Professional Documents
Culture Documents
EDUCATION
Let’s think together……………..
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All children have the right to education
and learn together
Children should not be devalued or
discriminated by being excluded
There are no legitimate reasons for
segregation
Adults with disabilities describing
themselves as sur vivors are
demanding an end to segregation
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Segregation teaches children to be
fear ful, ignorant and breeds prejudice
Researches show:
- children do better academically and
socially
in inclusive setting
- inclusion help them develop
relationships
and prepare them for life in the
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mainstream
- Only inclusion has the potential to
reduce fear and build friendship,
respect and understanding
- There is no teaching or care in a
segregated school that cannot take
place in an ordinar y school
- Given commitment and suppor t,
inclusive education demonstrates
ef ficient use of resources
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MDG in Education
• Achieve universal primary education
EFA Goal
• GOAL: Basic Competencies for
Everyone to Achieve Literacy for All
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Magna Carta for Disabled Persons
(Republic Act 7277, 1995) “provides for
the rehabilitation, self-development and self-
reliance of disabled persons and their
integration into mainstream society.”
Policies and Guidelines in Special
Education (Revised,1997)
“The ultimate goal of special education shall be the
integration or mainstreaming of learners with special
needs into the regular school system and eventually
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’… “ the fundamental principle of inclusive
school is that all children should learn together,
wherever possible, regardless of any
difficulties or differences they may have”
(Handbook on Inclusive Education, 1999).
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“ Institutionalization of SPED
Programs in All Schools” –
there should be at least one
SPED Center organized in ever y
division and eventually in ALL
Schools.
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“Inclusive Education As Strategy
for Increasing Par ticipation Rate
of Children” – to address and
guarantee the right of children
with special needs to receive
appropriate education within
the regular or inclusive
classroom setting
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A process by which schools attempt
to respond to all pupils as individuals
by reconsidering its curricular
organization and provision
Schools build capacity to accept all
pupils from local community thus
reduces the need to exclude
pupils
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Education of students with
disabilities in regular setting
under the responsibility of
regular education teacher
with support services from
SPED teacher and other
significant persons
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Children with Learning Disabilities
Children with Visual Impairment (the
Low Vision & the Blind)
Children with Hearing Impairment ( the
Hard of Hearing and the Deaf)
Children with Autism Spectrum Disorder
Children with Intellectual Disabilities
Others
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-Difficulty rhyming
-
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--Provide the low vision child with low vision aids, brailing
machine (if blind), large print books and other magnification
and educational aids
“Hearing Impaired”
-is delayed in learning to talk, or they are not clear when they
speak
*inattentiveness
*hyperactivity
*impulsiveness
.
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Impulsiveness
*interrupting conversations
Hyperactivity
*constantly fidgeting
*excessive talking
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let us make curriculum and instruction
appropriate for all
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Link with DepED (SPED-BEE) , LGUs,
civic organizations for assistance
Coordinate with SPED Centers for
models of the resources
Solicit parents commitment for suppor t
of students’ needs
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Obser ve process of assessment
Checklist on the Readiness for
Inclusion (by categor y
- cognitive functioning
- academic readiness
- emotional maturity
- social adaptability
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Screening Diagnosis
Initial observation
-Health, vision, hearing, In depth diagnosis by the multi
(parents, teachers, or
educational disciplinary team
concerned individuals)
-get a copy of the child’s
- Give exact description of
previous medical records
the observed
characteristics
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Team teaching by the regular and SPED
teacher
Supplementar y/complimentar y
instruction provided by the SPED
teacher/other specialist
Provision of specific suppor t ser vices
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Music Video: A Song Dedicated to all the Children with Special Needs
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