Unit – 1: DEFINITION, GOAL, AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION

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This unit will focus on the definition, goal, and scope of special and inclusive
education implemented here in the Philippines through the Department of Education
(DepEd). Through this module, students will be able to understand the projects,
programs and activities being implemented by the department to support the physical,

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Philippine9s
practices
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module
on
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mental, psychosocial and cultural needs of the learners.
Further, aside from the Philippines perspectives and practices on special and inclusive
education, this unit will also present concepts on inclusivity that are practiced in the
United State through their Individuals with Disabilities Education Act (IDEA) and other
countries supporting the inclusive education.

Module Learning Objectives

At the end of this unit, you should be able to:

• Demonstrate an in-depth understanding of concepts related to inclusive and special

education that promote supportive environments to diverse learners (like inclusion,
integration, mainstream, transition, etc.) as indicated in the DepEd Inclusive Education
Policy.

• Demonstrate knowledge of responsive special and inclusive education programs for

diverse learners.

• Compare and contrast Inclusive Education in the Philippines with that of international
standards.

LESSON 1: INCLUSIVE EDUCATION IN THE PHILIPPINES

The adoption of an Inclusive Education (IE) approach in the heart of the country’s
educational system is mandated by the 1987 Philippine Constitution, the Child and
Youth Welfare Code (PD 603), the Special Protection of Children Against Child Abuse,
Exploitation and Discrimination Act (RA 7610), the Early Years Act (RA 10410), the
Enhanced Basic Education Act (RA 10533), the Magna Carta for Disabled Persons
amended by RA 9442 (RA 7277), and the Policies and Guidelines in Special Education. In
the same manner, the country is signatory to international documents adopting IE such
as, the UN Conventions on the Rights of the Child (1989), World Declaration on
Education for All (1990), Incheon Strategy to make the Rights Real for PWDs in Asia and
Pacific, and the UNESCO Salamanca Statement and Framework for Action on Special
Needs Education (1994).
At the core of IE is the fundamental human right of the younger generation to
education. Inclusion in education is viewed as a dynamic approach of responding
positively to pupil diversity and of seeing individual differences not as problems, but as
opportunities for enriching learning, (UNESCO, 2005). Inclusion is seen as a process of
addressing and responding to the diversity of needs of all learners through increasing
participation in learning, cultures and communities, and reducing exclusion within and
from education. It involves changes and modifications in content, approaches,
structures and strategies, with a common vision which covers all children of the
appropriate age range and a conviction that it is the responsibility of the regular system
to educate all children. (UNESCO, 2005).

UNESCO Guidelines for Inclusion has also identified the four (4) key elements of
inclusion: 1. inclusion is a process;
2. inclusion is concerned with the identification and removal of barriers;
3. inclusion is about the presence, participation, and achievement of all students;
4. inclusion involves a particular emphasis on those groups of learners who may
be at risk of marginalization, exclusion or underachievement.

DEFINITION
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• INCLUSIVE EDUCATION:

The 2009 Department of Education Order No. 72 defines inclusive education as

the philosophy of accepting all children regardless of race, size, shape, color, ability or
disability with support from school staff, students, parents, and the community. More
recently, the 2013 Enhanced Basic Education Act refers to gifted and talented children,
learners with disabilities, learners of Madrasah, indigenous peoples, learners under
difficult circumstances, such as geographical isolation, chronic illness, displacement
due to armed conflict, urban resettlement, or disaster, and abused child as target
groups of inclusive education.

• SPECIAL EDUCATION NEEDS:

The 2016 Special education Senate Bill, yet to be adopted, defines learners with
special needs as children who differ in mental characteristics, sensory ability,
neuromuscular or physical characteristics, social, multiple handicaps and/or and
therefore require tailored school practices or special education services. The Act
includes gifted, talented, disabled, impaired and handicapped persons in need of special
education and services of rehabilitation.

VISION, MISSION, GOALS AND OBJECTIVES OF INCLUSIVE EDUCATION VISION:

By 2022, we will have a nation-loving and competent lifelong learners able to

respond to challenges and opportunities through the delivery of quality, accessible,
relevant and liberating K to 12 programs by a modern, professional, pro-active,
nimble, trusted and nurturing DepEd.

MISSION:

To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:

• Students learn in a child-friendly, gender-sensitive, safe and motivating environment.

 • Teachers facilitate learning and constantly nurture every learner.
• Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
• Family, community and other stakeholders are actively engaged and share
responsibility for developing lifelong learners.

SCOPE:

This policy framework shall guide DepEd programs, both in formal education
system and alternative learning system, and in public and private schools, and support
systems that enable their effective implementation.

Lesson 1 Activity:

Activity 1. Trio Essay (Look for your groupmates 3 members.

Define Special and Inclusive Education in your words. Support your answer with
at least references (APA Style).

LESSON 2: INCLUSIVE EDUCATION IN OTHER COUNTRIES

INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) – UNITED STATES

In 1975, Congress first recognized the need to provide a federal law to help
ensure that local schools would serve the educational needs of students with
disabilities. The law they originally passed was titled the Education for All Handicapped
Children Act. That first special education law has undergone several updates over the
past 30 years. In 1990 the law got a new name “The Individuals with Disabilities
Education Act”, or IDEA. The most recent version of IDEA was passed by Congress in
2004. It can be referred to as either IDEA 2004 or IDEA.

IDEA gives states federal funds to help make special education services available
for students with disabilities. It also provides very specific requirements to ensure a free
appropriate public education (FAPE) for students with disabilities. FAPE is the protected
right of every eligible child, in all fifty states and U.S. Territories.

The stated purpose of the IDEA is:

• to ensure that all children with disabilities have available to them a free
appropriate public education that emphasizes special education and related
services designed to meet their unique needs and prepare them for further
education, employment, and independent living;
• to ensure that the rights of children with disabilities and parents of such children
are protected;
• to assist States, localities, educational service agencies, and Federal agencies to
provide for the education of all children with disabilities;
• to assist States in the implementation of a statewide, comprehensive,
coordinated, multidisciplinary, interagency system of early intervention services
 for infants and toddlers with disabilities and their families;
• to ensure that educators and parents have the necessary tools to improve
educational results for children with disabilities by supporting system
improvement activities; coordinated research and personnel preparation;
coordinated technical assistance, dissemination, and support; and
technology development and media services;
• to assess, and ensure the effectiveness of, efforts to educate children with
disabilities.

Under the IDEA, all children with disabilities are entitled to a Free Appropriate
Public Education (FAPE) in the Least-Restrictive Environment (LRE). Some students are
also entitled to Early Intervention (EI) and an Extended School Year (ESY).

The law specifies how schools must provide or can deny services. It also informs
parents about their rights and how you might be able to work with the school district in
the interest of your child. If your child has a learning disability, disorder, or any other
types of special needs, it's important that you familiarize yourself with IDEA. Teachers in
the special education program at your child's school may also be good sources to ask
about IDEA.

IDEA also allows parents of children age 2 and under to obtain early intervention
services. Meanwhile, parents of older children 4 those between the ages of 3 and
21 4 receive special education and related services under the law.

OTHER COUNTRIES SUPPORTING INCLUSIVE EDUCATION

1. SOUTH KOREA

DEFINITION

• INCLUSIVE EDUCATION: The 2012 Act on Special Education for People with
Disabilities (ASEPD), as amended in 2019, defines integrated education as
the provision of education to persons eligible for special education in
a regular school with other persons of the same age which is suitable for
the educational needs of each individual without any discrimination
according to the type and level of disability.

• SPECIAL EDUCATION NEEDS: ASEPD is targeted at persons with

disabilities and at persons with special education needs. In art. 15, it
provides an operational list of persons who may be considered eligible for
special education provision, namely learners with visual, hearing, mental or
physical impairments, emotional disturbance or behavioral disorders,
autism, speech impairments, learning disabilities, health impairments,
development delays, or other disabilities.

SCHOOL ORGANIZATION

Based on the 2019 Act on Special Education for People with Disabilities
(art. 17), education for learners with disabilities is provided in one of the
following places:
 • Regular classes in regular schools;
• Special classes in regular schools (as specified in the 1997 Higher
Education Act, last amended in 2019);
• Special schools (2019 Elementary and Secondary education Act); and
• Students with disabilities under certain circumstances can obtain special
education in medical institutions, at home, or social facilities, benefitting
from itinerant education.

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Special education support centers (SESC) are established in each type of
educational institution at all education levels to early identify and assess learners
eligible for special education provision (art. 11). Each special education support
center carries out the assessment and reports to the head of the district office
for education, who determines the eligibility. The superintendent of each office of
education or the head of each district office of education is responsible for
placing the selected persons in regular classes or in special classes within
regular school or in special schools by deliberation of the Special Education
Management Committee, who operates under the control of the Ministry of
Education (art. 17).

LEARNING ENVIRONMENTS

The curriculum as along with educational methods, materials, and

facilities are provided to meet learners' abilities according to their personality,
values, and individuality. The National Institute of Special Education is in charge
of developing curriculum, textbooks, and teaching and learning materials.

• INFRASTRUCTURE: Accessibility is comprehensively regulated under the 2017

Anti-Discrimination against and Remedies for Persons with Disabilities Act
(ARPDA). To facilitate accessibility of people with disabilities and other needs,
the 1997 Act on Promotion of Convenience for the Disabled, Senior Citizens,
and Pregnant Women (APC) has promoted the installation of various devices
complying with accepted installation standards, including in schools (art. 9).

• CURRICULUM: The curriculum of special education for all education levels is

designed and adjusted according to the type and degree of disability (art. 20).
The 2007 Framework Act on Education establishes the Deliberation
Committee for Equal Education of Male and Female to examine the criteria for
and contents of school curricula for the advancement of gender equality in
school education (art. 17-2).

• ICTS AND LEARNING MATERIALS: Students with disabilities who attend

university are entitled to benefit from supportive materials, such as learning
assistive devices and technology under the 2017 ARPDA (art. 31). In case of
integrated education, learners eligible for special education have the right to
access adequate textbooks and assistive and alternative teaching equipment
under the 2019 ASEPD (art. 21). Since 2013, the Ministry of Gender Equality
and Family has distributed gender equality learning materials to lower-grade,
middle-grade and higher-grade students, and teachers on gender equality. As
established by the 2007 Framework Act on Education, local authorities are
 responsible for providing materials to implement curricula that suit the
specific education conditions of islands and remote areas (art. 4). Learners in
disadvantaged locations also benefit from free textbooks (art. 3).

2. JAPAN
DEFINITION
• INCLUSIVE EDUCATION: The Ministry of Education, Culture, Sports, Science and
Technologies (MEXT) defines the concept of Inclusive education as a
mechanism that enables persons with disabilities and persons without
disabilities to learn together as much as possible=.
• SPECIAL NEEDS EDUCATION: The Ministry also defines students who need
special support as those who have physical disabilities, developmental
disabilities such as autism and learning disabilities.
SCHOOL ORGANIZATION
Since 2007, the special needs education system has tried to move from
"special education" to "special needs education" where the focus is on needs
rather than disabilities, so that all students with difficulties can receive
appropriate education support (Song, 2016). However, the number of students
attending special needs education schools and the number of such schools
continue to increase. The MEXT defines special needs education as education
for students with disabilities, in consideration of their individual educational
needs, which aims at full development of their capabilities and at their
independence and social participation. Different structures deliver education to
students who need special support.

LAWS, PLANS, POLICIES AND PROGRAMS

Japan has not ratified the Convention against Discrimination in Education
(1960). The Basic Act on Education states that all children should not be
discriminated in the education they receive, because of their race, religion, gender,
social status, economic status or family origin. The report Building an Inclusive
Education System to Form an Inclusive Society published by the MEXT states
that: "in an inclusive education system, it is important to provide elementary and
preschool children who have special needs with various and flexible means of
learning as well as the means to pursue learning in the same classes with other
students. It is necessary to provide regular classes in elementary and junior high
school, instruction in special classes for students with disabilities, classes for
students with special needs, and schools for special needs education, all as
connecting 'diverse environments of learning”. In this spirit, in 2013, the MEXT
implemented the model project "Developing inclusive education system". The
project aimed to consolidate good practices of providing reasonable
accommodations to children with special educational needs, to implement
exchange and cooperative learning platform and to conduct researches utilizing
resources from the school clusters (Furuta and Osugi, 2016).

LEARNING ENVIRONMENTS
• INFRASTRUCTURE:
The government supports the improvement of school facilities. Assistance is
also provided, if necessary, for the construction or extension of school
 buildings or for large-scale renovation projects such as lifts, slopes and toilets
for the persons with disabilities. National subsidies are also provided for the
maintenance of necessary equipment such as 3D copy facilities, FM hearing
aids, VOCA (voice output communication support aid), portable crime
prevention bells, school buses, etc. According to the Special Needs Education
School Facilities Development Guidelines, four key points help to secure the
facility environment: accounting for the educational needs of each child with
disabilities to guide service responses services; establishing a high-level
functional environment, capable of adapting to change; ensuring a healthy and
safe infrastructure; to maintain the facilities in good condition, in cooperation
with the local community.

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3.
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process
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level
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concept,
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2036
student
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early
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individuals;
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in
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including
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(sec.8).
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ain
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activities= (i.e. maintenance of health, psychological stability, formation of
human relationships, understanding of the environment, movement of the
body and communication) have been established at all education levels to
offer a flexible educational program aligning to the child's disability.

3. THAILAND
DEFINITIONS
• INCLUSIVE EDUCATION: The 2008 Education Act for Persons with
Disabilities (EAPD) defines inclusive education as the process providing
persons with disabilities access to general education system, at any level and
in various settings, including enabling education provision to enable
schooling for all groups of persons, including persons with disabilities. In
2017, the National Education Plan for the Year 2017-2036 broadens the
concept, referring to inclusive education as the education provision for all
learners, including students in socio-economic disadvantaged situations.
• SPECIAL EDUCATION NEEDS: The National Education Plan 2017-2036
further clarifies that student with physical, mental, intellectual, social,
emotional, communication, and learning impairments, and non-autonomous
learners or without guardians are considered learners with special
educational needs.

SCHOOL ORGANIZATION The 1999 National Education Act, amended in 2002,

establishes that early childhood and basic education is provided in (sec.18):
• Early childhood development institutions;
• Schools;
• Learning centers, organized by non-formal education agencies;
individuals; families; communities; community organizations;
religious and other social institutions.
The 2008 Education Act for Persons with Disabilities (EAPD)
clarifies that persons with disabilities can be educated in regular
settings and/or specific learning centers proving education in different
forms, through inclusive education, specific education provision for
disabilities, including rehabilitation services (sec.8). Despite the 2008
EAPD and the intention to provide inclusion education for all, the country is
still in a transition phase as regards inclusive education provision.
 LEARNING ENVIRONMENTS
• INFRASTRUCTURE: Despite the 2005 Ministerial Regulation on
building accessibility for persons with disabilities and older
persons, lack of adequate infrastructures and supportive services,
such as transportation to school, remains one of the main
barriers to inclusive education. The 2007 PDEA also regulates
accessibility to and use of public spaces according to the needs of
persons with disabilities (sec.20).
• CURRICULUM: The teaching and learning of sign language as a first
language for persons with hearing impairments has been promoted
through sign language courses for parents and the development of
bilingual education included in pre-primary and primary curriculums
in 17 schools for students with hearing impairments under the Office
of Basic Education Commission (OBEC). Thai sign language has
been recognized as the official language of deaf persons.
• ICTs AND LEARNING MATERIALS: The 2007 Ministerial
Regulations on Criteria and Procedures under Entitling Persons with
Disabilities to Facilities, Auxiliary Technologies and Other Educational
Assistance provides assistive technologies and other services for the
non-formal or alternative education of persons with disabilities. The
OBEC analyzed textbooks and teaching materials in 2007 to identify
gender biases and formulated policy recommendations on their
revision with support from UNICEF.

4.Inclusion
DEFINITION
School
defines
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schools
classrooms,
activities
able
participate
inclusive
physical
community
students.
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related
kind
degradation,
student's
performance.
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are
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person
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requirements
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11
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needs
all
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continuing
within
classes,
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or
SEPARATION
appropriate."
mainstream
language,
means
The
students
categories,
inclusion.
integration,
determination
subjects
other
Education
(General
Special
and
classroom,
receive
academic
indicated
programs
education
Federal
INCLUSION
guarantees
opportunities
of
health
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services
places
people
public
the
with
regular
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sessions
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Framework
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include:
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DEFINITION

• INCLUSIVE EDUCATION:

The School Inspection Framework defines inclusive education as <the process

through which schools develop systems, classrooms, programs and
activities so that all students are able to learn, develop and participate together.
In an inclusive school, the curriculum, physical surroundings and school
community should reflect the views and characteristics of its students. An
inclusive school honors diversity and respects all individuals.

•SPECIAL EDUCATION NEEDS:

The term special education= is related to students with any kind of disability,
difficulty, degradation, exception, or other factor that may affect a student's
learning or educational performance. Under the National Policy for Empowering
People with Special Needs, people with special needs or disabilities are referred
to as 8people of determination.

The Law 29/2006 defines a person with person with special with
special needs, as an individual suffering from a temporary or permanent, full or
partial deficiency or infirmity in their physical, sensory, mental,
communication, educational or psychological abilities to an extent that limits
their possibility of performing the ordinary requirements as people without
special needs. The official website of the government of the UAE state that the
 term 'special educational needs' is used to describe the educational needs of any
one with a disability, disorder, difficulty, impairment, exceptionality or any other
factor that may affect a student's access to learning and educational
performance.

SCHOOL ORGANIZATION

There are three types of school organization typically encountered in response to

the needs of vulnerable groups depending on their conditions and needs:
separation, integration, and inclusion. Article 12 of the Federal Law No. 11 of
1972 states: "The State guarantees the holder of special needs equal
opportunities in education in all educational institutions, vocational training, adult
education and continuing education, whether within regular classes, private
classes, with the provision of the curriculum in sign language, Braille, or by any
other means as appropriate."

SEPARATION AND INTEGRATION

Federal Act 29/2006 mandates education for people with determination
within the regular or special classes in mainstream schools, while providing
the curriculum in sign language, Braille, or any other means as appropriate
(Art.12). The Department of Special Education follows-up all students and
regulates registration of students with determination in regular classrooms
within the two categories, namely integration and inclusion. With regard to
integration, students with determination attend special education classes (4
subjects) and other subjects and activities with other regular students.

In this respect, the General Framework for Education Policies (Art. 4.1.1)
(General Rules for the Provision of Special Education Programs and Services)
states that special education programs include:

• Basic special education classroom, where students with special needs

attend to receive group instruction and support in the majority of their
academic subjects as indicated in their IEP; and
• Community-based education programs outside the regular education settings.

INCLUSION

Federal Law No. (29/2006) guarantees equal care, rights and opportunities for
people of determination in education, health care, training and rehabilitation, and
aims at providing all services required for them. It also places emphasis on
integrating people of determination into public and private schools within the
inclusive model. Students with determination attend regular classrooms with
their peers, but they are provided with individual or group intensive sessions with
special education teacher as needed.

The General Framework for Education Policies (Art. 4.1.1), states that special
education programs also include:
• Inclusion in regular education classroom with community-based support
• Inclusion in regular education classroom with classroom-based support
students;
• Inclusion in regular education classroom with school-based support;
• Inclusion in regular education classroom with resource room support (in not
more than half of the academic subjects as indicated in the student9s Individual
Education Plan (IEP) or Advanced Learning Plan (ALP).

SUPPORT CENTERS

The Ministry of Education also sets up support centers to follow up and evaluate
the progress of people of determination. These centers provide various
services including individual diagnosis of students with determination, then
develop recommendations to help and support parents to deal with the child's
situation and directing them to sources with appropriate support services for
their child.

The UAE has seven centers for support of special needs education and new
seven centers are being equipped with elevators, ramps, toilets for people with
determination. Assistive technology provided for all students with special needs
for: speech therapy, behavioral modification sessions, Braille sessions. They also
provide sign language interpreter for deaf students. Those centers are
responsible for receiving, assessing and referring cases of children with
determination to schools.
LEARNING ENVIRONMENTS

• INFRASTRUCTURE: Article 23(4) of the provincial government of Dubai's

decision number 2(2017) states that schools are expected to establish a
suitable environment and programs to support students with special needs
based on the regulations and conditions set by the concerned governmental
entities.

• CURRICULUM: Article 13 of Law 14 (2009) stipulates that the Ministry of

Education and the Ministry of Higher Education and Scientific Research are
to take the suitable measures to provide educational diagnosis, academic
curricula and teaching assistive devices and technologies. The two
ministries shall also provide alternative methods that enhance
communication with people with disabilities and develop alternative
strategies for learning, providing accessible environment in addition to other
necessary techniques that ensure the involvement of disabled students. In
parallel, the National Policy to Empower People of Determination (2019) aims
at adapting the curricula to respond to the needs of people of determination
[and] providing additional resources, tools and technologies to support the
education of people of determination.

Beyond the federal level, the Dubai Inclusive Education Policy Framework
requires all education providers to ensure that curricular adjustments and
modifications foster the learning of all students by enhancing the
participation and learning of students with special educational needs. It also
mandates that flexible curriculum pathway <respond to the diverse
cognitive, cultural and linguistic backgrounds of students and are supported
by a variety of teaching methods to accommodate a range of learning styles.
 • TEACHING AND LEARNING MATERIALS: For quality assurance purposes, a
manual has been issued that provides guidelines for learning resource centers.
Special books, IPads and computers were provided for all visually impaired
students with all necessary programs to enlarge their textbooks. In addition,
the Emirati learning resource centers have developed a sophisticated digital
system to facilitate the management of borrowing and loaning resources which
is called the warraqa system, enriching the learning experience with
students of determination and giving them equal access to all resources.

Learning Activity 2

Activity
Special
of
Search
Inclusive
the
in
matrix
the
other
following
for
and
3.
Countries
Education
Research
the
Inclusive
countries
Special
program
Education
and
and fillof
Research on the Special and Inclusive Education of other Countries, identify for
the Special and Inclusive Education program of the following countries and fill in the
matrix

Country Legal Basis Goals/Objectives Educational Programs

USA
Philippines
Australia
Indonesia
India