of the future or desired result that a person or a group of people
envision, plan and commit to achieve. People endeavor to reach goals within a finite time by
setting deadlines.

Inclusive - Inclusive means "including everything" or "open to everyone; not limited to certain
people". It is a representation form which gets the chance of an active participation and equal
opportunities to all people. In short, the meaning of inclusive is that everyone, regardless of their
mental or physical abilities is understood, appreciated, and able to participate and contribute
meaningfully.

Discriminate - To discriminate means to make an unjust or prejudicial distinction in the

treatment of different categories of people, especially on the grounds of ethnicity, sex, age, or
disability. To discriminate against a group of people or in favor of a group of people means to
unfairly treat them worse or better than other groups.

Policy - Policies are rules, principles, guidelines or frameworks that are adopted or designed by
an organization to achieve long term goals. These are usually set out in a written format that is
easily accessible. Policies are formulated to direct and exert influence on all the major decisions
to be made within the organization and keep all activities within a set of established boundaries.
Also, it could be a law, regulation, procedure, administrative action, incentive, or voluntary
practice adopted or proposed by a government and other institutions.

Vision - A vision statement is an organization's declaration of its mid-term and long-term goals,
stating what they want to become in the future. Vision statements act as a goal for a company to
strive toward. It also identifies the objectives where the organization wants to be in the future
and helps define what they hope to accomplish.

Rights - Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are
the fundamental normative rules about what is allowed of people or owed to people according to
some legal system, social convention, or ethical theory.

Law - A law is a rule or set of rules for good behavior which is considered right and important by
the majority of people for moral, religious, or emotional reasons. It is also the discipline and
profession concerned with the customs, practices, and rules of conduct of a community that are
recognized as binding by the community.

2. How it is related to the topic that we have today?

It is related because this module is all about Legal Foundations of Special and Inclusive
Education
Which tackles about the Vision, Legal Bases, Policy, Goals and Objectives of Special and
Inclusive Education. In this lesson, we will be able to demonstrate an understanding of relevant
international and National legislation, regulation, and DEPED policies that pertain to the
development of educational programs for students with special needs in the Philippines.

3. What is special Education? Inclusive education?

Special education is defined as the design of teaching and learning strategies for individuals
with disabilities or learning difficulties. It also deals with the positive attitude of teachers since
they are dealing with persons with Special Education needs (SEN).

Inclusive Education is the term used to describe the education of students with disabilities
(SWD) in general education settings. As Halvorsen and Neary saw it, inclusive education means
that the students with disabilities are supported members of chronologically age-appropriate
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

general education classes who receive the specialized instruction delineated by their
Individualized Educational Programs (IEPs) within the context of the core curriculum and
general class activities.

Activity 2. Make your own diagram relating on how the following institutions and
government bodies are working together to cater children with Special Educational
Needs.

a. United Nations
b. National Government
c. Department of Education
d. Region/Division
e. Schools

Analysis
1. How important are the vision, legislation, policies for special education?

Having vision, legislation, policies are important for these can ensure compliance with laws and
regulations, give guidance for decision-making, and streamline internal processes for special
education. Also, compliance with these policies and guidelines by all concerned is deemed
necessary towards providing equitable access to educational opportunities and achieving quality
education. Such vision, legislation, and policies are required for any organization to be guided
and run effectively. These can become source documents for ensuring equal access to
educational opportunities and achieving quality education. It also requires increased efforts to
implement these regulations from both the government and non-government sectors.
2. Do you think there is a need for a specific law or policy that should be created for their
educational needs?

Yes, I believe there is a need for a specific law or policy addressing their educational needs,
because students with disabilities are frequently overlooked in public schools. As a result, these
students have low academic competence, making them less able to live full and meaningful
lives. A specific law or policy can provide the resources to allow students with disabilities to
receive individualized learning programs within the school setting based on their current skills
and needs.

3. What are the laws and policies that you are familiar with for children with special needs?

Republic Act 11650 – An Act Instituting a Policy of Inclusion and Services for Learners
with Disabilities in Support of Inclusive Education

Republic Act (RA) 11650, inked by Duterte on March 11, provides that no learner shall be
denied admission based on their disability. The new law provides that all schools, whether
public or private, shall ensure equitable access to quality education to every learner with
disability.

“The policy of inclusion is hereby instituted in all early and basic education schools, both public
and private,” the law read.

The implementing rules and regulations (IRR) of RA 11560 must be included in the admission
systems and policies of all schools. The IRR, according to the law, shall include the provision of
assistive devices, facilities and infrastructure in the admission process, and other forms of
reasonable accommodation. Under RA 11560, all learners with disabilities, whether enrolled in
public or private schools, shall be accorded services and reasonable accommodation based on
the Individualized Education Plan (IEP) and shall have the right to avail of the appropriate
support and related services.

Dept. Order (DO) 21, series of 2019 by the Department of Education (DepEd) Secretary
Leonor Briones. The DO detailed the Policy Guidelines on the K-12 Basic Education Program.
Part of the policy statement on Inclusive Education was featured in item no. 16 which states
“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 education. Through
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

inclusive education, all Filipinos will realize their full potential and contribute meaningfully to
building the nation.”
The Salamanca Statement also provided a guiding principle on the inclusion framework —
“school should accommodate children regardless of their physical, intellectual, social, emotional,
linguistic or other conditions. This should include disabled and gifted children, street and
working children, children from remote or nomadic populations, children from linguistic ethnic or
cultural minorities and children from other disadvantage or marginalized area or group.” It was
also mentioned that “children and youth with special educational needs should be included in
the educational arrangements made for the majority of the children” (UNESCO Salamanca
Statement).
Special education was part of the “inclusion” mandate of the Salamanca Statement. The
Philippines had come a long way in institutionalizing policies on Special Education (SPED) in
support of an inclusive and equitable education.

4. What do you think is the best policy that has been created relating to Special Education?

I definitely laud for the enactment of Republic Act 11650 – An Act Instituting a Policy of
Inclusion and Services for Learners with Disabilities in Support of Inclusive Education as
it safeguards the recognition, protection, and promotion of the rights of all learners with
disabilities – whether in school or out of school, to education based on equal opportunity.

With the enactment of this legislation, the Philippines, as a State Party, makes a significant
effort to follow the recommendations of the United Nations Convention on the Rights of Persons
with Disabilities (UNCRPD) and the United Nations Convention on the Rights of the Child
(UNCRC) on the removal of barriers that prevent learners with disabilities from learning
meaningfully and reaching their full potential.

This law will provide additional resources to support learners with disabilities' holistic education
needs, such as inclusive learning resource centers with multidisciplinary teams of professionals,
accessible materials, child find systems, public awareness raising, consultative mechanisms,
family education, pre- and in-service professional development for teachers and child
development workers, and an advisory council.

While this law paves the way for improved programs and services for students with disabilities, it
is evident that more needs to be done to raise awareness about child and human rights-based
approaches to disability, to fulfill learners with disabilities' right to learn alongside their peers,
and to eliminate the deep-seated stigma against learners with disabilities.

Assessment

1. Explain the Right-Based Model of disability.

The Right-Based Model of Disability acknowledges that each child has distinct learning abilities
and needs. Its aim is to change the existing education system to give children and young people
with disabilities unlimited and equal access to education. It recognizes disability as an important
aspect of human culture and affirms that all people, disabled or not, have certain inalienable
rights.

A rights-based approach to education guides and organizes all aspects of learning, from policy
to the classroom, by relying on human rights principles such as nondiscrimination and equality,
accountability and transparency, participation, empowerment, and the right to education.
Parents, teachers, education officials, and politicians are obligated to fulfill their responsibilities
and support children (as rights holders to claim their rights). For example, they must ensure that
the education they provide is not discriminatory and is open to scrutiny by others, allowing
learners and other stakeholders to participate actively. Children and learners have the right to
be informed about their rights, as well as the right to participate in all decisions that affect them,
both directly and indirectly; they also have the right to influence decision-making and effect
change. Teachers play an important role in passing on this knowledge to their students.

2. Compare the Biomedical and Functional Model.

EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

● In Biomedical/Individual Model, PWDs are seen as persons who are ill and meant to be
treated or made more normal (Olkin,1999 as cited by Relief and Letsosa,2018). In this model,
disability is considered as a medical problem that resides in the individual. It is a defect in or
failure of a bodily system and as such, is inherently abnormal and pathological. The goal of
intervention are cure, amelioration of the physical condition, rehabilitation or adjustment of the
person with disability to the condition and to the environment. On the other hand, the
Functional /Rehabilitation Model is where people have realized that not all disabilities are inborn
or inherited. It might be caused by an accident or a trauma. Rehabilitation is needed that is why
in this era, physical and occupational therapies became prevalent during this time. Those
people who acquired disability were given professional help so that they could gain back their
strength or abilities to function normally or if not, adjust to their present life.

● A biomedical model is a medical problem that occurs within an individual. It is a flaw or failure
in a bodily system, and as such, it is abnormal and pathological. A person is considered healthy
if he is disease-free. The Functional Model, on the other hand, is about people who have
realized that not all disabilities are inborn or inherited. It could be the result of an accident or a
trauma. It focuses on the medical aspects of a disability and seeks to "cure" a person of their
disability so that they can function as normally as possible.

3. What are the rights enjoyed by the persons’ with disabilities under the Magna Carta for
PWDs?

REPUBLIC ACT NO. 7277 - AN ACT PROVIDING FOR THE REHABILITATION, SELF-
DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR
INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.

Section 1. Title. — This Act shall be known and cited as the "Magna Carta for Disabled
Persons."
Sec. 2. Declaration of Policy — The grant of the rights and privileges for disabled persons shall
be guided by the following principles:
(a) Disabled persons are part of Philippine society, thus the State shall give full support to the
improvement of the total well-being of disabled persons and their integration into the
mainstream of society. Toward this end, the State shall adopt policies ensuring the
rehabilitation, self-development and self-reliance of disabled persons. It shall develop their skills
and potentials to enable them to compete favorably for available opportunities.
(b) Disabled persons have the same rights as other people to take their proper place in society.
They should be able to live freely and as independently as possible. This must be the concern
of everyone — the family, community and all government and nongovernment organizations.
Disabled persons' rights must never be perceived as welfare services by the Government.
(c) The rehabilitation of the disabled persons shall be the concern of the Government in order to
foster their capacity to attain a more meaningful, productive and satisfying life.
To reach out to a greater number of disabled persons, the rehabilitation services and benefits
shall be expanded beyond the traditional urban-based centers to community based programs
that will ensure full participation of different sectors as supported by national and local
government agencies.
(d) The State also recognizes the role of the private sector in promoting the welfare of disabled
persons and shall encourage partnership in programs that address their needs and concerns.
(e) To facilitate integration of disabled persons into the mainstream of society, the State shall
advocate for and encourage respect for disabled persons. The State shall exert all efforts to
remove all social, cultural, economic, environmental and attitudinal barriers that are prejudicial
to disabled persons.

Application

1. If you were given a chance to sit as policy maker and you are given a chance to deliver a
speech in the plenary, what education needs for special children should you address?

“If given the opportunity to serve as a policymaker, I will undoubtedly emphasize the importance
of inclusive education.
According to DepEd Order No. 44, s. 2021 or the “Policy Guidelines on the Provision of
Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education
Program,” learners with disabilities would need additional and/or modified learning resources
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

catering to their unique needs. They, like any other student, have the right to have their basic
needs met in order to live the lives they desire and achieve their goals. Every learner, especially
the marginalized, should have access to a suitable learning environment. The lack of SPED
funds may not only impede progress in improving learners' access to resources and services,
but it may also disrupt the implementation of inclusive education policies. No matter how many
bills are passed to ensure that students with disabilities have a safe space in schools, they will
never be implemented if there is no budget to support them.
If the government is truly committed to pursuing an inclusive education system, it should
prioritize fiscal prudence. Our children are the future of our country, and it is the state's
responsibility to protect them from things that could jeopardize their success. Every cent of our
tax money is well spent if children with special needs have easier access to basic education.
That’s why if I have the chance, I’ll use my position in amplifying the voices of the cry “no child
left behind” and further push the idea of prioritizing inclusive education in the country.”

2. Research on the highlights of the following Philippine laws for the PWDs.
a. RA 7277
b. RA 9442
c. RA 10524
d. RA 10754

RA 7277 RA 9442 RA 10524 RA 10754

Year created 1992 2007 2013 2016
Author(s) Rep. Emi Calixto- (Sgd.) JOSE DE Not stated Ferdinand Martin
Rubiano (Lone VENECIA JR. Romualdez and
District, Pasay City) (Sgd.) MANNY Senator Juan
VILLAR Edgardo “Sonny”
Speaker of the Angara, as well
House of as Cong. Yedda
Representatives Romualdez, Rep.
President of the
Senate
Specific AN ACT PROVIDING AN ACT AN ACT REPUBLIC ACT
Beneficiaries FOR THE AMENDING EXPANDING NO. 10754
REHABILITATION, REPUBLIC ACT THE OTHERWISE
SELF- NO. 7277, POSITIONS KNOWN AS “AN
DEVELOPMENT AND OTHERWISE RESERVED ACT
SELF-RELIANCE OF KNOWN AS THE FOR PERSONS EXPANDING
DISABLED MAGNA CARTA WITH THE BENEFITS
PERSONS AND FOR PERSONS DISABILITY, AND
THEIR WITH AMENDING PRIVILEGES OF
INTEGRATION INTO DISABILITY AS FOR THE PERSONS WITH
THE MAINSTREAM AMENDED, AND PURPOSE DISABILITIES”.
OF SOCIETY AND FOR OTHER REPUBLIC ACT
FOR OTHER PURPOSES’ NO. 7277, AS
PURPOSES. GRANTING AMENDED,
ADDITIONAL OTHERWISE
PRIVILEGES KNOWN AS
AND THE MAGNA
INCENTIVES CARTA FOR
AND PERSONS
PROHIBITIONS WITH
ON VERBAL, DISABILITY.
NON-VERBAL
RIDICULE AND
VILIFICATION
AGAINST
PERSONS WITH
DISABILITY
Highlights This Act provides for It is the objective 1. Opportunity 1. Incentives. –
the rehabilitation, self- of Republic Act for suitable Those caring for
development and self- No. 9442 to employment and living with a
reliance of disabled provide persons shall be open to PWD shall be
persons and their with disability, the all qualified granted the
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

integration into the opportunity to PWDs. Efforts following

mainstream of society. participate fully shall be incentives:
Title Two, centers on into the exerted to “(a) PWD, who
employment, mainstream of provide qualified are within the
education, health society by PWDs equal fourth civil degree
care, social services, granting them at opportunity in of consanguinity
telecommunications, least twenty the selection or affinity to the
buildings and percent (20%) process based taxpayer,
transportation, and discount in all on regardless of age,
political and civil basic services. It qualification who are not
rights. Title Three is a declared standards gainfully
prohibits policy of RA 7277 prescribed for an employed and
discrimination against that persons with appointment to a chiefly dependent
disabled persons in disability are part position in upon the
employment, of Philippine government and taxpayer, shall be
transportation, and in society, and thus requirements set treated as
public accommodation the State shall by the employers dependents under
and services. This Act give full support to in private Section 35(b) of
provides for the the improvement corporations. No the NIRC of 1997,
rehabilitation, self- of their total well PWD shall be as amended, and
development and self- being and their denied access to as such,
reliance of disabled integration into opportunities for individual
persons and their the mainstream of suitable taxpayers caring
integration into the society. They employment. for them shall be
mainstream of society. have the same accorded the
Title Two, centers on rights as other privileges granted
employment, people to take 2. At least one by the Code
education, health their proper place percent (1%) of insofar as having
care, social services, in society. They all regular and dependents under
telecommunications, should be able to non-regular the same section
buildings and live freely and as positions in all are concerned
transportation, and independently as government
political and civil possible. This agencies shall
rights. Title Three must be the be reserved for 2. Educational
prohibits concern of persons with assistance to
discrimination against everyone the disability. PWD, for them to
disabled persons in family, community Should there be pursue primary,
employment, and all fraction in secondary,
transportation, and in government and coming up with tertiary, post
public accommodation non-government the sum of at tertiary, as well as
and services. organizations. least one vocational or
Rights of persons percent (1%) of technical
with disability the total plantilla education, in both
must never be position in a public and private
perceived as government schools, through
welfare services. agency, the the provision of
Prohibitions on same shall be scholarships,
verbal, non-verbal considered as grants, financial
ridicule and one (1) aids, subsidies
vilification against position reserved and other
persons with for persons with incentives to
disability shall disability. qualified PWD,
always be including support
observed at all for books,
times. 3. All learning
government materials, and
agencies shall uniform allowance
allocate a certain to the extent
amount from feasible:
their respective Provided, That
annual PWD shall meet
budget, for the the minimum
implementation admission
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

of this law and requirements;

its IRR, subject
to the usual
government 3. On funeral and
accounting and burial services for
auditing rules the death of the
and regulations. PWD: Provided,
That the
beneficiary or any
person who shall
shoulder the
funeral and burial
expenses of the
deceased PWD
shall claim the
discount under
this rule for the
deceased PWD
upon presentation
of the death
certificate. Such
expenses shall
cover the
purchase of
casket or urn,
embalming,
hospital morgue,
transport of the
body to intended
burial site in the
place of origin,
but shall exclude
obituary
publication and
the cost of the
memorial lot.
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Others Special Education. —

The State shall
establish, maintain
and support complete,
adequate and
integrated system of
special education for
the visually impaired,
hearing impaired,
mentally retarded
persons and other
types of exceptional
children in all regions
of the country. Toward
this end, the
Department of
Education, Culture
and Sports shall
establish, special
education classes in
public schools in
cities, or
municipalities. It shall
also establish, where
viable, Braille and
Record Libraries in
provinces, cities or
municipalities.

3. Research for the contribution of UNESCO and UNICEF for special and inclusive education.

UNICEF’S CURRENT WORK ON CHILDREN WITH DISABILITIES AND INCLUSIVE

EDUCATION

With an increased focus on equity and the commitment to achieving results for the most
marginalized children, UNICEF is strengthening its work on children with disabilities and
inclusive education at the global, regional and country level.
At the global level, UNICEF led efforts towards the establishment of the Global Partnership on
Children with Disabilities (2012) and in 2013 UNICEF launched its flagship report, the State of
the World’s Children, with a specific focus on children with disabilities.
UNICEF is working to strengthen data on children with disabilities through the development of
household survey modules on measuring child disability and the school environment, a disability
assessment toolkit and a guide on disability inclusive Education Management Information
Systems. In addition to this series on inclusive education, technical guidance is being developed
on accessible school construction and a database on assistive devices, technology and allied
support is being built. The development and piloting of innovative solutions for the development
of accessible learning materials is under way.
At the global level, UNICEF has established strong partnerships on inclusive education with
UNESCO and the Global Partnership for Education (GPE), in addition to numerous civil society
organizations and governments. Together with OHCHR, we are engaged in high-level advocacy
on the promotion of the rights of children with disabilities to inclusive education on an equal
basis with all other children and, as previously mentioned, co-lead the Global Partnership on
Children with Disabilities (GPcwd) Inclusive Education Taskforce with UNESCO. At the global
level, UNICEF has established strong partnerships on inclusive education with UNESCO and
the Global Partnership for Education (GPE), in addition to numerous civil society organizations
and governments. Together with OHCHR, we are engaged in high-level advocacy on the
promotion of the rights of children with disabilities to inclusive education on an equal basis with
EDUC 8 – FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

all other children and, as previously mentioned, co-lead the Global Partnership on Children with
Disabilities (GPcwd) Inclusive Education Taskforce with UNESCO.

At the regional level, UNICEF works with regional organizations with common approaches to
disability, including the African Union and the ASEAN organization in South East Asia, non-
governmental organizations and universities, and with regional donors, including Australia’s
DFAT and other UN agencies, not least UNESCO. It also supports the development of regional
data on children with disabilities and the sharing of practice between countries, as well as
ensuring coherent cross-sectoral programming for children with disabilities at the country office
level. At the national level, UNICEF works closely with the relevant line ministries and
department of education colleagues, in addition to civil society organizations led by people with
disabilities and those advocating for their rights, as well as the media.

Source: https://www.unicef.org/eca/sites/unicef.org.eca/files/IE_Webinar_Booklet_1_0.pdf

UNESCO’S CONTRIBUTION

The United Nations Educational, Scientific and Cultural Organization (UNESCO) Education
Sector has completed an evaluation of its work on Inclusion in Education (2016–2021). A report
on the findings has just been published.

The evaluation confirms UNESCO’s importance in striving for Sustainable Development Goal 4.
As a result of the evaluation, UNESCO aims to improve its data on vulnerable and marginalized
learners and consistently strengthen its focus on inclusion across all thematic strands in
education. In addition, UNESCO will further mobilize its partners and relevant stakeholders to
work together to overcome all barriers and address all forms of exclusion and marginalization,
disparities and inequalities. This will involve continuing to strengthen co-operation with key
partners in inclusion, such as the Agency.

The Agency contributed to the evaluation, and the Agency website and promotion of UNESCO
resources are cited in the evaluation report. Recent examples of Agency and UNESCO co-
operation include the Inclusive Education in Action website, the 2021 regional Global Education
Monitoring report on inclusion and education, and the joint webinar on fostering stakeholder
dialogue that took place in April this year. The evaluation report stresses the benefits of such
co-operation and collaboration, such as preventing duplication of work and ensuring synergy
between organizations working on inclusion.

The evaluation report is available on the UNESCO website. A two-page summary highlighting
the evaluation’s key messages is also available in English and in French.

In other news from UNESCO, the 2022 Gender Report was published in April. It provides an
overview of the latest findings on gender equality in education. These include gender gaps in
out-of-school rates and pockets of exclusion in some countries, and performance data and
learning outcomes around the world. This information will be particularly important in monitoring
the on-going impact of COVID-19 on gender inequality.

Source: https://www.european-agency.org/news/unesco-evaluation#:~:text=In%20addition%2C
%20UNESCO%20will%20further,and%20marginalisation%2C%20disparities%20and
%20inequalities.