Presentation given by Dr. Quijano of the Department of Education. I don't own the PPT. For educational research only.

1. INCLUSIVE EDUCATION:INCLUSIVE EDUCATION:
THE PHILIPPINE PERSPECTIVETHE PHILIPPINE PERSPECTIVE
Dr. YOLANDA S. QUIJANO
Undersecretary of Programs and Projects
Department of Education
Philippines

2. OUTLINEOUTLINE
 General Information on Inclusive EducationGeneral Information on Inclusive Education
Facts and Figures, Policies, Strategies forFacts and Figures, Policies, Strategies for
Disadvantaged Learners: Children withDisadvantaged Learners: Children with
Disabilities, IPs, Muslim Children, StreetDisabilities, IPs, Muslim Children, Street
Children, Abused childrenChildren, Abused children
 Current Difficulties and ChallengesCurrent Difficulties and Challenges
 Lessons LearnedLessons Learned
 Proposed Initiatives/RecommendationsProposed Initiatives/Recommendations

3. GENERAL INFORMATION onGENERAL INFORMATION on
INCLUSIVE EDUCATIONINCLUSIVE EDUCATION
Chi l dren
wi t h
di sabi l i t i es
Street
children
Children of
Indigenous
peoples and
Muslim children
Child
labourers
Abuse
d

4. FACTS and FIGURESFACTS and FIGURES
 Children with disabilitiesChildren with disabilities who are in school arewho are in school are
about 101, 762 (2011-2011).about 101, 762 (2011-2011).
 Children with disabilities are still combatingChildren with disabilities are still combating
educational exclusioneducational exclusion
 97.3 % of them are still unreached.97.3 % of them are still unreached.
 About 5,916 are mainstreamed in regularAbout 5,916 are mainstreamed in regular
classesclasses

5. Facts and FiguresFacts and Figures
 Children of Indigenous peoplesChildren of Indigenous peoples number aboutnumber about
12-15 million across the country.12-15 million across the country.
 These are spread in seven ethnographic areasThese are spread in seven ethnographic areas
with 117 ethno-linguistic groups.with 117 ethno-linguistic groups.
 Those in the elementary schools total 639,Those in the elementary schools total 639,
483 while 158, 550 are in the secondary483 while 158, 550 are in the secondary
schools (2010-2011).schools (2010-2011).

6. Facts and FiguresFacts and Figures
 140,570140,570 Muslim elementary and secondaryMuslim elementary and secondary
pupilspupils are attending ALIVE (Arabic Languageare attending ALIVE (Arabic Language
and Islamic Values Education) in publicand Islamic Values Education) in public
schoolsschools

7. Facts and FiguresFacts and Figures
 Street childrenStreet children are about 246, 000 thousand-are about 246, 000 thousand-
75% are children on the streets;75% are children on the streets;
25% are children of the streets;25% are children of the streets;
70 % are boys70 % are boys
 Working childrWorking childrenen are growing inare growing in
numbernumber
 Number ofNumber of abused childrenabused children
isis being tracked downbeing tracked down

8. EDUCATION POLICIESEDUCATION POLICIES
 The right to education is a basic human right.The right to education is a basic human right.
 All children and youth shall have access toAll children and youth shall have access to
quality education.quality education.
 Inclusive education shall be concerned with allInclusive education shall be concerned with all
learners, with focus on those who havelearners, with focus on those who have
traditionally been excluded from educationaltraditionally been excluded from educational
opportunities.opportunities.
 Support system shall be organized andSupport system shall be organized and
delivered holistically.delivered holistically.

9. PUBLIC POLICY SUPPORT onPUBLIC POLICY SUPPORT on
INCLUSIVE EDUCATIONINCLUSIVE EDUCATION
 The 1987 Philippine ConstitutionThe 1987 Philippine Constitution
 P.D. 603 - The Child and Youth Welfare CodeP.D. 603 - The Child and Youth Welfare Code
 RA. 7610 – Special Protection of ChildrenRA. 7610 – Special Protection of Children
against Child Abuse, Exploitation andagainst Child Abuse, Exploitation and
Discrimination ActDiscrimination Act
 R.A. 7277- The Magna Carta for DisabledR.A. 7277- The Magna Carta for Disabled
Persons amended by R.A 9442Persons amended by R.A 9442
 Policies and Guidelines in Special EducationPolicies and Guidelines in Special Education

10. PHILIPPINES ADOPTSPHILIPPINES ADOPTS
INTERNATIONAL DOCUMENTS onINTERNATIONAL DOCUMENTS on
INCLUSIVE EDUCATIONINCLUSIVE EDUCATION
 UN Conventions on the Rights ofUN Conventions on the Rights of
the Child (1989)the Child (1989)
 World Declaration on EducationWorld Declaration on Education
for All (1990)for All (1990)
 UNESCO Salamanca StatementUNESCO Salamanca Statement
and Framework for Action (1994)and Framework for Action (1994)

11. INCLUSION DEFINEDINCLUSION DEFINED
 Reaching out to all learnersReaching out to all learners
 Addressing and responding to diversity ofAddressing and responding to diversity of
needs of all children, youth and adultsneeds of all children, youth and adults
 Involves changes and modification in content,Involves changes and modification in content,
approaches, structures and strategiesapproaches, structures and strategies

12. STRATEGIES inSTRATEGIES in
INCLUSIVE EDUCATIONINCLUSIVE EDUCATION
for DISADVANTAGED LEARNERSfor DISADVANTAGED LEARNERS
The program, curriculum, learning materials,
facilities, equipment

13. CHILDREN WITH DISABILITESCHILDREN WITH DISABILITES

14. Education system has full
responsibility to ensure right to
education
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Augmentation
Alteration
Involvement of peers, parents and the community
Flexible teaching methods with innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
Responsive, child-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all
PROCESSPROCESS
of INCLUSIONof INCLUSION
Assessment
Support System
Remediation/ enrichment

15. 1.1. Partial mainstreamingPartial mainstreaming
towards inclusiontowards inclusion
- students are educated- students are educated
in regular classes at leastin regular classes at least
half the dayhalf the day
- receive additional help- receive additional help
or specialized servicesor specialized services
- pull-out- pull-out
PHILIPPINE MODEL of INCLUSION

16. 2.2. Full mainstreamingFull mainstreaming
or inclusionor inclusion
- complete regular- complete regular
instructioninstruction
- receive all special- receive all special
servicesservices
in generalin general
classroomclassroom

17. SUSTAINING PROGRAMS forSUSTAINING PROGRAMS for
CHILDREN with DISABILITIESCHILDREN with DISABILITIES
 Establishment of 276 Special EducationEstablishment of 276 Special Education
Centers nationwideCenters nationwide
 Provision of SPED itemsProvision of SPED items
 Downloading of fundsDownloading of funds

18. Sustaining Programs forSustaining Programs for
Children with DisabilitiesChildren with Disabilities
 Conduct of training programsConduct of training programs
for teachers handling childrenfor teachers handling children
with various disabilitieswith various disabilities
 Conduct of training for schoolConduct of training for school
heads and supervisorsheads and supervisors
 Development of instructionalDevelopment of instructional
materials for children withmaterials for children with
disabilitiesdisabilities

19. Sustaining Programs forSustaining Programs for
Children with DisabilitiesChildren with Disabilities
 Conduct of advocacy strategies like the SPEDConduct of advocacy strategies like the SPED
caravan in regions and divisions without SPEDcaravan in regions and divisions without SPED
centers or without SPED programscenters or without SPED programs

20. Sustaining Programs forSustaining Programs for
Children with DisabilitiesChildren with Disabilities
 Implementation of variousImplementation of various
intervention programs,intervention programs,
like:like:
Early InterventionEarly Intervention
Transition programTransition program
Headstart programHeadstart program

21. INDIGENOUS PEOPLES EDUCATIONINDIGENOUS PEOPLES EDUCATION
 Policy actionsPolicy actions
To provide access to quality basic educationTo provide access to quality basic education
To ensure the preservation, recognition,To ensure the preservation, recognition,
promotion and protection of the rights ofpromotion and protection of the rights of
indigenous peoples to ancestral domain,indigenous peoples to ancestral domain,
cultural identity and heritagecultural identity and heritage
 Objective:Objective:
The National IP Education PolicyThe National IP Education Policy
Framework operationalized inFramework operationalized in
all schoolsall schools

22. Indigenous Peoples EducationIndigenous Peoples Education
ActivitiesActivities
 Launching of the Philippine’s Response toLaunching of the Philippine’s Response to
Indigenous Peoples and Muslim EducationIndigenous Peoples and Muslim Education
(PRIME)- a facility for IP and ME(PRIME)- a facility for IP and ME
 Conduct of implementation planningConduct of implementation planning
activities for the national, & regionalactivities for the national, & regional
clustersclusters
 Celebrating IP month inCelebrating IP month in
OctoberOctober

23. MADRASAH EDUCATIONMADRASAH EDUCATION
for Muslim Childrenfor Muslim Children
 Policy action:Policy action:
To provide acess to quality educationTo provide acess to quality education
To ensure the preservation, recognition,To ensure the preservation, recognition,
promotion, and protection of the rights ofpromotion, and protection of the rights of
Muslim learners to religious identity andMuslim learners to religious identity and
heritageheritage
 Objective:Objective:
Institutionalization of the Madrasah EducationInstitutionalization of the Madrasah Education
Program at all levels in basic educationProgram at all levels in basic education

24. Madrasah EducationMadrasah Education
for Muslim Childrenfor Muslim Children
 Development of Madrasah Currriculum forDevelopment of Madrasah Currriculum for
Kindergarten (Tahderiyyah)Kindergarten (Tahderiyyah)
 Implementation of the Madrasah CurriculumImplementation of the Madrasah Curriculum
in the elementary levelin the elementary level
 Development of the Curriculum in theDevelopment of the Curriculum in the
secondary levelsecondary level
 Professionalizing the Asatidz through theProfessionalizing the Asatidz through the
Accelerated Teacher Education Program nowAccelerated Teacher Education Program now
on its fourth cycleon its fourth cycle

25. STREET CHILDREN EDUCATIONSTREET CHILDREN EDUCATION
 Enhancing the implementation ofEnhancing the implementation of
the “Kariton Klasrum” project inthe “Kariton Klasrum” project in
partnership with the Dynamic Teenpartnership with the Dynamic Teen
CompanyCompany
 Street educator, Efren PenafloridaStreet educator, Efren Penaflorida
awarded by CNN as Hero of theawarded by CNN as Hero of the
YearYear
 Conducting stock-taking activitiesConducting stock-taking activities
in selected sites that willin selected sites that will
implement the programimplement the program

26. EDUCATION forEDUCATION for
CHILDREN SEXUALLY ABUSEDCHILDREN SEXUALLY ABUSED
 Institutionalization of Personal Safety LessonsInstitutionalization of Personal Safety Lessons
in both elementary and secondary schoolsin both elementary and secondary schools
nationwidenationwide
 On-going training of trainers for the basicOn-going training of trainers for the basic
education levelseducation levels
 Coordination with the agencies to ensure theCoordination with the agencies to ensure the
welfare of the sectorwelfare of the sector

27. ALTERNATIVE DELIVERY MODESALTERNATIVE DELIVERY MODES
for DISADVANTAGED CHILDRENfor DISADVANTAGED CHILDREN
 MISOSA- (Modified In-School and Off-SchoolMISOSA- (Modified In-School and Off-School
Approach for elementary)Approach for elementary)
 Open High School Program for secondaryOpen High School Program for secondary
 Distance LearningDistance Learning
 Modular learningModular learning
 On-line learningOn-line learning
 Home-based learningHome-based learning

28. Alternative Delivery ModesAlternative Delivery Modes
in picturesin pictures

29. Alternative Delivery Modes
in pictures

30. Alternative Delivery Modes
in pictures

31. CURRENT ISSUES and CHALLENGESCURRENT ISSUES and CHALLENGES
 Increasing the holding power of schools overIncreasing the holding power of schools over
these childrenthese children
 Making existing resources and other supportMaking existing resources and other support
systems adaptable and suitable to the needssystems adaptable and suitable to the needs
of inclusive educationof inclusive education

32. Current Issues and ChallengesCurrent Issues and Challenges
 Mobilizing parents and other duty bearers inMobilizing parents and other duty bearers in
supporting inclusive educationsupporting inclusive education
 Providing post-school support to fullyProviding post-school support to fully
integrate and enable disadvantaged childrenintegrate and enable disadvantaged children
to participate in gainful employment orto participate in gainful employment or
productive work.productive work.

33. LESSONS LEARNEDLESSONS LEARNED
Social, Economic, and Financial Aspects

34. SOCIAL BENEFITSSOCIAL BENEFITS
 Creates positive social and attitudinalCreates positive social and attitudinal
changes in both regular and disadvantagedchanges in both regular and disadvantaged
chidren such as:chidren such as:
a.a. Reducing and eliminating prejudices againstReducing and eliminating prejudices against
disabled childrendisabled children
b.b. Improving self-concept or self-esteemImproving self-concept or self-esteem

35. Social BenefitsSocial Benefits
c.c. Growth in social cognitionGrowth in social cognition
d.d. Encouraging greaterEncouraging greater
participation in socialparticipation in social
progressprogress
ChallengeChallenge
 Inclusion may result inInclusion may result in
overcrowding andovercrowding and
lowering of quality oflowering of quality of
educationeducation

36. ECONOMIC BENEFITSECONOMIC BENEFITS
 Leads to higher participation rate, cohort-Leads to higher participation rate, cohort-
survival or completion ratesurvival or completion rate
 There is higher simple and functional literacyThere is higher simple and functional literacy
rates.rates.
 There is higher employment participationThere is higher employment participation
rate.rate.
 Enable children to become independent andEnable children to become independent and
productive in later yearsproductive in later years

37. CHALLENGESCHALLENGES
 Inclusion education entails additionalInclusion education entails additional
resources over and above those provided toresources over and above those provided to
regular schools.regular schools.
 Per pupil cost is relatively higher than thePer pupil cost is relatively higher than the
regular pupil.regular pupil.

38. PROPOSEDPROPOSED
INITIATIVES/RECOMMENDATIONSINITIATIVES/RECOMMENDATIONS
1.1. Ensuring education through early learningEnsuring education through early learning
interventionintervention
2.2. Rationalizing the establishment of moreRationalizing the establishment of more
centers: special education centers,centers: special education centers,
community centers, drop-in centerscommunity centers, drop-in centers
3.3. Capability building for teachers of diverseCapability building for teachers of diverse
learners at pre service levelslearners at pre service levels
4.4. Adopting equivalency, testing andAdopting equivalency, testing and
acceleration programs to diverse learnersacceleration programs to diverse learners

39. Inclusion means:
I – ntegration
N – etworking
C – ollaboration
L – iving, learning, loving
U – tilizing all available resources
S – upport and social services
I – mplementation of appropriate
programs
O – rganization of appropriate
services
N – on stop services to all

40. The challenge for
educators is to find
ways of sharing
expertise and
provide wider
educational
opportunities
for the full
implementation
of inclusive education.

41. Maraming Salamat!