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Good Day Class!: Welcome To Our Virtual Classroom

Teacher Angelica Alejandro welcomes the virtual classroom to a discussion on inclusive education. The presentation covers principles of inclusive education such as valuing diversity and enabling all learners to reach their potential. It also discusses policies supporting inclusive education under Philippine law. The dimensions of inclusion relate to levels of inclusion, types of social communities, and degrees of inclusion or exclusion. Programs described include support for children with disabilities, early intervention, transition planning, and functional academics. The Philippine model of inclusion involves both partial and full mainstreaming of students with disabilities into regular classrooms.

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Angelica Alejandro
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45 views

Good Day Class!: Welcome To Our Virtual Classroom

Teacher Angelica Alejandro welcomes the virtual classroom to a discussion on inclusive education. The presentation covers principles of inclusive education such as valuing diversity and enabling all learners to reach their potential. It also discusses policies supporting inclusive education under Philippine law. The dimensions of inclusion relate to levels of inclusion, types of social communities, and degrees of inclusion or exclusion. Programs described include support for children with disabilities, early intervention, transition planning, and functional academics. The Philippine model of inclusion involves both partial and full mainstreaming of students with disabilities into regular classrooms.

Uploaded by

Angelica Alejandro
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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GOOD DAY CLASS!

Welcome
to our
I ‘am
Virtual Classroom Teacher Angelica
Alejandro
I ‘am
Teacher Angelica Alejandro
Children with
disabilities TOPIC Abuse
d
childre
Principles, Policies,
Dimensions,
n
Programs and Processes for the
Learner’s with Special Needs in
Stree t
n
Inclusive Education.
ldr e
chi Child labourers
Principles for
Inclusive
Education
Principles for Inclusive Education

Diversity enriches
and strengthens
all communities.

All learners’ different


learning styles and
achievements are equally
valued, respected and
celebrated by society
Principles for Inclusive Education

All learners are


enabled to fulfil their
potential by taking into
account individual
requirements and
needs.

Support is guaranteed
and fully resourced
across the whole
learning experience.
Principles for Inclusive Education

All learners need


friendship and support
from people of their
own age.

All children and young


people are educated
together as equals in
their local communities.
Principles for Inclusive Education

Inclusive
education is
incompatible with
segregated
provision both
within and outside
mainstream
education
Policies for
Inclusive
Education
Policies for Inclusive Education

• 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.
Policies for Inclusive Education

P.D. 603 - The Child and


Youth Welfare Code

RA. 7610 – Special


Protection of Children
against Child Abuse,
Exploitation and
Discrimination Act
Policies for Inclusive Education

R.A. 7277- The


Magna Carta for
Disabled Persons
amended by R.A
9442

National Indigenous
People Education
Policy
Dimensions for
Inclusive
Education
Dimensions for Inclusive Education

• The understanding of inclusion in education has


transcended the assumption that inclusion is
about students with special needs.
• It concerns the inclusion of all children. With
systems theory as a framework, the article
argues that in order to handle inclusion as a
phenomenon that concerns all children, we
need an operational definition of inclusion
differentiated according to three dimensions.
Dimensions for Inclusive Education

The first dimension covers different levels


of inclusion.
Dimensions for Inclusive Education

The second
dimension
concerns different
types of social
communities in
and out of school,
from which a child
may be included
or excluded.
Dimensions for Inclusive Education

The third
dimension
concerns different
degrees of being
included in and/or
excluded from the
different
communities
Programs
for
Special Needs
Programs for
Special Needs
Sustaining Program 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
Programs for
Special Needs
Early Intervention
Early intervention is a set of services designed to help babies and
toddlers who may be experiencing developmental delays or
disabilities. Early Intervention provides eligible babies and
toddlers with help in acquiring skills that typically develop during
the first three years of life. These include:
• Physical skills like reaching, crawling, and walking
• Social skills such as playing and interacting with others
• Communication skills including listening, understanding, and
talking
• Problem solving and cognitive skills, including learning
• Self help skills like eating and dressing without help
Programs for
Special Needs
Transition Program

• Transition planning involves looking ahead and


planning for your future.
• Transition planning is part of your Individualized
Education Program (IEP) through your high
school. Transition planning involves you, your
family, your local service community workers,
your teachers and other staff supporting youth
transitioning.
Programs for
Special Needs

FUNCTIONAL ACADEMICS AND COMMUNITY


INTEGRATION

GULAYAN SA PAARALAN

REFLEXOLOGY/MASSAGE THERAPY WORKSHOP


Process of Inclusion:
Philippine Model
Philippine Model of Inclusion

Partial mainstreaming towards inclusion


Students with moderate to severe disabilities are
included in a regular education classroom, but are
pulled for required services such as speech or
occupational therapy to a more segregated setting.

Full mainstreaming or inclusion


Students with moderate to severe disabilities are included in the
regular education classroom and supports and aids are given to
the regular education teacher to assist the special education
student in the classroom environment.
THANK YOU
CLASS!!! I ‘am
Teacher Angelica
Alejandro

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