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INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

Published by Marylou Strickland Modified over 9 years ago

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Presentation on theme: "INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE"— Presentation transcript:

To help children realise their right to a primary education of good quality, we need to: promote early learning experiences from birth guarantee children.

C ONFERENCE O N I NCLUSIVE E DUCATION F OR C HILDREN WITH D ISABILITIES September, 2011 Gerison Lansdown.

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Inclusive Education: - PowerPoint PPT Presentation

Inclusive Education:

Inclusive education: making rhetoric a reality in england in this presentation problems of nomenclature special educational needs-sen inclusion- the making of a ... – powerpoint ppt presentation.

• Making Rhetoric a Reality in England
• Problems of nomenclature!
• Special educational Needs-SEN
• Inclusion- The making of a legal framework
• The noughties
• Research, Reports and recommendations
• Outcomes -Rhetoric becomes reality?
• Support and Aspiration A new approach to SEN and Disability 2011
• The term Special Educational Needs-SEN is a legal definition.Children with a SEN all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age.
• These children may need extra or different help from that given to other children of the same age.
• (Reference Code of Practice -Special Educational Needs, 2002)
• Special educational provision
• for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area
• for children under two, educational provision of any kind
• Ref Section 312, Education Act 1996
• Special educational needs -SEN discourse supports within child deficit assumptions (Salt Report, 2010)
• Educationally subnormal - term not used in UK / England after the 1970s
• Moderate Learning Difficulties-MLD the generic term used
• Retarded or mentally retarded to be removed from new edition DSM-5(pending 2012). New term learning and cognition needs
• Remedial education
• Compensatory education
• Special classes
• Special treatment
• The whole school approach
• Differentiation
• Integration
• Integration- child adapting to the host environment
• Is politically neutral and infers a model of service delivery
• Gradually assimilating into a structured setting or environment
• The setting is not required to change to meet the needs of the child
• The host adapting in order to meet the needs of the child
• Framed within the ecological paradigm(Mitchell, 2001)
• Has a strong ideological element
• Reflects a shift in a paradigm from a Needs base to a Rights base (Lindsay,2007)
• 1970 Handicapped Children Act
• 1976 Act-Integration
• 1978 Warnock Report
• 1981 Education Act
• 1989 The Children Act
• UNCROC-UK ratified 1991)
• 1993 Education Act (Implemented 1994)
• 1994 Salamanca (Inclusion Philosophy)
• 1995 Disability Discrimination Act
• 1996 Education Act
• 1998 Human Rights Act
• 2001 Inclusive school design
• 2001 Special Educational Needs and Disability Act -SENDA Duty (Part 1)
• 2001Inclusive schooling- Statutory Guidance
• 2002 SENDA ACT (Part 2) Added responsibility on 1995 Act)
• 2002 New Code of Practice for SEN
• 2004 Children Act
• Every teacher should expect to teach children with special educational needs
• Every teacher needs to be equipped with skills to do so effectively
• Action to do so would be required at three levels
• Reforms Supported by Children Act (2004)
• Every child has the right to
• Enjoy Achieve
• Make a positive contribution
• Achieve economic well-being
• Partnerships and Trusts established- the child is given a voice
• Reviewed provision of SEN and disability support
• Established to investigate parental confidence in the SEN system of assessment and provision and how it might be improved
• Found a disparity of provision across England
• Demonstrated that changes can work-10 pilot studies in 460 schools in England
• Looked at services and support for students with speech, language and communication needs -SLCN(age 0-19)
• 10 months of extensive data gathering found
• Lack of consistency in provision across Local Authorities and Primary Care Trusts
• Needs not being met for the majority
• Insufficient understanding / insufficient priority given to addressing SLCN
• Acute shortage of therapists/ teaching staff not trained/ no therapy during school holidays
• Five key themes identified
• Communication is crucial
• Early identification and intervention are essential
• A continuum of services designed around the family is needed
• Joint working is crucial
• The current system is characterized by high variability and lack of equity
• 40 Recommendations made within these five themes
• Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties
• As with Lamb review, this found parents had to fight for support or assessment
• Teacher knowledge and sufficient expertise was lacking
• Language development requires more stringent monitoring
• Insufficient links to INCLUSION DEVELOPMENT PLAN(IDP)
• to improve outcomes for all children and young people with special educational needs and disabilities (SEND)
• to improve the engagement of parents of children and young people with SEND with their school and
• to improve the wider outcomes of children and young people with SEND
• Parents had to fight for their childs assessment and support
• Teacher knowledge of dyslexia lacking
• Provision of support disproportionate across England
• Fundamental change in the approach to providing for students with dyslexia and reading difficulties needed
• Review of Teacher supply for pupils with severe learning difficulties(SLD) and profound and Multiple Learning difficulties (PMLD)
• Average age of current staff could mean an exit through retirement - workforce potentially a serious shortage
• Expertise sharing between mainstream and special schools weak
• Lamb Review (2008)
• Bercow Review (2009)
• Rose Review (2009)
• Achievement for All (2009)
• Salt Review (2010)
• 19 recommendations made
• All accepted, 20million set aside to fund
• 4000 funded places to train mainstream teachers as specialists
• Share expertise between groups of schools
• Specialist to Conduct in-house in-service training
• Head teacher and Governors should audit provision regularly to ensure needs being met.
• Aging teacher population-Recruitment and retention urgently needed
• Raise incentives to boost the entry into this sector of teaching
• 28,000 SLD/PMLD pupils in Special schools
• 9500 included in mainstream schools (England)
• Remove barriers to qualification-open routes to non graduates
• Strengthen parent choice
• Radical scheme Achievement for all successfully piloted in some 500 schools across 10 local authorities since launched in 2009
• Where piloted, it has reduced the number of SEN pupils by 10 per cent
• (Source Director of the scheme Professor Sonia Blandford)
• 450,000 children were being wrongly labeled as requiring special needs teaching !
• (Ofsted Report)
• Change of Government
• Conservative/Liberal Coalition
• Change of policy
• Financial constraintsRecession!
• Schools have wrongly labeled too many pupils as 'special needs' to cover up poor teaching
• SEN label was introduced under legislation that decreed that any pupil with a Greater difficulty in learning than the majority of the same age had a Special educational Need
• Currently a fifth of all children in England are identified as having SEN - 21 per cent or 1.7million out of a total school roll of 8.5million
• children that are just naughty
• anything which divides pupils in a school, particularly in terms of cognitive abilities, is virtually guaranteed to produce school failures (Blaug, 2001 pp42-43)
• Effects of inclusion are not huge but they are positive (Lindsay 2007)
• Students perform better in regular mainstream classes (Baker, Wang Walberg,1994)
• Effect for students of different achievement levels close to zero (Slavin,1993)
• Students seldom enjoy high levels of acceptance in integrated classrooms but social competence and academic achievement benefits (Freeman Alkin, 2000)
• is not simply about where a child is taught it is about the quality of a childs experience of school life, including both the formal and informal curriculum, in and beyond the classroom
• Its a distinctive value position
• Conceptualizing difference as an issue in the schooling of ALL children
• Giving rise to genuinely new forms of practice (Ainscow,1999)
• Concerning the rights of marginalized pupils and building a particular sort of inclusive society
• and making a real advance in special educational needs.

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INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

Oct 10, 2013

5.97k likes | 13.1k Views

INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE. Dr. YOLANDA S. QUIJANO Undersecretary of Programs and Projects Department of Education Philippines. OUTLINE. General Information on Inclusive Education

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INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE Dr. YOLANDA S. QUIJANO 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 onINCLUSIVE EDUCATION Children with disabilities Children of Indigenous peoples and Muslim children Child labourers Abused children Street children

FACTS and FIGURES • 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 • 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 • 140,570Muslim 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 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 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 PROCESS of INCLUSION Responsive, child-friendly environment Professional environment working deliberately and actively to promote inclusion for all

Partial mainstreaming towards inclusion - students are educated in regular classes at least half the day - receive additional help or specialized services - pull-out PHILIPPINE MODEL of INCLUSION

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

Sustaining Programs 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 EDUCATIONfor Muslim Children • 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

MadrasahEducation for Muslim Children • Development of MadrasahCurrriculum 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 “KaritonKlasrum” project in partnership with the Dynamic Teen Company • Street educator, EfrenPenaflorida 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

CURRENT ISSUES and CHALLENGES • 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 • 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 • 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 c.Growth in social cognition • Encouraging greater participation in social progress Challenge • Inclusion may result in overcrowding and lowering of quality of education

ECONOMIC BENEFITS • Leads to higher participation rate, cohort-survival 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 • 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 • Ensuring education through early learning intervention • Rationalizing the establishment of more centers: special education centers, community centers, drop-in centers • Capability building for teachers of diverse learners at pre service levels • 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.

Thank You! Maraming Salamat!

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