Bases and Policies of Special and Inclusive Education

PRINCIPLES, POLICIES and DIMENSIONS

In the Philippines, the principles, policies, and dimensions for Special and Inclusive Education (SIE) draw
from both international best practices and national legislation. Below is the breakdown of KEY AREAS:
FOR the foundational PRINCIPLES, the different bases are categorized into:
1. Right to Education
2. Inclusive Education
3. Individualized Needs

1. Right to Education: This principle is embodied in the Philippine Constitution (1987) under Article XIV,
Section 1(1), which guarantees quality education for all Filipinos, regardless of limitations such as but not
limited to gender, race, color of skin, economic status, language spoken, etc.
o This is also aligned with the UN Convention on the Rights of the Child, which identified that one of
the major rights of a child is to be educated.
o This aligns with the Universal Declaration of Human Rights (1948) by the United Nations General
Assembly (https://www.un.org/en/about-us/universal-declaration-of-human-rights).

2. Inclusive Education: The Philippines is one of the signatories to the Salamanca Statement and Framework
for Action on Inclusive Education (1994), which emphasizes inclusion as the preferred approach for
students with disabilities (https://unesdoc.unesco.org/ark:/48223/pf0000098427). In that Salamanca
Statement, the inclusion of all learners in the education process is highlighted despite differences of individual
learners. It also ensures that all school-age children will be given access to quality education.

3. Individualized Needs: The Enhanced Basic Education Act of 2013 (Republic Act 10533) also known as
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS
CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES, recognizes the importance of addressing students'
diverse needs through a learner-centered approach, as advocated in A Framework for Teaching in a
Democratic Society (1996) by John Dewey. This individualized needs also aim to give due attention for
further enhancement of learners’ potentials by letting them showcase their multiple intelligences and learning
styles.

FOR the POLICIES, it pertains to Legal and Policy Frameworks. The main or primary frameworks which were
used are as follows:
a. Magna Carta for Disabled Persons (Republic Act 7277): This law guarantees the right to education for
persons with disabilities, including access to appropriate services and facilities. Republic Act 7277 provides
the legal framework for inclusive education in the Philippines. A study by UNESCO (2020) emphasized the
importance of such legislation in promoting inclusive education on a national level. However, the same study
also highlights the need for effective implementation mechanisms to ensure the law's full potential is realized
b. Department of Education (DepEd) Policies: Definitely, the Department of Education (DepEd) plays a
crucial role in promoting inclusive education in the Philippines. DepEd issues various policies and guidelines
on SIE, such as the
o Guidelines on Inclusive Education (DO 70, s. 2015). These policies outline procedures for
identification, assessment, and support for students with disabilities. This landmark DepEd Order
outlines the framework for inclusive education in the Philippines. It emphasizes a child-find process
to identify learners with disabilities also termed as SWDs or Students with Disabilities, followed by
assessment and the development of Individualized Education Programs (IEPs) to address their
specific needs.
 o DO 72, s. 2009 - Inclusive Education as Strategy for Increasing Participation Rate of Children:
This policy recognizes the importance of early intervention and increasing access to education for
SWDs, particularly in remote areas. It emphasizes collaboration between DepEd, schools, and local
communities to achieve this goal.
The main action/mechanism of DepEd regarding DO 72, s. 2009, and its implementation
focuses on a three-tiered collaborative approach to increase access to education for students
with disabilities particularly in remote areas.
1. Child Find and Assessment:
 DepEd's Role: Develops and disseminates guidelines for identifying SWDs,
potentially including training materials for local communities and school personnel.
 Schools' Role: Implement child-find activities within the school and raise
awareness among families and the community about the importance of early
identification.
 Local Communities' Role: Disseminate information about the child-find process
within the community, identify potential SWDs, and encourage families to seek
assessments.
2. Program Options and Support:
 DepEd's Role: Provides resources and training for schools to implement various
inclusive education programs, including:
 Special Education (SPED) Centers: DepEd allocates resources and
ensures qualified SPED teachers are available in these centers.
 Inclusive Schools: DepEd sets standards for inclusive schools and
provides training for mainstream teachers on supporting SWDs.
 Integration: DepEd establishes guidelines for integrating SWDs into
regular or mainstream classrooms with supplementary support.
 Schools' Role: Choose the most appropriate program option(s) based on their
capacity, available resources, and student needs. They then implement the chosen
programs with the support from DepEd trainings and resources.
 Local Communities' Role: Advocate for the establishment of SPED centers in
remote areas and potentially contribute resources or support groups for families
with SWDs.
3. Monitoring and Evaluation:
 DepEd's Role: Develops monitoring frameworks and data collection tools to
assess the effectiveness of inclusive education programs in schools.
 Schools' Role: Collect data on student progress, program implementation, and
challenges faced. They then report this data back to DepEd.
 Local Communities' Role: Provide feedback on the accessibility and
effectiveness of the programs within their communities, highlighting any challenges
faced by SWDs and their families.
By working collaboratively at each stage, DepEd, schools, and local communities can
ensure effective implementation of DO 72, increasing access to quality education for SWDs in
remote areas.

3. Educational Dimensions:
a. Early Intervention: The Early Childhood Care and Development (ECCD) Act (Republic Act
10410) emphasizes the importance of early identification and intervention for children with developmental
delays. Research by Fox & Hernandez (2019) demonstrates the positive impact of early intervention
programs on academic achievement and language development for children with disabilities ([Fox, R., &
Hernandez, D. J. (2019). The long-term effects of early childhood education on academic achievement
and language development for indigenous children. Educational Researcher, 48(3), 151-166]).
 The Early Childhood Care and Development (ECCD) Act, also known as Republic Act 10410,
recognizes the critical role of early intervention in supporting children with developmental delays. Let's delve
deeper into why early intervention is crucial and how the ECCD Act promotes it.
Importance of Early Intervention:
a. Brain Development: The brain is most receptive to development during the early years (from birth
to age 5). Early intervention can capitalize on this plasticity to improve a child's cognitive, social,
emotional, and physical skills. It is easier for learners to be honed at early stage compare to much
older learners. Hence, early intervention is important in brain development.
b. Improved Outcomes: Early intervention can significantly improve a child's long-term outcomes.
Studies have shown that it can lead to better academic achievement, increased social participation,
and reduced need for future support services.
c. Reduced Costs: Early intervention can be more cost-effective than addressing challenges later in
life. By providing early support, we can potentially lessen the need for intensive interventions later.
How the ECCD Act Promotes Early Intervention:
1. Focus on Ages 0-4: The ECCD Act emphasizes the importance of early intervention by
specifically targeting services and programs for children from birth to four years old. This age
range is crucial for identifying and addressing developmental delays.
2. Early Childhood Screening: It promotes early childhood screening programs to identify potential
developmental delays as soon as possible. Early identification allows for prompt intervention,
maximizing the window of opportunity for positive change.
3. Family-Centered Approach: It recognizes the critical role of families in a child's development. It
promotes a family-centered approach to early intervention, ensuring families are actively involved
in the process and receive the support they need.
4. Accessibility and Equity: It strives to make early intervention services accessible and equitable
for all children, regardless of socioeconomic background or location. This includes promoting the
development of early intervention programs in remote areas.

While the ECCD Act provides a strong framework, challenges remain in implementing
effective early intervention programs on a large scale. These include:

 Limited Resources: Ensuring adequate funding and trained professionals to deliver

early intervention services across the Philippines.
 Awareness and Stigma: Raising awareness about the importance of early intervention
and addressing any stigma associated with developmental delays.
The ECCD Act serves as a cornerstone or foundation for promoting early intervention in the Philippines. By
recognizing its importance, allocating resources, and fostering collaboration between government agencies,
families, and communities, we can create a system where all children have the opportunity to reach their full
potential. Early intervention is not just about addressing delays; it's about investing in a child's future and creating a
more inclusive and equitable society.

b. Universal Design for Learning (UDL): DepEd promotes UDL principles of creating flexible learning
environments to benefit all learners.

The Department of Education (DepEd) recognizes the power of Universal Design for Learning (UDL) in
creating inclusive and effective classrooms. UDL goes beyond simply providing accommodations for
students with disabilities. It's a proactive approach that creates flexible learning environments where all
students, regardless of background, learning style, or ability, can thrive. principles:
 DepEd's Initiatives:

 UDL Integration in Curriculum Development: DepEd's curriculum development process incorporates

UDL principles. Learning materials and activities are designed to be presented in multiple formats (visual,
auditory, kinesthetic) and offer opportunities for diverse learners to demonstrate their understanding.
 Teacher Training and Support: DepEd provides training and professional development opportunities for
teachers on UDL principles. This equips teachers with the necessary knowledge and skills to design and
implement flexible learning environments in their classrooms.

c. Culturally Responsive Pedagogy: Considering the Philippines' diverse cultural landscape, culturally
responsive pedagogy is crucial to ensure inclusive practices that respect students' backgrounds and
learning styles.
Here are some strategies for implementing CRP in a Philippine classroom:

 Know Your Students: Actively learn about your students' cultural backgrounds, languages, and
learning styles. This can be done through surveys, family meetings, or classroom discussions.
 Integrate Local Knowledge: Incorporate local knowledge systems, stories, and practices into the
curriculum. For example, a math lesson on geometry could involve exploring traditional weaving
patterns or indigenous concepts of spatial relationships.
 Utilize Culturally Relevant Resources: Use textbooks, literature, and multimedia resources that
reflect the diversity of the Philippines. This could involve local authors, folktales in indigenous
languages, or historical narratives that highlight the contributions of different cultural groups.
 Multilingual Learning: Consider incorporating students' home languages into the classroom
whenever possible. This could be through bilingual instruction, allowing students to write
assignments in their preferred language, or using technology for translation support.

TASK:

Answer the following questions in a yellow sheet of paper. Please write legibly.

1. There are cases or situations where a student with disability may find it difficult to learn in a regular
classroom setting. How can teachers, parents, and specialists work together to find the best learning
environment for each student?
2. Just like other countries, the Philippines struggles in providing Special and Inclusive Education (SIE) for
learners who need it. What do you think are the main difficulties educational institutions face about the
implementation of SIE, and how can the Department of Education (DepEd), schools themselves, or
communities help overcome them?
3. Why is early intervention important, and what could be the challenges in making these programs available
to everyone?
4. Imagine you're a teacher with students from various cultural backgrounds. Make a lesson plan that
incorporates their cultures while teaching a specific subject (in line of your major field). How will your
lesson make students feel welcome and respected in your classroom?