INCLUSIVE EDUCATION:

THE PHILIPPINE PERSPECTIVE

Dr. YOLANDA S. QUIJANO

Former 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, Abused children
 Current Difficulties and Challenges
 Lessons Learned
 Proposed Initiatives/Recommendations

GENERAL INFORMATION on INCLUSIVE EDUCATION

1. Children with disabilities
2. Child labourers
3. Abused children
4. Children of Indigenous peoples and Muslim children
5. Street children

FACTS and FIGURES

 Children with disabilities who are in school are about 101, 762 (2010s-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

 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).
 140,570 Muslim elementary and secondary pupils are attending ALIVE (Arabic Language
and Islamic Values Education) in public schools
 Street children are about 246, 000 thousand-
75% 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
EDUCATION POLICIES
 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

 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
 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

 Reaching out to all learners

 Addressing and responding to diversity of needs of all children, youth and adults
 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 DISABILITIES

PROCESS of INCLUSION

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.

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

 Establishment of 276 Special Education Centers nationwide
 Provision of SPED items
 Downloading of funds
 Sustaining Programs for Children with Disabilities

 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

 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

 Implementation of various intervention programs, like:

Early Intervention
Transition program

Headstart Program

INDIGENOUS PEOPLES EDUCATION

 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

 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

 Policy action:
To provide access 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

 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

 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

 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

 MISOSA- (Modified In-School and Off-School Approach for elementary)

 Open High School Program for secondary
 Distance Learning
 Modular learning
 On-line learning
 Home-based learning

Alternative Delivery Modes

in pictures
Alternative Delivery Modes
in pictures