inclusive education programs in the philippines

DepEd Inclusive Education Policy Framework

The Department of Education (DepEd) is mandated to protect and promote the right of every Filipino citizen to quality education that will enable each learner to realize their full potential and meaningfully take part in nation-building. Actualizing this constitutional right is the main thrust of the K to 12 Basic Education Program which recognizes the diversity of the country’s learners, schools, and communities. Seeking to be inclusive, K to 12 has broadened the goals of basic education in response to the varied realities of learners and their families by providing a wider range of options not only in preparing them for higher education, but also for opportunities in employment and entrepreneur ship. K to 12 further promotes the implementation of programs that address the various physical, intellectual, psychosocial, and cultural needs of learners in diverse contexts. These programs are anchored on inclusion which is a core principle of the Enhanced Basic Education Program (DepEd Order No. 43, s. 2013).

The principle of inclusion promotes institutional sensitivity and responsiveness to the nature, situation, and realities of our country’s learners and directs the Department to proactively address these through the curriculum and other interventions. This is institutionalized by K to 12 through Inclusive Education, a policy perspective realized through the development and implementation of learner-centered and context-responsive programs.

This policy framework is being adopted to provide an overall framework of implementation for programs that directly promote Inclusive Education and to ensure that every aspect of the K to 12 curriculum support system, across the governance levels of the Department, is responsive to the needs and demands of diverse learners.

Table of Contents

Legal Bases

The principle of inclusion as a basis for development initiatives including education has been highlighted in international legal and standard-setting instruments, and Philippine laws. These laws and instruments are premised on the fundamental importance of recognizing the right to quality basic education of all learners, especially the disadvantaged and marginalized, who may be in unique situations and have different learning needs due to their personal, social, cultural, and economic context. These serve as pillars of this Inclusive Education Policy Framework.

International Legal and Standard-setting Instruments

The 1989 Convention on the Rights of the Child upholds the rights of children and changed the way children are viewed and treated—from passive objects of care and charity to human beings with a distinct set of rights.

The 1994 Salamanca Statement provides that all children should learn together, wherever possible, regardless of any difficulties or differences they may have.

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) aims to promote, protect, and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. More specifically, Article 24 of the UNCRPD states that “the right of persons with disabilities to education must be recognized with a view to realizing this right without discrimination and on the basis of equal opportunity” and General Comment 4 outlines what inclusive education is and what countries must do to make it happen (UN Committee on the Rights of Persons with Disabilities (CRPD), 2016).

The 2007 United Nations Declaration on the Rights of Indigenous Peoples stipulates that Indigenous Peoples (IPs) have the right to establish and control their educational systems and institutions and that indigenous individuals, particularly children, have the right to all levels and forms of education without discrimination.

The Education 2030 Framework for Action aims at mobilizing all countries and partners around the Sustainable Development Goal (SDG) on inclusive and equitable quality education and lifelong learning opportunities for all.

Philippine Legal Mandates for Inclusive Education

The 1987 Philippine Constitution (Article XIV, Sections 1 and 2) explicitly upholds the protection and promotion of the right of all citizens to quality education at all levels, which requires the Philippine government, among others, to:

i. Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society (Section 2(1));

ii. Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs (Section 2(4)); and

iii. Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency and other skills (Section 2(5)).

Republic Act No. 10533 otherwise known as The Enhanced Basic Education Act of 2013, and its Implementing Rules and Regulations (IRR), define the inclusiveness of enhanced basic education through the implementation of programs designed to address the physical, intellectual, psycho-social and cultural needs of learners, which shall include, but shall not be limited to, Programs for Learners with Disabilities, Programs for Learners under Difficult Circumstances, Madrasah Program, Indigenous Peoples Education Program, and Programs for the Gifted and Talented (Section 8).

Republic Act No. 9710 otherwise known as The Magna Carta of Women, and its Implementing Rules and Regulations (IRR), compels the State to provide equal access and to eliminate discrimination in education, scholarships, and training (Section 13). This includes admission, curriculum and educational materials, delivery using gender sensitive language, and capacity-building on Gender and Development (GAD), peace and human rights for teachers and those involved in the education sector.

Republic Act No. 10157 or The Kindergarten Education Act released in 2012 declares the policy of the State to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare them for formal elementary schooling.

Republic Act No. 9155 otherwise known as The Governance of Basic Education Act of 2001 enforces the establishment of the Alternative Learning System (ALS) to provide out-of-school youth and adults with basic education.

Republic Act No. 8371 otherwise known as The Indigenous Peoples Rights Act of 1997 mandates the State to provide equal access to various cultural opportunities to ICCs (Indigenous Cultural Communities]/IPs through the education system without prejudice to their right to establish and control their educational systems and institutions by providing education in their own language, and in a manner appropriate to their cultural methods of teaching and learning (Article II, Section 2).

Republic Act No. 9344 or The Juvenile Justice and Welfare Act of 2006 requires educational institutions to work together with families, community organizations and agencies in the prevention of juvenile delinquency and in the rehabilitation and reintegration of child in conflict with the law.

Republic Act No. 9442 (approved in 2007) or An Act Amending Republic Act No. 7277 of 1992, otherwise known as the Magna Carta For Disabled Persons mandates the provision of educational assistance to persons with disabilities, for them to pursue primary, secondary, tertiary, post tertiary education, as well as vocational or technical education, in both public and private schools.

Republic Act No. 10665 of 2015 also known as the Open High School System Act declares the policy of the state to broaden access to relevant quality education through the employment of an alternative secondary education program to overcome personal, geographical, socio-economic, and physical constraints.

Republic Act No. 10361 approved in 2013 otherwise known as the Domestic Workers Act or Batas Kasambahay guarantees that the Kasambahay is afforded the opportunity to finish basic education, which shall consist of elementary and secondary education and mandates the DepEd to ensure their continued access to ALS (Rule IV, Section 16).

Republic Act No. 7610 of 1992 also known as Special Protection Against Abuse, Exploitation and Discrimination Act declares that it is a State policy to provide special protection to children from all forms of abuse, neglect, cruelty, exploitation and discrimination, and other conditions prejudicial to their development; provide sanctions for their commission and carry out a program for prevention and deterrence of and crisis intervention in situations of child abuse, exploitation and discrimination.

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

Definition of Terms

For the purposes of this policy framework, the following terms are defined:

refers to the particular setting, situation, or circumstance of the learner influenced by personal, cultural, political, social, and economic factors (e.g. disability, ethnicity, gender, religion, socialization in the family and the wider community, social history, economic status, personal capabilities, available resources), as well as the specific environment in which the learner lives, interacts with other people, and where learning takes place.

refers to the value of securing the right to education of all learners, and their rights within and through education to realize their potentials and aspirations.

refers to the rights-based appropriation of resources and opportunities for all learners.

refers to any individual, regardless of age, sex, gender, disability, ethnicity, cultures, and religion, enrolled in basic education to enhance his/her knowledge, skills and values to improve the quality of his/her life and to develop his/her potentials.

refers to learning facilities, resources and technology, means of teaching, modes of learning, and connections to community, societal and global contexts towards the total development of the learner.

is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (Center for Applied Special Technology 2017).

Policy Statement

The Department adopts this policy framework to provide policy guidance in the establishment, implementation, monitoring and evaluation of programs and interventions with strategies and support mechanisms that adequately respond to diverse educational needs and contexts of learners.

Guiding Principles

The Department adheres to the following guiding principles in the pursuit of Inclusive Education:

All learners shall have access to and participate in all aspects of life in school, in learning centers and other places of learning.

Responsiveness to Rights

Inclusive Education contributes to the realization of the Department’s commitment to quality, equitable, culture-based, and complete basic education which is premised on its mandate to protect and promote the right of eveiy Filipino citizen to such education services. The Department subscribes to the Rights-based Approach (RBA), which highlights the recognition, promotion, and protection of rights as the basis for initiatives, and focuses on people empowerment through the introduction and use of the concept of rights as legal entitlements of the people and legal obligations of the government to its people.

Sensitivity and Responsiveness to Context

K to 12 recognizes and values the diverse contexts of learners, schools, and communities, and this diversity guides the design and delivery of basic education programs and interventions.

Key Dimensions

The learners.

DepEd recognizes the right of each and every learner to an education that is learner-centered, relevant and appropriate in relation to the learner’s context. Thus, education programs shall be responsive to all learners regardless of sex, disability, culture, ability, age, ethnicity, social class, religious beliefs and other characteristics.

The learners are the primary stakeholders of the Department’s inclusive basic education system. Learners’ participation and representation shall be encouraged in school organizations, in curricular and co-curricular activities, and in education planning, program development and implementation, where appropriate.

The K to 12 Curriculum

Inclusion is a key standard and principle of the K to 12 curriculum and its actualization is supported by other standards and principles that further describe the features of an inclusive curriculum— learner-centered, developmentally appropriate, culture-sensitive, relevant, gender-responsive, and contextualized.

Thus, the perspective of Inclusive Education is at the core of the K to 12 curriculum and is embedded in the curriculum framework itself. This is demonstrated by the Mother Tongue-based Multilingual Education (MTB-MLE) policy for K to 3, the varied offerings of Technology and Livelihood Education (TLE) in Junior High School, and the tracks and strands of Senior High School , all of which are meant to be responsive to the varied context of the country’s learners.

K to 12’s standards-based curriculum was also designed to be flexible enough for schools and local communities to contextualize in relation to the learner’s ability, socio-cultural background, historical context, and bio-geographical realities. Curriculum contextualization provides an avenue to be inclusive of the values, beliefs, practices, and knowledge systems of the learner’s community. Schools, learning centers and communities should be able to provide this kind of contextu alization.

The inclusiveness of K to 12 is also expressed through existing programs such as Special Education, Indigenous Peoples Education, Madrasah Education, and Flexible Learning Options including Alternative Delivery Modes and Alternative Learning System, which address the context and needs of particular learners. Special Interest Programs also cater to learners who manifest the interest and aptitudes for particular skillsets.

To ensure that curriculum contextualization and the implementation of the various programs of the K to 12 curriculum actualize inclusion, and continue to promote equality and equity in developing the learners’ competencies through quality differentiated instruction, the following shall be strengthened and continue to be pursued:

a. Recognition and development of programs or initiatives to address contexts, needs and concerns not covered by existing programs and initiatives of DepEd;

b. Contextualization of the curriculum and learning materials at the school level;

c. Differentiated presentation of information, content, and learning materials to support understanding;

d. Provision of opportunities for learners to create, learn and share what they know in both curricular and non-curricular activities;

e. Provision of equitable and appropriate learning opportunities for all learners to facilitate active participation and shared responsibility and accountability in the teaching-learning process; and,

f. Removal of barriers to learning and participation.

Development of Learning Resources

Aligned with the principles of an inclusive and contextualized curriculum is the development of contextualized learning resources which is stipulated in RA 10533. Both contextualized teaching and learning materials shall be developed and produced at the field offices based on standards set by the Bureau of Learning Resources. These will complement the instructional materials provided by the Department and external partners/stakeholders.

Learning resources (text and non-text based) shall be utilized to engage learners in active participation and interaction using different contexts that promote real life application. The diversities of learners’ abilities, knowledge, learning styles, study habits, interests, motivation, multiple intelligences and other circumstances must be considered in the preparation, development, and delivery of contextualized learning materials and activities. As mentioned in the K to 12 Policy, some of these learning resources are also transcribed into Braille and adapted in other ways (e.g. like having a sign language interpreter in class) to ensure that all learners have access to these materials).

Quality assurance processes shall ensure that learning resources produced are free from any discriminatory content, are appropriate to diverse learners, and are sensitive to social and cultural contexts.

The community as a learning resource shall also be developed and maximized.

The Learning Resource Portal as a repository of learning and teaching resources shall be utilized and maximized.

Learning Delivery

The inclusiveness of the K to 12 curriculum can be better experienced by learners in the teaching-learning process when different and diverse learners learn together and the delivery of educational programs and services is also made flexible based on the profile, needs, and context of the learners.

Learning sessions shall be based on inclusive and learner-centered pedagogy. Teachers shall regularly monitor learner’s progress and provide appropriate support including timely interventions, as needed.

Schools are encouraged to offer a range of programs that shall serve as a menu of options for different types of learners to ensure that “no learner is left behind”.

Teachers and instructional managers shall maintain an inclusive atmosphere and promote respect at all times, and will take steps to assure that initiatives geared towards differentiated instruction to address varied learning needs shall not be misconstrued by learners and the immediate community as segregation, nor will be a cause of bullying or discrimination.

The school shall ensure the following:

a. Undertaking of anticipatory and proactive initiatives geared towards gaining a better understanding of the learners’ contexts and needs;

b. Recognition of barriers to inclusion and removal of these by putting in place programs and services that adhere to the principles of universal design for learning;

c. Development of school implementing policies, mechanisms, and strategies for delivering equal and equitable opportunities for diverse learners;

d. Involvement of stakeholders – the learners, their parents and/or caregivers, and the immediate community – in meeting learning standards and in identifying and addressing learning gaps of disadvantaged and marginalized learners;

e. Formulation of appropriate and responsive interventions for the disadvantaged and marginalized learners;

f. Enhancement of curriculum implementation by aligning teachinglearning processes, formative and summative assessments and the learning standards deemed appropriate to the learners’ context; and

g. Regular monitoring and evaluation of initiatives by actively involving the learners and other stakeholders as appropriate.

Educational Assessment

The learner-centered orientation of the K to 12 curriculum and curriculum contextualization also necessitates that learning assessment be inclusive.

Inclusive assessment provides learners varied opportunities to test their mastery of competencies and enables them to participate in several types of activities that enhance their understanding of concepts and ideas. Classroom assessment shall take into account the needs of all learners through the use of varied assessment strategies, methods and tools/equipment such as, but not limited to, tests (oral and written), multiple-choice questions, group presentations, self and peer assessment, role play, creation of audiovisual materials, performance, diaries and portfolio. Assessments shall be adapted according to the principles of universal quality educational design (UDL).

Learning Environment

From the physical environment to the teaching-learning process, these learning environments shall be fully accessible and shall enable all learners to feel safe, supported, stimulated, and respected as they express themselves as part of a positive and inclusive school community.

The teaching and learning process shall foster learning in a collaborative and barrier-free setting, promoting the learners’ overall well-being and holistic development. Education shall be delivered in the most appropriate language/s and modes and means of communication for the individual, and in environments which maximize academic and social development.

Further, an inclusive educational environment shall be context-sensitive and consider the bio-geographical realities and socio-cultural background of learners. Schools and learning centers are strongly encouraged to engage in regular dialogue with their immediate community, which inherently plays a big role in providing an inclusive learning environment.

Apart from the availability and accessibility of functional support facilities such as, but not limited to, water and sanitation facilities, clinic, library, Guidance Office, and Community Learning Centers (CLCs), effective individualized support measures shall be provided when needed and appropriate.

Finally, the learning community shall promote harmonious relationships and respect for diversity and practice of positive discipline among learners, teachers, parents, and administrators. It shall ensure that anti-bullying, anti-abuse, and child protection measures and procedures are in place.

Teacher Professional Development

All teachers shall be considered primary implementers of inclusive education. As such, they shall possess the proper values, perspectives, attitudes, as well as competencies that communicate and reflect inclusion as they address the educational needs of diverse learners. The Philippine Professional Standards for Teachers (PPST) includes Domain 3: Diversity of Learners which underscores the importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of learning programs. This includes being able to implement an individualized education program if and when necessary. The Department recognizes the PPST as a major reference in designing interventions geared towards the professional development of teachers, including teacher aides and teacher volunteers. They shall also be capacitated in establishing learning environments that are responsive to learner diversity.

The competencies of teachers, instructional managers and other non-teaching personnel shall be continuously enhanced so that they can create an inclusive learning environment that promotes inclusion of all learners, and facilitates teaching and learning processes that addresses diverse learning styles and needs. Capacity building activities may include, but are not limited to, the Teacher Induction Program (TIP) , In-Service Trainings (INSETs) , attendance in seminar-workshops/conferences, Learning Action Cell (LAC) sessions , immersion, community engagement, coaching, mentoring and benchmarking .

DepEd through the Teacher Education Council (TEC) shall collaborate with the Technical Education and Skills Development Authority (TESDA) and Commission on Higher Education (CHED) to ensure the integration of Inclusive Education in all major courses in the Teacher Education Programs (TEP). In the same way, the implementation of Inclusive Education shall influence policies on teacher qualifications, hiring, recruitment, and deployment.

Participation of stakeholders, especially those directly involved in the teaching-learning process, shall be encouraged. They shall likewise be engaged through periodic consultations to further strengthen the implementation of Inclusive Education.

School Leadership and Management

All schools shall be guided by DepEd’s mission to promote and protect the right of every Filipino to quality, equitable, culture-based and complete basic education. This is premised on upholding a deep respect for the inherent dignity of individuals and communities.

To this end, schools are guided by the perspective of Inclusive Education in contextualizing and implementing the K to 12 curriculum, and are encouraged to implement programs that promote inclusion and cater to the various interests of learners to respond to the context of the learners and the communities being served.

The school head has a pivotal role in bringing about inclusive school change (Riehl 2000; Day and Leithwood 2007; Ainscow and Sandill, 2010). They shall assist teachers in creating inclusive classrooms. School mechanisms and process governance mechanisms and processes shall be geared towards facilitating the provision of, but not limited to, the following:

a. Technical support in contextualizing the curriculum and teachinglearning materials, and using learning-centered pedagogy and inclusive assessment;

b. Physical infrastructures that facilitate inclusion; and,

c. Continuous capacity-building on inclusive education of teaching and nonteaching personnel (e.g. LAC sessions, In-Service Trainings, mentorship).

They shall also support the development of research-based improvements in instruction and school management for Inclusive Education. Practices and innovations shall be properly documented for sharing, replication, and for continuous improvement.

All school heads shall be capacitated to prepare and manage schools that promote and implement Inclusive Education. They must adhere to the new Philippine Professional Standards for School Heads (currently being validated) that contain competencies related to supporting Inclusive Education in schools. School-based Management (SBM) shall strengthen the implementation of Inclusive Education, which shall be duly reflected in the School Improvement Plan (SIP) .

Partnerships for Inclusive Education

The Department at all levels of governance shall continuously conduct intensive advocacy and social mobilization on Inclusive Education as a perspective, policy, and practice. Support for initiatives in curriculum contextualization and the development of contextualized learning resources are just some activities for which internal and external partners/stakeholders can be tapped.

Continuous engagement with the stakeholders/partners shall be institutionalized in the planning, implementation, monitoring and evaluation of curricular and co-curricular programs and activities to ensure quality implementation of Inclusive Education.

External linkages and partnerships must be expanded and strengthened to ensure proper coordination, resource sharing, and sustainability of Inclusive Education implementation.

Governance Support

The Department shall adequately consider the specific needs to realize Inclusive Education in the planning and programming of resources, such as in the provision of program funds, allocation of teacher items and hiring of teachers, resources for adequate instructional print and non-print learning resources, facilities and equipment needed, and support to professional development of teaching and non-teaching staff. National planning standards shall be responsive to the diversity of learning contexts.

The Department shall continuously coordinate with LGUs to maximize the utilization of the Special Education Fund (SEF) and other available local resources. The involvement of internal and external stakeholders shall also be encouraged to support the implementation of inclusion programs.

Monitoring and Evaluation

The Bureau of Learning Delivery (BLD), in coordination with other offices in the Curriculum and Instruction Strand and other organizational strands of the Department, is responsible for learning environment standards to strengthen the curriculum implementation support system. It shall provide technical assistance on the implementation of this policy in schools and learning centers. It shall also monitor regional offices for adequate implementation of this policy. For Indigenous Peoples Education, a monitoring and evaluation system that is culturally sensitive and responsive to the context of IP learners and communities, recognizing the interface of the national education system and indigenous learning systems, shall be maintained across governance levels and continue to be strengthened through the Indigenous Peoples Education Office (IPsEO).

The Regional and Schools Division Offices shall likewise conduct monitoring and evaluation at the division and school levels, respectively. The different units in the Regional and Schools Division Offices shall ensure that schools and programs are inclusive in terms of the curriculum and its support systems.

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Definitions

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, colour, ability or disability with support from school staff, students, parents and the community. The more recent 2013 Enhanced Basic Education Act refers to gifted and talented children; learners with disabilities; learners of the madrasa curriculum; indigenous peoples; and learners in difficult circumstances, such as geographical isolation, chronic illness, abuse, or displacement due to armed conflict, urban resettlement or disaster as target groups of inclusive education.

Special education needs

The proposed 2019 Special Education Act defines learners with special needs as children who differ in mental characteristics, sensory ability, neuromuscular or physical characteristics, social abilities or multiple handicaps and/or have a lag in development requiring 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.

School Organization

Considered an inclusive and learner-centred teaching and learning strategy , the 2016 Basic Education Research Agenda defines inclusive education as a cross-cutting issue implemented through special education, indigenous peoples’ education, madrasa education, the country's Alternative Learning System and alternative delivery modes.

Special education (SPED) is part of the country's education system and is implemented through a specific programme targeting both children with disabilities and gifted and talented learners, who need a systematic and deliberate process to achieve functional literacy and achieve their individual potential and capability. Supporting the 1997 Magna Carta for Disabled Persons, the 1997 Department Order No. 26 on Institutionalization of SPED Programs in All Schools established at least one special education centre for children with special needs in all schools. Called resource centres for inclusive education, the centres were intended to support the integration of children with disabilities into regular schools through the production of appropriate teaching materials and continuous assessment. Specific guidelines to set up special education centres in regular schools were defined in 2000 . The 2019 Special Education Act aims literally to institutionalize inclusive education though the institutionalization of at least one special education centre in each school division and three such centres in larger divisions, equipped with adequate qualified staff and administered by the principal of the regular school.
Indigenous peoples’ schools are registered within the Department of Education and mainstreamed in the national education system but benefit from some flexibility in terms of curriculum, teacher recruitment and school calendar.
Madrasa education was institutionalized in 2004 through the Standard Curriculum for Elementary and Public Schools and Private Madaris (i.e. madrasa schools), and then improved with the Refined Elementary Madrasah Curriculum in 2011 in public elementary schools with at least 15 Muslim students and in private madaris. Madrasa education is provided in public and private schools within the context of Muslim culture, customs, traditions and interests through the integration of the Arabic Language and Islamic Values Education (ALIVE) in the basic education curriculum.
The Alternative Learning System i s a parallel learning system to the formal education system usually conducted in community learning centres. Established by the 2001 Governance of Basic Education Act , it provides an opportunity for the out-of-school population to access and complete basic education.
Alternative delivery mode programmes are based on self-learning modules to cater for learners in difficult and different circumstances.

Laws, Plans, Policies and Programmes

The 1987 Philippine Constitution enshrines the right to quality education for all citizens and mandates the state to take appropriate steps to make it accessible to all (Art. 14, Section 1). The state must also establish an integrated education system build upon the needs of the people (Art. 14, Section 2). The 2013 Enhanced Basic Education Act calls for learner-oriented and responsive education provision according to the needs, cognitive and cultural capacity, circumstances and diversity of all learners through target-based programmes. The 2015 Education Plan reaffirms the overarching nature of inclusive education for the policy and planning framework for education for all.

The 1997 Magna Carta for Disabled Persons, amended in 2007 , mandates the state to ensure that persons with disabilities have access to quality education, making special education provision able to serve various types of impairments, in particular the visually impaired, hearing impaired, those with intellectual disabilities and other types of exceptional children throughout the country.

In response to the implementation of the Magna Carta, the 1997 Department Order No. 26 on Institutionalization of SPED Programs in All Schools established resource centres in regular schools to provide continuous support to children with special needs. The 2010 department order Strengthening Special Education Program at the Basic Education Level financed regular secondary schools to train education personnel and provide the institutions with adequate teaching materials.

Memorandum orders in 2000, 2006 and 2008 contained provisions on reasonable accommodation in higher education. In particular, the 2008 Manual of Regulations for Private Higher Education encourages private higher education institutions to admit students with disabilities.

Inclusion of children with special needs was promoted in the 2013 Early Years Act , for example through the use of Filipino Sign Language as the visual language of the deaf community, and in 2013 with the Enhanced Basic Education Act , which encourages the implementation of the Alternative Learning System to cater for the needs of the target group. The 2015 Education Plan calls for an expansion of the current basic education services through the multiplication of special education classes within the regular elementary and secondary schools and through the inclusion of learners with disabilities into existing regular classes.

Gender equality is enshrined in the 1987 Constitution (Art. 14, Section 14). The 2009 Philippine Magna Carta of Women establishes a non-discriminatory and pro-gender equality and equity framework for policy formulation and implementation. In relation to education, it reaffirms the right of equal access and elimination of discrimination in education, scholarships and training. In addition, it declares unlawful the discrimination in education of women due pregnancy out of marriage in the form of expulsion, non-readmission or enrolment prohibition.

In 2013, a joint memorandum was adopted by various government bodies, including the Department of Education, to mainstream gender perspectives in local planning, programming and budgeting.

Ethnic and linguistic groups and indigenous groups

Encouraged by the 1987 Constitution (Art. 14, Section 2), indigenous peoples’ education was formally regulated in the 1997 Indigenous Peoples’ Rights Act . The latter lays down indigenous peoples’ right to equal access to cultural opportunities, including through the education system, where they have the right to receive education in their own language through the establishment and control of education institutions, respecting their cultural methods of teaching and learning. Although Filipino and English are recognized as official languages for communication and instruction, regional languages are acknowledged to serve as ‘auxiliary media of instruction’ (Art. 6, Section 7 of the Constitution ).

In response to the distinct education needs of indigenous communities, the 2004 department order titled Permit to Operate Primary Schools for Indigenous Peoples and Cultural Communities allows the school curriculum to be adjusted according to the cultural interest of the community, as long as core learning competencies are cultivated. Based on the Indigenous Peoples’ Rights Act, a 2010 department order on the Alternative Learning System curriculum for indigenous peoples’ education draws on the Alternative Learning System curriculum while taking into account the concerns of indigenous peoples. The 2013 Enhanced Basic Education Act reaffirms that basic education for kindergarten and for the first three years of elementary education must be provided in languages understood by the learners. It further mandates the Department of Education to formulate a mother-language transition programme from the first local language to English for other grades.

At the policy level, the 2011 department order Adopting the National Indigenous Peoples Education Policy Framework aimed to create an inclusive and respectful education system for learners belonging to minority groups, ensuring universal and equitable access of all indigenous people to quality and relevant basic education and providing adequate and culturally appropriate learning resources and environments. In particular, the framework intends to integrate indigenous knowledge systems and practices and recruit and train teachers and learning facilitators engaged in implementing education programmes for indigenous people. Since 2012–13 , mother tongue-based multilingual education (MTB-MLE) has been implemented nationwide , with 19 local languages now used for instruction.

The Philippines’ Response to Indigenous and Muslim Education (PRIME) programme is an education development initiative of the Department of Education that seeks to improve equitable access to and quality of basic education for girls and boys in disadvantaged indigenous and Muslim communities.

Within the school health and nutrition programmes, the breakfast feeding program aims to improve the nutritional status of its beneficiaries and increase their attendance rate. Expanded to 14 regions, the programme serves undernourished children from kindergarten to grade 3. With the introduction of implementation guidelines in 2012, the feeding initiative was renamed School-Based Feeding Program and gave more flexibility to schools.

With the aim of addressing the poorest Filipinos , the Conditional Cash Transfer programme provides a monthly education subsidy to encourage school attendance.

Children engaged in labour

T he 2015 Education Plan identifies children engaged in labour as a specific group of unreached and underserved learners. It sets out to strengthen the implementation of distance learning programmes at elementary and secondary levels to reach out to children who cannot attend regular classes.

Street children

The 2015 Education Plan calls for strengthening current partnership between government agencies and partners and the Department of Education to reach out to street children and their families and provide them with basic education and other basic services.

Coordination across sectors

The 2019 Special Education Act intends to establish the Bureau of Special Education to institutionalize and manage special education. It is to design an appropriate curriculum and tailored programmes and supervise divisions for gifted and talented youth and children and youth with disabilities within the Department of Education. It is also responsible for early identification of special needs and the provision of medical and financial assistance.

According to the 2015 new organizational structure of the Department of Education, the Bureau of Learning Delivery is in charge of the Student Inclusion division.

At present, the Bureau of Alternative Learning System, under the Department of Education, is in charge of non-formal education . Strengthened in 2004, it addresses the learning needs of all marginalized learners, including indigenous learners. Madaris are also under the jurisdiction of the Department of Education, although most of them are private and locally managed.

Development programmes and service delivery for persons with disabilities, including in education, are managed by the National Council on Disability Affairs , a national government agency with the mandate to formulate policies and coordinate the activities of all public and private organizations dealing with disability issues and concerns.

Through the 2013 Department Order No. 27 , the Department of Education institutionalized the Gender and Development Focal Point Systems, an institutional mechanism to ensure gender mainstreaming in government offices at the national, regional and school levels.

Coordination across government levels

According to the 2019 Special Education Act , local governments bear the responsibility for special education institutions , the organization of parent–teacher associations and coordination with other civil society actors.

Basic education management and governance was decentralized with the 2001 Governance of Basic Education Act .

Learning Environments

Infrastructure.

The 1983 Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings, Institutions, Establishments and Public Utilities to install Facilities and Other Devices sets specific provisions to ensure access to school to some specific groups of people with disabilities.

The 2009 Philippine Magna Carta of Women calls for a revision of educational materials and curricula to avoid gender stereotypes and images and ensure that gender-sensitive language is used. Gender-related modules have been developed and launched in the basic education curriculum.

According to the 2013 Enhanced Basic Education Act , the national basic education curriculum must be learner-centred, inclusive and developmentally appropriate, culturally sensitive, consistent with the principles and framework of MTB-MLE and flexible in order to allow schools to localize and indigenize according to the context.

Learning materials

Appropriate learning materials have been prepared to support the indigenous peoples’ curriculum, open to consultation and translated into 14 different languages. Indigenization of learning materials is encouraged in Occidental Mindoro and Oriental Mindoro provinces.

Teachers and Support Personnel

Teachers’ right to professional development is enshrined in the Constitution (Art. 14, Section 5). However, with regards to special education, trainings are not provided on a regular basis. Ad-hoc programmes are implemented upon the specific request of local authorities. At the national level, a training for special education teachers has been organized by the Department of Education’s Bureau of Elementary Education, while trainings on visually impaired learners and those with multiple disabilities were provided by non-government organizations from 2007 and 2009.

According to the 2000 Memorandum Order No. 23 on Quality Education for Learners with Special Needs , teacher training institutions must include special education courses at the undergraduate and graduate levels and provide further learning opportunities for qualified special education teachers through scholarship programmes, in coordination with the Commission on Higher Education and other government and non-government agencies.

The 2009 Philippine Magna Carta of Women calls for capacity building on gender and development for teachers and personnel involved in the education sector.

Monitoring and Reporting

Within the Basic Education Information System ( BEIS ), all Department of Education offices and units gather relevant data from schools, learning centres and education programmes for the effective planning and implementation of education programmes.

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inclusive education programs in the philippines

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Conceptualizing Inclusive Education in the Philippines: A Consensus-Building Approach

2015, Zenodo (CERN European Organization for Nuclear Research)

Related Papers

Joshua C Agpaoa

Journal of Marketing Management and Consumer Behavior

Joel Cayabyab , Journal of Marketing Management and Consumer Behavior

To improve the implementation of inclusive education (IE) in the Philippines would require assessment of the status of its implementation. This study identified the level of implementation of IE in Region I, Philippines using a validated survey questionnaire administered among one hundred eighty-one (181) faculty members of four (4) state universities and colleges in 2016. Findings revealed that generally inclusive education was 'moderately implemented'. Further, of the three areas assessed, Teachers' Preparation and Competence was rated as high implementation, while both Physical Plant and Facilities and Academic Policies was rated as moderate implementation. Furthermore, age, years in service, academic rank, and highest educational attainment revealed a significant difference in implementation while sex does not show significant difference. These findings could be used to enhance the implementation of inclusive education in Region I, Philippines and in overseas with similar context.

The Asian ESP Journal

Maria Roxainne O Nuñez

The growing population of students brought the opportunity to welcome diversity inside the classroom, which put ‘inclusive education’ (IE) into implementation in many parts of the world. However, despite the diversity, abilities and disabilities inside the learning environment, teachers and students shared a common goal in education and that is to learn. Thus, educational institutions have delved into implementing programs that would cater each learner’s needs regardless of his abilities and disabilities. Studies regarding successful implementation of inclusive education have been conducted mostly in Middle East countries while in the Philippines; research in this aspect is limited. Hence, this paper was conceptualized to determine the perception and attitude among Filipino High School teachers which takes a huge part in the successful implementation of the program. Moreover, methodology of this study utilized a qualitative descriptive research design among 7 high school teachers which according to Denzin and Lincoln (1994), is a method that involves interpretation of phenomena in order for the researcher to clearly understand on how the respondents make meaning from their past experience. Furthermore, regarding with the results, it is found that teachers were revealed to have moderately defined inclusive education despite the lack of professional training they possess. Additionally, teachers’ attitude towards IE is also investigated and favourable attitudes were revealed by Filipino high school teachers.

International Journal for Research in Applied Science & Engineering Technology (IJRASET)

IJRASET Publication , Niña Bailareyna Villegas , JULIE MARIE MACABENTA

This study provided a meta-synthesis of Filipino teachers' experiences with inclusive education. It used 15 of the 214 preliminary researches and was filtered using a set of selection and exclusion criteria. Furthermore, the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) flow diagram was used to arrange the chosen research papers. In six steps by Clark and Braune, constant comparison and thematic analysis yielded eight (8) themes and two (2) meta-themes. According to the findings, 21st-century teachers are progressing in adhering to continuing professional education, adopting inclusion policies, and incorporating instructional innovations and activities to promote inclusivity. Teachers experienced recurring obstacles such as insufficient preparedness and expertise for special education, a lack of educational services, and general social contexts that substantially impact teacher teaching. However, professionalism and perseverance in adjusting inclusion justify the teacher's responsibility to sustain resilience and inventiveness for their students in a challenging educational environment. It concludes that inclusive education necessitates progressive teacher education and ongoing provision of instructional aids and services. It suggests that schools incorporate a variety of training modules and seminars for general education instructors to achieve the criteria for conducting inclusive education programs. In order to resolve the concerns about inclusive education, the local community education committee, parents, teachers, and school personnel should work together.

kristan emmanuel salapare

This article is a study on the knowledge and involvement of schoolteachers, school administrators, and parents of children with special needs (CSN) in the implementation of inclusive education (IE). One set of research questions was aimed at determining the participants' concept of IE and how they are involved in its practice. The other set of questions was aimed at finding whether there is a significant difference among the answers given by the participant groups regarding their concept of and involvement in IE. The problems related to IE were approached using grounded theory and quantitative analysis. Utilizing a modified survey questionnaire, data was collected from 91 participants who have a firsthand knowledge of and experience with inclusive schools located in Quezon City, Metro Manila, Philippines. Research hypotheses were tested after open coding had been completed and an answer was given to each qualitative research question. It has been found that the participants neither question nor resist the practice of inclusion in their respective general education settings. They admit, however, that they are not sure whether their understanding of IE conforms to widely accepted definitions. The participants are in doubt whether their claimed practices are potent enough to be responsive to the requirements of high-level inclusive education. No significant difference was noted among the participants' mean scores in the survey of their knowledge of IE and involvement in IE. K E Y W O R D S inclusive education, children with special needs, practice of inclusion, normalization, general education

Juan Rafael Macaranas

The art of teaching well necessitates constant tuning in with the changing times. To thrive as a teacher, I need to be constantly updated and mindful of the philosophical thoughts behind the changes to anchor my pedagogical approach. One recent challenge requiring special attention is inclusive education. After teaching for more than two decades, I am a witness to how my school, De La Salle-College of Saint Benilde, readily adapts to current and post-modern thoughts in education. Inclusive education has become increasingly manifested in the evolved programs, courses and schools, and the student profile. My academic interest in philosophy of education enables me to rationalize the flow of changes as I continually explore innovative, creative, multi-intelligence, multi-and interdisciplinary approaches in the classroom. In this paper, I share my practice in teaching and learning as I handle increasingly diverse students. I briefly describe my philosophy of education, primary methodology, and support strategies and activities that enable me to flexibly respond to my students' needs. Given the inclusivity challenge, my goal is not only to accommodate their special needs and varied learning styles, but, more importantly, to harness their diversity as an add-on to their total learning experience. This outlook makes me see the added learning opportunity and positivizes my attitude towards accommodating students with special learning needs in my regular classes. I join colleagues who assert that inclusive education may appear daunting, but it is necessary and doable.

sciepub.com SciEP

Inclusive education ensures that all children have access to an appropriate, relevant, affordable and effective education within their community. Yet, inclusive education is found difficult to build in poorer developing countries. The study looked into the challenges of inclusiveness for teacher education along policy, curriculum, materials, and methodology of State Universities and Colleges (SUCs) in the Philippines offering teacher education programs to estimate their vulnerability. Descriptive survey method of research was employed with the aid of questionnaire checklist which was administered to 89 Deans of the College of Teacher Education of SUCs in the country. Principal component analysis model was obtained and used to determine the coefficients of resilience and vulnerability indices. The study revealed that teacher education institutions in the country were intensely vulnerable in the challenges on policy, curriculum, materials, and methodology. This necessitates that inclusive education policy should be part of the broader dynamics and processes of the policy-making body. Teachers should be learning about, experiencing, and practicing inclusive approaches to teaching and learning throughout their professional development to promoting inclusive education. The needs to be matching revision of the materials used in teacher education programs should be seen essential, and inclusive teaching methodology should be intrinsically linked to and mutually supportive of inclusive curricula.

Asian Journal of Education and Social Studies

Lyra Paz Lluz

Every learning institution envisions to uphold the principles of inclusive education. A higher education institution like Eastern Samar State University must accommodate all learners of different backgrounds, with or without special needs. Hence, this phenomenological study was conducted to explore views and experiences of faculty on inclusive education, with particular focus on their encounter with students with special needs (SENs). Data gathered through in-depth interview of five selected faculty members with direct experiences on students with special needs in their classes, were transcribed and coded for themes and patterns. Results revealed that the research participants have the basic understanding of inclusive education. Faculty members consider their inclusive teaching experiences challenging and become more interventionist in providing learning activities to students with and without special needs. Major challenges encountered by the faculty members are on their preparedne...

Psychology and Education: A Multidisciplinary Journal

Psychology and Education

According to the principle of inclusion, everybody has an inherent right to participate fully in society. Inclusion requires the acceptance of differences. It allows for the inclusion of individuals who would otherwise be denied educational opportunities critical to the development and growth of all students. This study aimed to scrutinize and assess the availability of teaching and learning resources for the implementation of inclusive education at the selected elementary schools in the Division of Agusan del Sur and the Division of Tandag City, Surigao del Sur, Philippines. In order to determine the accessibility of teaching and learning resources and teachers' attitudes toward considering students' assistance needs in the classroom setting, this study would analyze the critical factors in determining whether inclusive education is successfully implemented or unsuccessfully. To collect data for this study, a descriptive survey research design was used. The permanent teachers were the study's target group and its respondents. The introduction of inclusive education at the participating schools will improve curriculum delivery, cater to the requirements of students who require special help, and increase student enrollment and retention at the said schools. The majority of the 150 teachers who responded to the statements and gave their opinions strongly agreed with the assertion. The implementation of inclusive education depends on the availability of teaching and learning resources, which has a detrimental effect.

International Conference on Education

Isabel C Cole

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UNESCO and DepEd launch the 2020 Global Education Monitoring Report in the Philippines

MANILA, 25 November 2020. Along with government officials, international aid agencies, education and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on 25 November 2020 virtually.

With the theme “Inclusion and education: All means All,” the national launch was organized to increase awareness of the Report’s messages and recommendations on inclusion in education with a wider education community, with those working on humanitarian responses, and with government officials and policymakers. The event was broadcasted live on the official Facebook of UNESCO Jakarta and the Philippines’ Department of Education.

As part of its progress towards achieving the Sustainable Development Goal 4 (SDG 4)and its targets, the 2020 GEM Report ( https://unesdoc.unesco.org/ark:/48223/pf0000373721 ) provides an in-depth analysis of key factors in exclusion of learners in education systems worldwide, such as background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes).

One of the numerous examples highlighted in the report is the gender-responsive basic education policy created by DepEd. The policy calls for an end to discrimination based on gender, sexual orientation, and gender identity by defining ways for education administrators and school leaders such as improving curricula and teacher education programmes with the content on bullying, discrimination, gender, sexuality and human rights.

The Report also identifies the heightening of exclusion during the COVID-19 pandemic, where it has shown that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown. The event featured speeches and presentations from experts on inclusion from both government and non-governmental organizations, policy makers and practitioners, including a message from UNESCO’s Global Champion of Inclusive Education, Ms Brina Kei Maxino, and performances by the world-renowned and 2009 UNESCO Artist for Peace, the Philippine Madrigal Singers.

The highlight of the event was the live discussion between DepEd Secretary, Professor Emeritus Leonor Magtolis-Briones, and the Director of UNESCO Jakarta, Dr Shahbaz Khan, as they explored the findings of the report and deliberated on issues such as inclusion and education and its implementation; adjustment on the school policies during Covid-19; a horizontal collaboration between government and non-government stakeholders; education budget and spending; grants for students; and, social programs to support education.

Alongside today’s publication, UNESCO GEM Report team has also launched a new website called Profiles Enhancing Education Reviews (PEER) that contains information on laws and policies concerning inclusion in education for every country in the world. According to UNESCO, PEER shows that although many countries still practice education segregation, which reinforces stereotyping, discrimination and alienation, some countries like the Philippines have already crafted education policies strong on inclusiveness that target vulnerable groups.

The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen to foster more resilient and equal societies.

Global Education Monitoring Report

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Philippines

Save the Children Philippines lauds approval of the Inclusive Education Bill at Congress’ Bicameral Conference Committee; appeals to the President for Bill’s passage

Save the Children

03 December 2021 – Save the Children Philippines lauds the Bicameral Conference Committee for approving the Inclusive Education (IE) Bill in time for the celebration of International Day for Children with Disabilities. It is now awaiting the approval of the president to pass it into a law.

“We thank the Bicameral Conference Committee for supporting the Inclusive Education Bill. We are now one step closer to fulfilling children’s rights to access health services and inclusive quality education, especially for those with disabilities and most impacted by inequality and discrimination” said Atty. Albert Muyot, Chief Executive Officer of Save the Children Philippines.

The IE bill ensures that no learner with disability shall be denied admission and inclusion in any public or private, early or basic education school in the country. It will afford such learners with equitable opportunities to educational and support services, and programs such as capacity building for students, their families/ caregivers, and teachers.

Knowledge hubs such as Inclusive Learning Resource Centers (ILRC) will also be established by local government units in collaboration with the Department of Education (DepEd).

“All children have the right to be educated, but some of them don’t have enough access, ability, and resources. Through the Inclusive Education Bill, we will be able to experience going to school,” said Jen, a parent of a child with disability who shared her sentiments on the importance of equal learning opportunities among children with and without disabilities.

Passing the Inclusive Education Bill will be monumental for the 5.5 million learners with disabilities as it seeks to create for them a responsive system for identification, referral, and intervention, in partnership with stakeholders.

“We appeal for the immediate approval of the Bill by the President ensuring that no learner will be left behind. The IE Bill makes our educational system more inclusive by providing a safe, accessible, and supportive educational environment, infrastructures, and facilities for one of the most discriminated sectors of Filipino children,” said Sierra Mae Paraan, Basic Education Advisor of Save the Children Philippines.

Among many of the IE Bill’s other provisions are the Advisory Council for Education of Learners with Disabilities that will support the DepEd in further improving the country’s educational system, and the provision of a support system for parents to help them care for their children at home better.

“We support the Inclusive Education Bill campaign because no child should be deprived of education because of his/her disability. No child should be punished or discriminated because of disability,” said DepEd Secretary Leonor Magtolis Briones.

Save the Children Philippines has been advocating for the Inclusive Education Bill and is implementing programs to aid learners with disabilities including 1) the Kabataang Aralin Sa Lahat Ibahagi (KASALI) Project which attends to the different developmental needs of children with disabilities, 2) Building Resources and Networks for the Inclusion of Children with Disabilities in Marginalized Urban Communities (BRIDGE) Project that helps girls and boys with disabilities in urban poor communities and informal settlements in Parañaque City to access inclusive and quality basic health, child protection, information and social protection services, 3) SCOPE Project which strengthens the capacity of organizations of persons with disabilities and other civil society organizations towards effective civil society-local government engagement and improved government accountability for persons with disabilities, especially children in the cities of Parañaque and Taguig, and the Municipality of Pateros, and 4) Project ENGAGE that ensures meaningful participation of children and youth with disabilities in governance and policy.

In a message of solidarity to Save the Children, Briones highlighted DepEd’s support in protecting the rights of learners with disabilities. “We have a duty to all learners to provide them with learning opportunities and provide them with quality education as they further their search for wisdom, knowledge, and level of preparedness for life. We hope to continue cooperating and collaborating with Save the Children in giving opportunities to children especially those with disabilities.”

Media Contact:

Lei Tapang | Campaigns and Media Coordinator Save the Children Philippines 4th floor, Sunnymede IT Center, 1614 Quezon Avenue, Quezon City 1103 Office: +632 8682-7283 (SAVE) | Mobile/Viber/WhastApp/Telegram : +639178733448

Inclusive Education: Regular Schools that Accept Kids with Special Needs

For now, we look into the four As of inclusive education: availability, accessibility, acceptability and adaptability (UNESCO, 2008) as our guide—they are described as follows:

Availability – whether the educational system is physically there
Accessibility – can include fees, regulations (citizenship), location (transport and safety), limitations deciphering whether a child can access education
Acceptability – quality of education, acceptably meeting educational needs
Adaptability – the ability to adapt to relevance and needs of child.

Can I enroll my child with special needs in a regular school?

In my personal experience, there are several schools which do practice inclusive education without being a special school. Hence, as long as your child successfully meets all their entrance requirements (with an addition of a developmental pediatrician’s report as the Creative Learning School, St. Joseph’s College and PWU-JASMS require), these institutions will happily partner with you and nurture your child.

There are some whose school methodologies reflect an inclusive environment—such as Saint Pedro Poveda College’s Personalized Education Program and Angelicum College’s individualized instruction and modular system. Most schools that have a SPED orientation would incorporate phrases reflecting growth in their school philosophies like ‘to maximize potential’ and ‘to the full’.

There are other schools which allow for integration and mainstreaming into the regular classrooms through a special education track. This special track permits the school to grade your child’s performance based on his or her existing capabilities, with the intention of furthering your child’s skills especially in socialization. Our public schools are asked to admit special learners as they are not to refuse any Filipino student. However, we cannot deny that there are cases when schools do not have the facilities and services that can help in a special learner’s growth resulting in a refused admission.

Below are schools that practice Inclusive Education:

112 M.J. Cuenco, Biak-na-Bato, Barangay Sto. Domingo, Quezon City
52 Sta. Rosa Street, Bgy. Kapitolyo
EDSA, Quezon City
EDSA corner P. Poveda, Ortigas, Quezon City
E. Rodriguez, Quezon City
Inclusive Education Working Group. Proposed Outline of Thematic Working Group Report – Brunei, Cambodia, Lao PDR, Malaysia, Philippines, Thailand and UNESCO Bangkok. Inclusive Education and Access .
Warnock Report. (1978) .

Photography by Jun Pinzon

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At last, a law giving PWDs more access to education

The recent signing of Republic Act No. 11650 or the Inclusive Education Act of 2022 was well-received by special education experts, as well as learners with disabilities and their families, as the law gives these learners more access to education.

Before the law was enacted, learners with disabilities like myself faced a harsh environment where disability is seen as “inability,” with no regard for our skills and competences. Aside from the lack of understanding and empathy for our plight, there are other obstacles to learning, such as the lack of training among teachers and the lack of facilities, services, and equipment needed to handle learners with disabilities. Some private schools even deny these learners admission. I remember my mother recounting that when I was in Kinder 2, she had to sign a waiver stating that in case of disruptive behavior on my part because of developmental delays, I would be forcefully withdrawn from the school even in the middle of the school year. Luckily, such disruptive behavior didn’t happen.

This law would finally address our family’s previous concern as it would integrate an inclusion policy in both public and private schools. An example of this is the individualized education plan, where both the learner’s parents and developmental experts design a plan to ensure that the learner with disability could meet the educational requirements needed.

Under this law, all cities and municipalities are required to establish at least one Inclusive Learning Resource Center (ILRC). The Department of Education (DepEd) used to mandate at least one Special Education (SpEd) center in all school divisions. With the new law, school districts in each province are now expected to organize SpEd programs in areas where identified learners with disabilities are located.

All existing SpEd centers shall also be converted into ILRCs with expanded powers and functions. This would be a relief to families of learners with disabilities in remote areas since these learners can now go to a school center with enhanced services, facilities, and equipment within their city or municipality.

Before the law was signed, special education in the Philippines was inaccessible to those who need it most. Because despite DepEd’s insistence, the government rarely allocated funds for it separately, with the resources allocated under the DepEd’s Maintenance and Other Operating Expenses. One of the few instances, when the government allocated a separate budget for special education, was in the 2020 General Appropriations Act, although the amount was lower than what the DepEd had requested.

This law now allots a separate budget for it—the Program Support Budget to be used for the functions of the ILRCS and the Inter-Agency Coordinating Council, as well as for the delivery of other services to learners with disabilities.

As a person with disability (PWD), I’m hoping that future learners with disabilities would not endure the struggles I once faced. I also hope that disability support services would be integrated not just in basic education but also in higher education, in the workplace and as part of social services.

Nevertheless, our struggle as disability rights advocates should not end here. We must ensure that this law, together with other laws for PWDs, is properly implemented, so we can all live in a society where inclusion and acceptance are a way of life. As PWDs, we must learn to speak up and stand for our rights.

RONALD G. DE GUZMAN JR. Disability Rights Advocate [email protected]

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A Framework for Disability Inclusion at School

School leaders and teachers can use this model to learn about and fight ableism through self-reflection and systems change.

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Student in wheelchair working at his desk in class, representing the idea of disability inclusion in school

I recently confronted the uncomfortable truth that despite my best intentions, I had unintentionally perpetuated ableism well into my career as a special education administrator. This was unsettling because like many teachers, I was driven by the positive experiences I had as a student in a system that largely worked for me.

However, while learning from disabled activists and undergoing critical self-examination, I realized that my positive experience isn’t true for all—particularly those in special education, who encounter a system stacked with barriers. This realization challenged my view of education, leading me to question myself and the systems that sustain ableism at school.

When we stop looking at inclusion as a compliance measure and start confronting ableism, we can achieve authentically inclusive schools. It shouldn’t be the responsibility of people with disabilities to be sole advocates for their rights; as allies, we must take on systemic burdens. I invite you to use the LEAD (listen, examine, acknowledge, disrupt) framework for administrators to begin this work.

Framing the Work

In professional development, before introducing the LEAD framework, I unpack the term ableism . People are often unfamiliar with the term. Ableism stems from the assumption that individuals with disabilities—rather than inaccessible systems—need to be “fixed,” true to the medical model of disability .

Many forget that those with disabilities had to fight for basic human rights. I often begin by acknowledging this. A quick way to honor the history of disability activism is to show the five-minute trailer of Crip Camp , which details the civil rights movement that led to the Americans with Disabilities Act and, later, Section 504 of the Rehabilitation Act , which greatly expanded legal rights for those with disabilities.

With a deeper appreciation of this history, administrators are better prepared to engage with the LEAD framework.

I emphasize the importance of centering the voices of those impacted and point out that many of us serving students with disabilities don’t have disabilities, so it’s crucial to listen to understand how we can be effective allies.

Social media is a powerful space where individuals share their stories, advocate for change, and propose solutions. I often play videos from disability activists and influencers who share firsthand experiences of ableism.

I challenge participants to further research, follow, and truly listen to the disability community. Doing so, educators and institutions can gain deeper understandings of, and identify meaningful ways to address, ableism. I give time and space for the group to share how they felt after watching the videos and, optionally, to share their thoughts with the group.

Next, I challenge educators to look at how ableism is embedded within our schools. I urge them to identify physical, social, or attitudinal barriers that may hinder children with disabilities. Barriers can take many forms—inaccessible facilities, outdated practices that no longer serve students’ needs, subtle yet pervasive negative attitudes that marginalize those with disabilities.

I emphasize that our goal shouldn’t be to meet the minimum legal requirements, such as by providing a certain number of mainstreaming minutes. Instead, we should strive for authentic inclusion, creating environments where every child, regardless of ability, is valued, respected, and included. Authentic inclusion requires that we transcend compliance to actively challenge the structures and mindsets that perpetuate exclusion.

.css-1ynlp5m{position:relative;width:100%;height:56px;margin-bottom:30px;content:'';} .css-2tyqqs *{display:inline-block;font-family:museoSlab-500,'Arial Narrow','Arial','Helvetica','sans-serif';font-size:24px;font-weight:500;line-height:34px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;}.css-2tyqqs *{display:inline-block;font-family:museoSlab-500,'Arial Narrow','Arial','Helvetica','sans-serif';font-size:24px;font-weight:500;line-height:34px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;} Authentic inclusion requires that we transcend compliance to actively challenge the structures and mindsets that perpetuate exclusion. .css-1ycc0ui{display:inline-block !important;font-family:'canada-type-gibson','Arial','Verdana','sans-serif';font-size:14px;line-height:27px;-webkit-letter-spacing:0.8px;-moz-letter-spacing:0.8px;-ms-letter-spacing:0.8px;letter-spacing:0.8px;text-transform:uppercase;padding-top:24px;margin-bottom:0 !important;}.css-1ycc0ui::before{content:'—';margin-right:9px;color:black;font-size:inherit;} Simi sardana

I point out that segregation is still a socially acceptable form of prejudice in many educational settings. Segregation often happens under the guises of “specialized support” or “best interest” but can further marginalize.

I encourage educators to question these practices and reimagine their classrooms as places where all students, regardless of ability, learn together, support one another, and benefit from diverse experiences.

I ask educators to reflect on their schools and consider what changes are necessary to move toward inclusion—for example, redesigning physical spaces, adopting more inclusive teaching strategies, or challenging and changing attitudes within the community.

The goal is to create educational environments where every child can thrive, free from ableism. It’s important to allow educators time to discuss these ideas with colleagues and share out for further discussion.

Acknowledge

Acknowledging missteps and reflecting on past practices are crucial to improvement. It takes courage and humility to recognize when our actions have caused unintentional harm. But the educational landscape is constantly changing, and practices once considered best may no longer be effective as new research, methodologies, and understandings emerge.

I stress that it’s necessary to stay informed about current trends. By being open to change and willing to critically assess our practices, we can better serve students and foster a more inclusive educational experience. In my district, we focus on Universal Design for Learning . You’ll want to similarly develop an initiative for enacting inclusivity.

Once I’ve highlighted how ableism operates in our schools and communities, I share that once you recognize how ableism manifests, it becomes impossible to overlook. Awareness equips us with the ability—and responsibility—to interrupt ableism whenever it appears.

These interruptions can range from correcting someone’s language to initiating a systemic overhaul at your school. I challenged participants to rethink common terms like “special” and question the arbitrary prerequisites often imposed on students before they’re included in general education. These are examples of how we can disrupt the status quo and begin to dismantle ableist structures.

To ensure that educators are prepared to take action, I dedicate time to practice using the RIR Protocol from Epoch Education , which provides structure for recognizing, interrupting, and repairing bias and discrimination. Educators gain hands-on experience challenging ableism in real time, whether with colleagues, with students, or regarding broader institutional practices.

Participants leave with a deeper understanding of ableism and tools for addressing it proactively. This empowers educators to make immediate changes and fosters continuous reflection and improvement in their respective environments.

By recognizing that not all students have the same opportunities, we can approach our roles with greater empathy, awareness, and commitment to equity. We have a unique opportunity and responsibility to advocate for change, challenge the status quo, and create more supportive learning environments .

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IMAGES

seven pillars of inclusive education ppt
Towards a More Inclusive Education
What Is Inclusive Education In The Philippines Deped
Inclusive Education in the Philippines (Definition, Policies, and Laws)
Inclusive Education in the Philippines
PPT

COMMENTS

Inclusive Education in the Philippines
The Philippines has been working on implementing various programs and initiatives to support inclusive education. One such initiative is the "Inclusive Education for All" program, which provides training and support to teachers, parents, and school administrators on how to best meet the needs of all students.
DepEd Inclusive Education Policy Framework
This policy is being adopted to provide an overall framework of implementation for programs that directly promote Inclusive Education.
July 6, 2009 DO 72, s. 2009
This program shall be included in the School Improvement Plan (SIP). To realize the successful implementation of inclusive education in the schools, the duties and responsibilities of DepED officials are defined in Enclosure No. 2.
UN Philippines renews call for inclusive education at launch of new
MANILA, 25 November 2020 - United Nations (UN) Resident Coordinator Gustavo Gonzalez cited the major progress achieved by the Philippine Government towards inclusive education in recent decades, but warned that the COVID-19 pandemic threatens reversing these hard-won gains. Gonzalez issued this statement at the launch today of the 2020 Global Education Monitoring (GEM) Report.
Philippines
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, colour, ability or disability with support from school staff, students, parents and the community. The more recent 2013 Enhanced Basic Education Act refers to gifted and ...
A Policy Study on The Implementation of Inclusive Education Program in
The Philippines has be en actively implementing a range of programs and initiatives to. promote inclusive education. The "Inclusive Education for All" program is an initiative that aims. to ...
DepEd, UNESCO to continue fostering learners through inclusive education
December 7, 2020 - Through the Philippines' hosting of the 2020 Global Education Monitoring (GEM) report, the Department of Education (DepEd) together with the United Nations Educational, Scientific and Cultural Organization (UNESCO) continued its commitment in fostering learners through inclusive education.
(PDF) Conceptualizing Inclusive Education in the Philippines: A
It suggests that schools incorporate a variety of training modules and seminars for general education instructors to achieve the criteria for conducting inclusive education programs. In order to resolve the concerns about inclusive education, the local community education committee, parents, teachers, and school personnel should work together.
(PDF) Inclusive Education in the Philippines: Through the Eyes of
The Philippine Education System has adopted various practices to address the needs of all its learners including Learners with Disabilities (LWD) in response to the global movement of Inclusive ...
UNESCO and DepEd launch the 2020 Global Education Monitoring Report in
With the theme "Inclusion and education: All means All," the national launch was organized to increase awareness of the Report's messages and recommendations on inclusion in education with a wider education community, with those working on humanitarian responses, and with government officials and policymakers. The event was broadcasted live on the official Facebook of UNESCO Jakarta and ...
PDF Strengthening Inclusive Education
An important resource for school-level planning for inclusion is the Index for Inclusion: Developing Learning and Participation in Schools,87 which helps schools to systematically review all aspects of their cultures, policies, and practices related to inclusive education.
Toward inclusive education
One particular policy reconfiguration that made this adjustment is Republic Act 11650, also known as the Inclusive Education Act of 2021, which aims to promote and equip all schools and learning centers into becoming inclusive schools and inclusive learning and resource centers (ILRC).
DepEd, UNESCO foster learners thru inclusive education
MANILA - Through the Philippines' hosting of the 2020 Global Education Monitoring (GEM) report, the Department of Education (DepEd) together with the United Nations Educational, Scientific and Cultural Organization (UNESCO) continued its commitment in fostering learners through inclusive education.
Save the Children Philippines lauds approval of the Inclusive Education
03 December 2021 - Save the Children Philippines lauds the Bicameral Conference Committee for approving the Inclusive Education (IE) Bill in time for the celebration of International Day for ...
(PDF) Inclusive Education: Lived Experiences of 21st century Teachers
It suggests that schools incorporate a variety of training modules and seminars for general education instructors to achieve the criteria for conducting inclusive education programs.
PDF Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory
Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations.
DepEd underscores inclusive, equitable quality education in IDE 2023
PASIG CITY, January 24, 2023 - Ahead of the agency's Basic Education Report 2023, the Department of Education (DepEd) on Tuesday observed the annual International Day of Education (IDE) by highlighting initiatives to realize Sustainable Development Goal (SDG) No. 4 (Inclusive and Equitable Quality Education). "This year's theme 'To ...
Inclusive Education: Regular Schools that Accept Kids with Special Needs
Frances Mijares-Magtoto Published Jul 28, 2010 When we talk of regular schools accepting learners with special educational needs, it is tantamount to saying there are schools that practice inclusive education. Inclusive education has been a dream of many schools here and abroad, which finds its origin in the practice of integration and mainstreaming—the UK uses the term 'integration' and ...
INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE
INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE advertisement INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE Dr. YOLANDA S. QUIJANO Undersecretary of Programs and Projects Department of Education Philippines OUTLINE General Information on Inclusive Education Facts and Figures, Policies, Strategies for Disadvantaged Learners: Children with Disabilities, IPs, Muslim Children, Street Children ...
At last, a law giving PWDs more access to education
Philippine Daily Inquirer / 04:05 AM April 06, 2022. The recent signing of Republic Act No. 11650 or the Inclusive Education Act of 2022 was well-received by special education experts, as well as learners with disabilities and their families, as the law gives these learners more access to education. Before the law was enacted, learners with ...
PDF I. EDUCATION POLICY DEVELOPMENT PROGRAM
III. INCLUSIVE EDUCATION PROGRAM Inclusive Education is the core principle of the K to 12 Basic Education Program. This promotes the right of every Filipino to quality, equitable, culture-based, and complete basic education. Through inclusive education, all Filipinos will realize their full potential and meaningfully contribute to building the nation2 The inclusiveness of the K to 12 Education ...
PDF Challenges and Implementation of Inclusive Education in Selected Asian
Abstract This systematic review, specifically a Meta-synthesis, aimed to synthesize the challenges and implementation of Inclusive Education (IE) in selected Asian countries. Fifteen (15) out of 792 studies were selected and screened through a set of inclusion and exclusion criteria.
(PDF) Implementing inclusive education in the Philippines: College
Implementing inclusive education in the Philippines: College teacher experiences with deaf students Jayson A. Dela Fuente Northern Negros St ate Coll ege of S cience a nd Techno logy, Ph ilippine ...
Disability Inclusion at School: A Framework
A framework for disability inclusion at school helps educators and administrators fight ableism through self-reflection and systems change. ... those in special education, who encounter a system stacked with barriers. This realization challenged my view of education, leading me to question myself and the systems that sustain ableism at school ...
What UNC System leaders are saying about new DEI changes
NC State's new inclusive education program for students with intellectual and developmental disabilities (IDD) is now accepting applications for its first class of students.
Division of Diversity, Equity, and Inclusion
WVU's annual Diversity Week promotes celebration, education and understanding of different identities and experiences present on our campuses. Our aim is to create an atmosphere that provides the WVU community opportunities to explore different cultures, engage in discussions that bring new perspectives, and celebrate the presence of all people.