Summary
Highlights
This section introduces the topic of inclusive education in the Philippines, outlining what will be discussed: its definition, the VMGO (vision, mission, goals, and objectives) of DepEd, and its scope. The goal is for viewers to understand inclusive and special education concepts, promoting supportive environments for diverse learners as per DepEd policy.
Inclusive education is defined as a learning environment where children with and without disabilities are educated together as equals. This contrasts with traditional approaches of segregating children with disabilities. It is recognized as a beneficial approach, supporting the full educational potential of all children, and is rooted in the UN Convention on the Rights of Persons with Disabilities (UNC or PD) Article 24 and the Philippine Constitution Article 14 Section 1.
The Department of Education's vision is for Filipinos to love their country, realize their full potential, and contribute to nation-building. Its mission is to protect and promote the right to quality, equitable, culture-based, and complete basic education for every Filipino in a child-friendly, gender-sensitive, safe, and motivating environment. This includes nurturing learners, providing an enabling environment, and engaging stakeholders.
Aligning with Ambisyon Natin 2040, the Philippines aims for a country free from hunger and poverty, with equal opportunities within a fair and just society. Sustainable Development Goal (SDG) 4 emphasizes inclusive and equitable quality education and lifelong learning for all. In the Philippines, inclusive education targets children with disabilities, street children, abused children, child laborers, indigenous people, and Muslim children.
Despite legal rights (Magna Carta for Persons with Disabilities, UNCRPD), only 2% of disabled children in the Philippines access education, with high dropout rates due to accessibility barriers and discrimination. Inclusive education offers benefits including improved achievement, increased confidence for children with disabilities, and enhanced learning for all children by fostering equality, fairness, and understanding of diversity.
Inclusive education is a core principle of K-12, promoting sensitivity and responsiveness to learners' realities. Policy perspectives realize through learner-centered and context-responsive programs. The video lists several Philippine legal bases, including the 1987 Philippine Constitution, RA 10533 (Enhanced Basic Education Act), RA 9155 (Governance of Basic Education Act), and RA 7277 (Magna Carta for Disabled Persons), among others.
The Philippines has adopted international documents supporting inclusive education: the UN Convention on the Right of the Child (1989), the World Declaration of Education for All (1990), the UNESCO Salamanca Statement (1994), the 2007 UN Declaration on the Rights of Indigenous Peoples, and the Education 2030 Framework for Action.
Inclusion involves reaching out to all learners, addressing diverse needs through changes in content, approaches, structures, and strategies. The inclusive education program uses suitable curricula, materials, and facilities for disadvantaged learners. Sustaining programs include teacher training for various disabilities, establishment of SPED centers (648 nationwide), provision of SPED items, implementation of intervention programs like early intervention and head start, Indigenous Peoples Education (IPEd), and the Alternative Learning System (ALS).