ASYNCHRONOUS ACTIVITY 1

1. READ ARTICLES AND PUBLICATIONS ABOUT INCLUSIVE EDUCATION IN THE

PHILIPPINES.

An excerpt for the First Article

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 entrepreneurship. 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).

An excerpt for the Second Article

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).
 2. DEFINE INCLUSIVE EDUCATION (IE), CITE THE REFERENCE, AND SHARE YOUR
UNDERSTANDING OF THE CONCEPTS.

The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of accepting
all children regardless of race, size, shape, color, ability, or disability with support from school staff,
students, parents, and the community. 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.
(https://education-profiles.org/eastern-and-south-eastern-asia/philippines/~inclusion)

Analysis

Inclusive education is an education for all, no matter what the differences in the student’s race, culture, and
any diverse aspects. Be it an adult, an out-of-school-youth, or people with disabilities. Inclusive education
is the most effective way to give all children a fair chance to go to school, learn and develop the skills they
need to thrive.

Inclusive education means all children are in the same classrooms, in the same schools. It means real
learning opportunities for groups who have traditionally been excluded – not only children with disabilities
but speakers of minority languages too. Inclusive systems value the unique contributions students of all
backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Inclusive education (IE) is a new approach toward educating children with disability and learning difficulties
with that of normal ones within the same classroom. It seeks to address the learning needs of all children
with a specific focus on those who are vulnerable to marginalization and exclusion. It implies all
learners – with or without disabilities are able to learn together through access to common schools and
community educational setting with an appropriate network of support services. This is possible only in a
flexible education system that includes the needs of different types of learners and adapts itself to meet
their needs. Inclusive Education addresses the diverse needs of all learners by reducing barriers inside
schools. It is a process of strengthening the capacity of the education system to reach out to all learners.
This educational approach provides all students with greater opportunities for academic and social
achievement. This includes opportunities to participate in the full range of social, recreational, arts, sports,
music,daycare and afterschool care, extra-curricular, faith-based, and all other activities. Inclusive
education argues that all children irrespective of the nature and degree of disability should be educated in
general schools with non-disabled children. The schools and classrooms operate on the idea that, with the
right amount of support, students with disabilities can be as competent as students without disabilities.

3. GIVE THE VISION, MISSION, AND GOALS OF IE.

VISION

A world where every person has access to relevant, quality education and lifelong learning.

MISSION

To provide support and promote innovative solutions to the challenges faced by ministries of education and
governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum,
teaching, learning and assessment processes and outcomes.

GOAL
The whole education system will facilitate learning environments where teachers and learners embrace and
welcome the challenge and benefits of diversity. Within an inclusive education approach, learning
environments are fostered where individual needs are met and every student has an opportunity to
succeed.

OBJECTIVE

To educate disabled students in the regular classroom and still meet their individual needs. Inclusive
education allows children with special needs to receive a free and appropriate education along with non-
disabled students in the regular classroom.

3.1. FOR YOU, IS/ARE THE VMGO (VISION, MISSION, AND GOALS) ARE ACHIEVABLE?
DEFEND YOUR ANSWER AND YOU MAY CITE REFERENCES AND LEGAL BASIS.

Quality education and lifelong learning opportunities for all are central to ensuring a full and productive life
to all individuals and to the realization of sustainable development. Despite considerable progress in school
enrolment, millions of children remain out of school, especially where educational systems struggle to keep
up with population growth. Even when more children are enrolled, many do not acquire the basic skills.
Quality education is hampered by the lack of trained teachers and adequate school facilities. Achieving this
goal, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all,
will require intensified efforts, targeted to vulnerable populations, specifically persons with disabilities,
indigenous people, refugees, and the rural poor.

There are factors that arise for these (VMGO) difficult to achieve. First is the attitude. Societal norms often
are the biggest barrier to inclusion. Old attitudes die hard, and many still resist the accommodation of
students with disabilities and learning issues, as well as those from minority cultures. Prejudices against
those with differences can lead to discrimination, which inhibits the educational process. The challenges of
inclusive education might be blamed on the students’ challenges instead of the shortcomings of the
educational system.

The second one is the physical barrier. In some districts, students with physical disabilities are expected to
attend schools that are inaccessible to them. In economically-deprived school systems, especially those in
rural areas, poorly-cared-for buildings can restrict accessibility. Some of these facilities are not safe or
healthy for any students. Many schools don’t have the facilities to properly accommodate students with
special needs, and local governments lack either the funds or the resolve to provide financial help.
Environmental barriers can include doors, passageways, stairs and ramps, and recreational areas.

Third is the curriculum. A rigid curriculum that does not allow for experimentation or the use of different
teaching methods can be an enormous barrier to inclusion. Study plans that don’t recognize different styles
of learning hinder the school experience for all students

The fourth factor are the teachers who are not trained or who are unwilling or unenthusiastic about working
with differently-abled students are a drawback to successful inclusion. Training often falls short of real
effectiveness, and instructors already straining under large workloads may resent the added duties of
coming up with different approaches for the same lessons.

Fifth is the funding. Adequate funding is a necessity for inclusion and yet it is rare. Schools often lack
adequate facilities, qualified and properly-trained teachers and other staff members, educational materials
and general support.

Overcoming the many barriers to inclusive education will require additional funding, but even more
importantly, it requires the change of old and outdated attitudes. I have read an article that studies support
what many classroom teachers know by experience: that the benefits inclusion provides to all students
easily justifies the effort.

https://www.thinkinclusive.us/post/barriers-to-inclusive-
education?fbclid=IwAR0NhBp967GyIhdHX0PUONhAym6WExeMERKBFkAXpHPg2ccUOhVDE4FDJTM

3.2. HOW DO YOU THINK THE EDUCATIONAL SYSTEM IN THE PHILIPPINES

ACHIEVES SUCH VMGO? EXPLAIN.

Education in the Philippines has come a long way since pre-colonial times. While the standard of education
is high, young would-be graduates can always benefit from expanding their knowledge.

Valenzuela City Congressman Win Gatchalian believes the government should bolster and come up with
new programs that aim to make education in the Philippines more competitive. The education advocate
said the low competitiveness of the Philippines in education remains a huge hurdle in our pursuit of
economic growth amid the onset of globalization, especially with the upcoming Association of Southeast
Asian Nations (ASEAN) integration.

“We need to be competitive. The world is getting smaller and globalization is already here. Everyone is
pushing for the ASEAN integration in this area, but we are not ready,” he said. The lawmaker said higher
competitiveness in education will enable our country to field more highly skilled Filipino workers that can
help us be more innovative.

For his part, he has been supporting programs and projects that can help the education more competitive,
as well as accessible to all Filipinos.

http://wingatchalian.com/news/gatchalians-8-ways-to-make-philippine-education-system-competitive/

4. WHAT IS THE SCOPE OF IE IN THE PHILIPPINES? CITE YOUR REFERENCE

AND EXPAND YOUR ANSWER.

SCOPE OF THE INCLUSIVE EDUCATION PROGRAM OF DEPED

 Inclusive Education is the core principle of the K-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 nation.
 The inclusiveness of the K_12 Education is also expressed through existing programs such as
Special Education (SPED), Indigenous People’s Education (IPEd), Madrasah Education, and
Flexible Learning Options (FLO) including Alternative Learning System (ALS).

SCOPE OF THE INCLUSIVE EDUCATION PROGRAM OF DEPED

The principle of inclusion promotes institutional sensitivity and responsiveness nature, situation, and
realities of our country’s learners and directs the department to proactively address these through the
curriculum and the said programs:
MULTIGRADE EDUCATION

 One of the continuing initiatives of the Department of Education (Deped) along its trust of increasing
access to quality elementary education is strengthening the implementation of the Multigrade
Program in the Philippine Education (MPPE).
 Addresses pressing concerns and issues on the provision of customized teaching and learning
materials for multigrade classes and professional development of teachers.

Analysis

As a future educator, I hope that there will be more relevant and better learning spaces for kids with
disabilities. A place where relevant learning means transforming, discovering, and enhancing the diverse
human talents of an individual. Better learning spaces in the Philippines that provides children with
disabilities equitable attention and care, structure, support, resources, and personalized instructions/plans.

However, relevant and better learning spaces will only be possible if all stakeholders will collaborate,
spearheaded by the Department of Education and Commission on Higher Education. Strong support from
the lawmakers in drafting and approving bills relevant to special education will make a big impact on
students, parents, teachers and school administrators to support said space.

While it is true that inclusion and special education has a different meaning, both are interrelated and
complement one another. A true inclusive education gives an equitable opportunity for everyone including
children with disabilities. We need lawmakers, school leaders, teachers, parents, active and concerned
citizens, and other relevant groups in the society to work together to ensure that the Philippines will be able
to implement comprehensive inclusive education.

The success of any laws approved in legislature or policies mandated by the national government were
dependent on governance, leadership, mindful implementation of the programs, transformation of
consciousness, capability building, and collaboration of all stakeholders. We can learn, be guided by their
experience and put it into the Philippine context.