Transcript INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

INCLUSIVE EDUCATION:
THE PHILIPPINE PERSPECTIVE
Dr. YOLANDA S. QUIJANO
Undersecretary of Programs and Projects
Department of Education
Philippines
OUTLINE
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General Information on Inclusive Education
Facts and Figures, Policies, Strategies for
Disadvantaged Learners: Children with
Disabilities, IPs, Muslim Children, Street
Children, Abused children
Current Difficulties and Challenges
Lessons Learned
Proposed Initiatives/Recommendations
GENERAL INFORMATION on
INCLUSIVE EDUCATION
Abused
children
FACTS and FIGURES
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Children with disabilities who are in school are
about 101, 762 (2011-2011).
Children with disabilities are still combating
educational exclusion
97.3 % of them are still unreached.
About 5,916 are mainstreamed in regular
classes
Facts and Figures
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Children of Indigenous peoples number about
12-15 million across the country.
These are spread in seven ethnographic areas
with 117 ethno-linguistic groups.
Those in the elementary schools total 639,
483 while 158, 550 are in the secondary
schools (2010-2011).
Facts and Figures
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140,570 Muslim elementary and secondary
pupils are attending ALIVE (Arabic Language
and Islamic Values Education) in public
schools
Facts and Figures
Street children are about 246, 000 thousand75% are children on the streets;
25% are children of the streets;
70 % are boys
 Working children are growing in
number
 Number of abused children
is being tracked down
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EDUCATION POLICIES
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The right to education is a basic human right.
All children and youth shall have access to
quality education.
Inclusive education shall be concerned with all
learners, with focus on those who have
traditionally been excluded from educational
opportunities.
Support system shall be organized and
delivered holistically.
PUBLIC POLICY SUPPORT on
INCLUSIVE EDUCATION
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The 1987 Philippine Constitution
P.D. 603 - The Child and Youth Welfare Code
RA. 7610 – Special Protection of Children
against Child Abuse, Exploitation and
Discrimination Act
R.A. 7277- The Magna Carta for Disabled
Persons amended by R.A 9442
Policies and Guidelines in Special Education
PHILIPPINES ADOPTS
INTERNATIONAL DOCUMENTS on
INCLUSIVE EDUCATION
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UN Conventions on the Rights of
the Child (1989)
World Declaration on Education
for All (1990)
UNESCO Salamanca Statement
and Framework for Action (1994)
INCLUSION DEFINED
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Reaching out to all learners
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Addressing and responding to diversity of
needs of all children, youth and adults
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Involves changes and modification in content,
approaches, structures and strategies
STRATEGIES in
INCLUSIVE EDUCATION
for DISADVANTAGED LEARNERS
The program, curriculum, learning materials,
facilities, equipment
CHILDREN WITH DISABILITES
Education system has full
responsibility to ensure right to
education
Assessment
Support System
It is equipped and ready to
handle diversity through:
Flexible modified curriculum ,
teaching and learning methods
Adaptation
Augmentation
Alteration
Remediation/ enrichment
Involvement of peers, parents and the community
Flexible teaching methods with innovative
approaches to teaching aids, and
equipment assistive devices and learning resources
Responsive, child-friendly environment
Professional environment working
deliberately and actively to promote
inclusion for all
PROCESS
of INCLUSION
PHILIPPINE MODEL of INCLUSION
1.
Partial mainstreaming
towards inclusion
- students are educated
in regular classes at least
half the day
- receive additional help
or specialized services
- pull-out
2.
Full mainstreaming
or inclusion
- complete regular
instruction
- receive all special
services
in general
classroom
SUSTAINING PROGRAMS for
CHILDREN with DISABILITIES
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Establishment of 276 Special Education
Centers nationwide
Provision of SPED items
Downloading of funds
Sustaining Programs for
Children with Disabilities
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Conduct of training programs
for teachers handling children
with various disabilities
Conduct of training for school
heads and supervisors
Development of instructional
materials for children with
disabilities
Sustaining Programs for
Children with Disabilities
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Conduct of advocacy strategies like the SPED
caravan in regions and divisions without SPED
centers or without SPED programs
Sustaining Programs for
Children with Disabilities
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Implementation of various
intervention programs,
like:
Early Intervention
Transition program
Headstart program
INDIGENOUS PEOPLES EDUCATION
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Policy actions
To provide access to quality basic education
To ensure the preservation, recognition,
promotion and protection of the rights of
indigenous peoples to ancestral domain,
cultural identity and heritage
Objective:
The National IP Education Policy
Framework operationalized in
all schools
Indigenous Peoples Education
Activities
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Launching of the Philippine’s Response to
Indigenous Peoples and Muslim Education
(PRIME)- a facility for IP and ME
Conduct of implementation planning
activities for the national, & regional
clusters
Celebrating IP month in
October
MADRASAH EDUCATION
for Muslim Children
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Policy action:
To provide acess to quality education
To ensure the preservation, recognition,
promotion, and protection of the rights of
Muslim learners to religious identity and
heritage
Objective:
Institutionalization of the Madrasah
Education Program at all levels in basic
education
Madrasah Education
for Muslim Children
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Development of Madrasah Currriculum for
Kindergarten (Tahderiyyah)
Implementation of the Madrasah Curriculum
in the elementary level
Development of the Curriculum in the
secondary level
Professionalizing the Asatidz through the
Accelerated Teacher Education Program now
on its fourth cycle
STREET CHILDREN EDUCATION
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Enhancing the implementation of
the “Kariton Klasrum” project in
partnership with the Dynamic Teen
Company
Street educator, Efren Penaflorida
awarded by CNN as Hero of the
Year
Conducting stock-taking activities
in selected sites that will
implement the program
EDUCATION for
CHILDREN SEXUALLY ABUSED
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Institutionalization of Personal Safety Lessons
in both elementary and secondary schools
nationwide
On-going training of trainers for the basic
education levels
Coordination with the agencies to ensure the
welfare of the sector
ALTERNATIVE DELIVERY MODES
for DISADVANTAGED CHILDREN
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MISOSA- (Modified In-School and Off-School
Approach for elementary)
Open High School Program for secondary
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Distance Learning
Modular learning
On-line learning
Home-based learning
Alternative Delivery Modes
in pictures
Alternative Delivery Modes
in pictures
Alternative Delivery Modes
in pictures
CURRENT ISSUES and CHALLENGES
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Increasing the holding power of schools over
these children
Making existing resources and other support
systems adaptable and suitable to the needs
of inclusive education
Current Issues and Challenges
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Mobilizing parents and other duty bearers in
supporting inclusive education
Providing post-school support to fully
integrate and enable disadvantaged children
to participate in gainful employment or
productive work.
LESSONS LEARNED
Social, Economic, and Financial Aspects
SOCIAL BENEFITS
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a.
b.
Creates positive social and attitudinal
changes in both regular and disadvantaged
chidren such as:
Reducing and eliminating prejudices against
disabled children
Improving self-concept or self-esteem
Social Benefits
Growth in social cognition
d.
Encouraging greater
participation in social
progress
Challenge
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Inclusion may result in
overcrowding and
lowering of quality of
education
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ECONOMIC BENEFITS
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Leads to higher participation rate, cohortsurvival or completion rate
There is higher simple and functional literacy
rates.
There is higher employment participation
rate.
Enable children to become independent and
productive in later years
CHALLENGES
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Inclusion education entails additional
resources over and above those provided to
regular schools.
Per pupil cost is relatively higher than the
regular pupil.
PROPOSED
INITIATIVES/RECOMMENDATIONS
1. Ensuring education through early learning
intervention
2. Rationalizing the establishment of more
centers: special education centers,
community centers, drop-in centers
3. Capability building for teachers of diverse
learners at pre service levels
4. Adopting equivalency, testing and
acceleration programs to diverse learners
Inclusion means:
I – ntegration
N – etworking
C – ollaboration
L – iving, learning, loving
U – tilizing all available resources
S – upport and social services
I – mplementation of appropriate
programs
O – rganization of appropriate
services
N – on stop services to all
The challenge for
educators is to find ways
of sharing expertise and
provide wider
educational
opportunities
for the full
implementation
of inclusive education.
Maraming Salamat!