Inclusive

Education and
Discrimination
PRESENTER: MARK ANTHONY C. PLETE
PHD-EDUCATIONAL MANAGEMENT
Inclusion
• Describes as the process by which a
school accepts children with special
needs for enrolment in regular classes
where they can learn side by side with
their peers.
• The school organizes its special
education program and includes a
special education teacher in its
faculty.
Inclusive Education for Children
with Special Needs
• In 1994 Conference on Special Needs
Education held in Salamanca Spain,
the participants reaffirmed the right to
education of every individual to
education as enshrined in the 1984
Universal Declaration of Human
Rights.
 Policy on Inclusive
Education for All

• Is adopted in the Philippines to

accelerate access to
education among children
and youth with special needs.
Goal

• Special Education programs of

the Department of Education all
over the country is to provide
children with special needs a
appropriate educational services
within mainstream of basic
education.
Aims
• Provide flexible and individualized
support system for children and youth
with special needs in a regular class
environment in schools nearest the
student’s home.
• Provide support services, vocational
programs and work training,
employment opportunities for efficient
community participation and
independent living.
• Implement life-long curriculum to
include early intervention and
parent education, basic
education and transitions
programs on vocational training or
preparation for college.
• “A School within a school
concept”
Salient features of
inclusive education
• Inclusion means implementing
and maintaining warm and
accepting classroom
communities that embrace
and respect diversity or
differences.
• Inclusion implements a
multilevel , multimodality
curriculum.
• Inclusion prepares regular
teachers and special
education teachers to teach
interactively.
• Inclusion provides
continuous support for
teachers to break down
barriers of professional
isolation.
Here are some activities that take
place in the regular classroom.

• If the class is discussing activities on saving

the environment, the deaf student can work
on collage pictures on the topic.
• Prompts or cues are added to learning tasks
to assist children with mental retardation in
task performance. Prompts can be verbal,
visual or physical.
 Philosophies under Inclusive
Education
• Progressivism –Need based and relevant
curriculum that “respond to students’ need.
• Reconstructionism - is another student centered
philosophy that promotes world social progress,
focuses on world events, controversial issues, and
developing a vision for a new better world.
• Constructivism is a student centered philosophy
that emphasizes hands on learning and students
actively participating in lessons. Constructivists
believe that students should be able to discover
lessons on their own through hands on activity
because it is the most effect way of learning and is
considered true learning.
• Humanism is a student centered philosophy that
focuses on enhancing ones innate goodness,
rejects the idea of group-oriented education, and
upholds the idea of enhancing individual
development. This philosophy also believes that
students should be actively involved with their
education on all levels, and students should be
able to make choices about what they will be
learning.
• Social reconstructionism, they believe that systems
must be changed to overcome oppression and
improve human conditions. Community-based
learning and bringing the world into the classroom
are also strategies.
• Education as a Human Right- The 1987
Constitution, as in the past, makes quality
education as a human right to which all filipino
citizens are entitled, and such education must
be accessible to all.
• Utilitarianism in Education- believes in
equality, treating all staffs and students fairly.
Ensuring equal access to opportunities to
enable students to fully participate I what they
interest in the learning process. Making certain
that any learning materials do not discriminate
against any individual.
 Structure and Philosophy:
Traditional vs. Inclusive Models
Traditional Models Inclusive Educational
Models
• Some students do • All students “fit” in
not “fit” in general general education
education classes. classrooms.
• The teacher is the • Collaborative
instructional leader. teams share
leadership
responsibilities
• Students learn from • Students and
teachers and teachers learn from
teachers solve the one another and
problems. solve the problems
together.
• Students are • Students are
purposely grouped purposely grouped
by similar ability. by differing abilities.
• Students are • Students are
evaluated by evaluated by
common standards. individually
appropriate
standards.
• Students’ success is • The system of
achieved by meeting education is
common standards. considered successful
when it strives to
meet each students’
needs. Students’
success is achieved
when both individual
and group goals are
met.
Discrimination

• Special and regular students- The current

dual system of general and special
education assumes that there are two
types of children.
• Deviant label- A major negative result of
the dual system is the requirement to place
deviant labels on students.
 Do Not Say Say

• The disabled • Person with

person disability
• Mentally • With mental
retarded retardation
• Autistic children • Children with
• Blind students autism
• Student with
• Learning disabled visual impairment
girl • Girl with learning
disability
Support Services
• Clinical Psychologist, School Psychologist,
Psychometrician for psychological testing.
• Medical Doctor and Dentist for general
check-up of all children.
• Ophthalmologist for all children especially
those with blindness and low vision.
• Otologist or Otolaryngologist for all children
especially those with hearing loss, deafness,
language and speech disorders.
• Neurologist and Child Psychiatrist for
children with mental retardation, learning
disabilities and emotional-behavioral
disorders.
• Speech Therapist for all children with
language and speech problem.
• Physical and Occupational Therapist for all
children especially those with physical
disabilities.
• Interpreter for the deaf
• Orientation and Mobility Instructor