Prepared by:

Carmela N. Alferez
3 Phases of the Implementation of
Inclusive Education:
 Initial Phase - pertains to the time when the school
makes preparation for the practice of education
 Transition Phase – is the period covering the initial
meetings done by the school personnel and other activities
prior to the actual implementation of the inclusion
program.
 Inclusion Phase – refers to the period when children
with special needs are admitted to the regular classes.
PURPOSES OF THE MEETIGS:
 to clarify issues on inclusion

 establish the commitment of all members of the

school for the successful implementation of inclusion

 Discuss the phases of its implementation

 Devise manners of documentation for monitoring and

evaluation of the program
I. INITIAL PHASE
I. Roles of the Administrator Strategies
 Accept DECS Order No. 26,s.  Reflect on the contents of the
1997 (Institutionalization of order.
SPED Programs in All
Schools) with an open heart
and mind

 Review the school’s Vision-

 Recall the provisions of EFA
Mission in the light of the
global thrust of Education for and examine the school’s
All vision and mission.
 Network with the Division  Coordinate with SPED
Supervisor in-charge of supervisor
Special Education for
linkages and to gather
pertinent information of
SPED

 Call for meeting with the PTA

Officers to elicit support for  Discuss the benefits of
the proposed inclusion inclusion
program
Roles of Regular teachers Strategies

 accept the idea of inclusive  Read books/articles about

education inclusive education

 Support school plans for  Get involved in activities

inclusive education

 Established a wholesome  Attend school-based

relationship with the SPED seminars
teacher
 Roles of SPED teachers
 Welcome regular teachers
who are seeking information
about inclusive education
 Accept a broader role as
consultant in SPED and not
only a SPED teacher
 Share expertise during the
campaign period for inclusive
education
Strategies
 God and tell the regular
teachers that are very willing
to work with them
 Be part of the team to be
organized by the
administrator
 Organize small group
sessions and share your
expertise
 Help administrator in
inviting SPED educators to
enlighten teachers about
inclusive education
 Roles of Non-teaching
Strategies
Personnel
 Act as a supporting arm  Get involved in activities
towards the program.
Remember that although
your unit does not directly
handle the students as
compared to teaches, the
preparation of facilities and
grounds can be crucial to the
success of the inclusion
program
Roles of Parents Strategies

 Attend the meeting called by  Participate in discussions

the administrator

 Participate and support plans  Create a committee that will

for inclusion directly support the school’s
plan of adapting inclusion
II. TRANSITION PHASE
Roles of the administrators
 Facilitate acceptance of CSNs Strategies
and conduct in-service training
and orientation on suggested  Organize school-based
topics: trainings
 Know special learners
 Knowledge on specific
handicapping conditions  Monitor the acceptance of
 Knowledge about Special CSNs in classes
Needs Education in Inclusive
Schools
 Roles of the other members of
SPED team
 Uses of available resources
 Adoption of Materials and
Instructional Methodologies
to the needs of Special
Learners
Roles of Regular teachers
 Identify the prospective students
for inclusion in terms of
strengths and needs and plan
accordingly.
*If an assessment from the
professionals is available, translate
results into workable plans.
 Prepare the regular children in
welcoming he students with
special needs. Teach children to
recognize the importance of
belonging and accepting others
in the group regardless of their
abilities and personal
appearances
Strategies
 Conduct a meting to acquaint
the regular students on who
these children with special
needs.
 Invite a SPED teacher to talk
on the proper relationship
among students regardless of
their abilities and personal
appearances.
 Conduct a parents’ meeting
of both students. Invite a
speaker to talk on “PARENTS
AS PARTNERS IN
EDUCATION”
 Roles of SPED teachers
 Assist the regular teacher in
assessing the characteristics
of the inclusion setting which
includes:
 *physical variables
 *classroom’s instructional
variables
 Assist the regular teacher I
measuring the characteristics
of related environment
Strategies
 Together with the regular
teacher, visit and check the
physical conditions of the
classroom like proper lighting
and ventilation , seating
arrangements etc.
 Visit and check the comfort
rooms, canteen, to insure
maximum safety
 Consult the administrator for
needed repair of physical
facilities
Roles of Non-teaching
Strategies
personnel
 Prepare a list of possible  Consult administrator
modifications on the school
facilities and present them to
the administrator

Roles of Parents Strategies

 Monitor the progress of the  Meet with the committee

PTA committee in members and get feedback
consonance with the school’s
plan  Discuss with the school
 Coordinate closely with personnel
school personnel
III. INCLUSION PHASE
Roles of the Administrator Strategies
 Continue with in-service  Invite SPED teachers and
training on other experts
 Curriculum modification
 Teaching techniques and
strategies
 Behavior management
 Classroom management
 Preparation of materials
Roles of the regular
teachers
 Facilitate the implementation
of individualized educational
plan (IEP)
 Modify the curriculum
 Document significant
incidents that may be
considered in the students
program.
Strategies
 Make plans/schedules for
implementing objectives and
activities. Submit such plans
to the Resource Teacher for
reinforcement
 Study the child’s strengths
and needs and plan
appropriate activities
 Conduct different
tests/checklists to students.
Assess their strengths and
needs. Interpret the results
and use them in planning
their activities
Roles of a SPED teacher
 Support students with special
needs
 Provide a checklist of
expected academic and
behavioral outputs for
monitoring
 Develop students’
Individualized Educational
Plans in consolidation with
the regular teacher
throughout the year
Strategies
 Based on the test results, level
the children for proper grade
placement
 Look for appropriate
materials, proper teaching
strategies and other activities
to meet the needs of the
students
 Conduct collaborative
planning