Group 9

• Inclusive Education


  An approach where students with disabilities receive services and supports appropriate to their individual needs within the general education
• Types of Inclusion


  • Full Inclusion
  • Partial Inclusion
• Full Inclusion


  An approach whereby students with disabilities receive all instruction in a general education classroom; support services come to the student
• Partial Inclusion


  Students with disabilities receive some of their instruction in a general education classroom with "pull-out" to another instructional setting when appropriate to their needs
• Pull-out Program


  As argued by educators, this has caused negative effects to the appropriate education of students with disabilities
• Characteristics of Evidence-Based Inclusive Schools

  • Diversity, Acceptance, and Belongingness
  • Formal Support
  • Natural Support
  • Age-Appropriate Classrooms in a Neighborhood School
  • Access to General Curriculum
  • School-Wide Support
• Diversity, Acceptance, and Belongingness


  An evidence-based inclusive school promotes acceptance and belonging within a diverse culture
• Formal Supports


  Available through the public school system, including highly effective teachers, related services personnel, paraprofessionals, and access to instructional materials designed for, or adapted to, individual need
• Natural Supports


  Consist of the student's family, classmates, and community members, providing a support network of mutual caring that promotes greater inclusion
• Age-Appropriate Classrooms in a Neighborhood School

  Evidence-based inclusive schools provide services and support to students with disabilities in age-appropriate classrooms in the same school they would attend if they were not disabled
• Access to General Curriculum

  Access to the general curriculum for students with disabilities is a critical provision of IDEA 2004
• School-Wide Support


  Evidence-based inclusive schools are characterized by a school-wide support system that uses both general and special education resources in combination to benefit all students in the school
• The leadership of the school principal is vital in supporting the inclusion of all students in the activities of the school, advocating for the necessary resources, and encouraging cooperative learning and peer support programs
• Multidisciplinary Collaboration


  Professionals from across different disciplines, parents, and students working together to achieve the mutual goal of delivering an evidence-based educational program designed to meet individual need and access to the general curriculum
• Parents as Valued Partners

  Inclusive schools are most effective when they value families and establish positive and frequent relationships with parents
• Characteristics of Effective Multidisciplinary Collaboration

  • Parents are viewed as active partners
  • Team members from various disciplines share responsibility; individual roles are clearly understood and valued
  • Team members promote peer support and cooperative learning
• When parents feel valued as equal members of the team, they are more likely to develop a positive attitude toward school professionals
• Collaboration among parents and professionals is most effective when everyone acknowledges and respects each other's differences, listens openly, values others' opinions, discusses issues openly, and shares in the responsibility and consequences for making decisions
• An inclusive school is effective when professionals from across the disciplines work together to achieve a common goal: a free and appropriate education for students with disabilities
• Professional isolation was the norm for teachers of students with disabilities for more than a century, where special education meant separate classrooms
• The Regular Education Initiative (REI) aimed to bring general and special education teachers together to share responsibility for educating all students
• Teacher Assistance Teams (TATs)


  Multidisciplinary teams that work collaboratively to support teachers in meeting the needs of all students in the general education classroom
• What are MDTs?


  • Multidisciplinary Teams
• Team Composition


  • Parents
  • General education teachers
  • Special education teachers
  • Related service providers
  • Administrators
• Functions of MDTs


  • Identify student needs
  • Develop appropriate educational plans
  • Coordinate service delivery
  • Monitor student progress
• Republic Act No. 11650


  The Inclusive Education Act of 2022, which aims to promote inclusive education and ensure the right of learners with disabilities to quality education
• Lack of resources hinders the implementation of inclusive education in the Philippines
• Challenges to Implementing Inclusive Education in the Philippines

  • Inadequate funding
  • Lack of teacher training
  • Inaccessible school facilities
  • Negative attitudes towards inclusion
• Multidisciplinary Collaboration


  The power of working together as a professional and parent team to support learners with disabilities
• Challenges and Solutions in Collaborative Teaming

  • Lack of time
  • Differing priorities
  • Communication breakdowns
  • Lack of administrative support
  • Overcoming these challenges through effective planning, communication, and shared responsibility
• The early childhood years are a critical time for young children with disabilities and their families
• Early Intervention Program and Services

  Provide support and services to young children with disabilities and their families to promote development and learning
• Evidence-Based Instructional Approaches for Preschool-Age Children


  • Service Delivery
  • Individualized, Intensive, and Comprehensive Services
  • Referral, Assessment, and IEP Development
  • Developmentally Appropriate Practice
  • Age-Appropriate Placement
  • Teaching Functional Life Skills
  • Inclusive Preschool Classrooms
  • Transition from Preschool to Elementary School
• Meeting student needs in an inclusive classroom requires a general education/special education partnership
• The Many Roles of the Special Education Teacher

  • Providing specialized instruction
  • Collaborating with general education teachers
  • Coordinating services
  • Advocating for student needs
• The General Education Teacher

  Meets the challenge to educate all students in an inclusive classroom
• Evidence-Based Practices in Inclusive Elementary School Programs

  • Individualization
  • Intensive Instruction
  • An "Education for All" Approach to Teaching and Learning
  • Multitiered System of Support (aka Response to Intervention [RtI])
  • Universal Design for Learning and Adapted Instruction
• Assistive Technology


  Devices and services that support the inclusion and participation of students with disabilities in the general education curriculum
• Approximately 1.6 million Filipino children with exceptionalities in the recent study of United Nations Children's Funds (UNICEF) as of 2022. In the school year 2016-2017, there were 232,975 Filipino learners with exceptionalities (e.g., learning exceptionalities) who were placed in regular classes based on the statistical data collected by the Department of Education (DepEd).
• For children, especially those who are at risk of exceptionalities, the early years of life are crucial to their general development. Additionally, early stimulation is essential for the later development of language acquisition, intellectual ability, personality, and a sense of self-worth, according to classic behavioral sciences research. Education, social, and health needs are crucial to every young children with exceptionalities and those who may acquire it.