UNIT 1:

Definition, Goals, and Scope of Special

and Inclusive Education
INCLUSIVE EDUCATION
- it is defined as a learning environment that promotes the full personal,
academic and professional development of all learners irrespective of race,
class, color, gender, disability, sexual preference, learning styles, and
language.
- it means that all students can attend and are welcomed by their
neighborhood schools in age-appropriate, regular classes and are supported to
learn, contribute and participate in all aspects of the life of the school.
- it is about ensuring access to quality education for all students by
effectively meeting their diverse needs in a way that is responsive,
accepting, respectful and supportive. Students participate in the education
program in a common learning environment with support to diminish and
remove barriers and obstacles that may lead to exclusion.
INCLUSIVE EDUCATION

- Inclusive education is carried out in a common learning

environment; that is, an educational setting where students from
different backgrounds and with different abilities learn together in an
inclusive environment. Common learning environments are used for
the majority of the students’ regular instruction hours and may include
classrooms, libraries, gym, performance theatres, music rooms,
cafeterias, playgrounds and the local community. A common learning
environment is not a place where students with intellectual disabilities
or other special needs learn in isolation from their peers.
INCLUSIVE EDUCATION
EFFECTIVE COMMON LEARNING ENVIRONMENTS:
1. Enable each student to fully participate in the learning environment that is
designed for all students and is shared with peers in the chosen educational
setting;
2. Provide a positive climate, promote a sense of belonging and ensure student
progress toward appropriate personal, social, emotional and academic goals;
3. Are responsive to individual learning needs by providing sufficient levels of
support and applying student-centered teaching practices and principles.
4. Common learning environment: an inclusive environment where instruction is
designed to be delivered to students of mixed ability and with their peer group
in the community school, while being responsive to their individual needs as a
learner, and used for the majority of the students’ regular instruction hours.
INCLUSIVE EDUCATION
• Inclusive education is the most effective way to give all children a fair
chance to go to school, learn and develop the skills they need to
thrive.
• Inclusive education means all children in the same classrooms, in the
same schools. It means real learning opportunities for groups who
have traditionally been excluded – not only children with disabilities,
but speakers of minority languages too.
• Inclusive systems value the unique contributions students of all
backgrounds bring to the classroom and allow diverse groups to grow
side by side, to the benefit of all.
SPECIAL EDUCATION
• Special education refers to a range of services that can be provided in different
ways and in different settings. There’s no “one size fits all” approach to special
education. It’s tailored to meet the needs of students with disabilities.
• Special education is instruction that is specially designed to meet the unique
needs of a child with a disability. This means education that is individually
developed to address a specific child’s needs that result from his or her
disability. Since each child is unique, it is difficult to give an overall example of
special education. It is individualized for each child.
• It serves children with emotional, behavioral, or cognitive impairments or with 
intellectual, hearing, vision, speech, or learning disabilities; gifted children
with advanced academic abilities; and children with orthopedic or neurological
impairments.
 VISION, POLICY, GOALS, AND OBJECTIVE OF
SPECIAL EDUCATION IN THE PHILIPPINES
VISION FOR CHILDREN WITH SPECIAL NEEDS
The Department of Education clearly states its vision for children with
special needs in consonance with the philosophy of inclusive education,
thus:
• “The State, community, and family hold a common vision for the
Filipino child with special needs. By the 21st century, it is envisioned
that he/she could be adequately with basic education. This education
should fully realize his/her own potentials for development and
productivity, as well as being capable of self-expression of his/her
right in the society. More importantly he/she is God-loving a proud of
being a Filipino”
 VISION, POLICY, GOALS, AND OBJECTIVE OF
SPECIAL EDUCATION IN THE PHILIPPINES
POLICY OF SPECIAL EDUCATION
• The policy on Inclusive Education for all is adopted in the
Philippines to accelerate access to education among children and
youth with special needs.
• It is also envisioned that the child with special needs will get full
parental and community support for his/her education without
discrimination of any kind. This special child should also be provided
with a healthy environment along with leisure and recreation and
social security measures (Department of Education Handbook on
Inclusive Education, 2000)
 VISION, POLICY, GOALS, AND OBJECTIVE OF
SPECIAL EDUCATION IN THE PHILIPPINES
GOALS OF SPECIAL EDUCATION
• The goal of the special education programs of the Department of
Education all over the country is to provide children with special
needs appropriate educational services within the mainstream of
basic education.
• The two prolonged goals include the development of key strategies on
legislation, human resource development, family involvement, and
active participation of government and non-government
organizations.
 VISION, POLICY, GOALS, AND OBJECTIVE OF
SPECIAL EDUCATION IN THE PHILIPPINES
OBJECTIVES OF SPECIAL EDUCATION
1. Provide a flexible and individualized support system for children and youth with
special needs in a regular class environment in schools nearest the students’ home.
2. Implement a life-long curriculum to include early intervention and parent
education, basic education, and transition programs on vocational training or
preparation for college
3. Make available an array educational programs and services: The Special Education
center built on a “school within a school concept” as a resource for children and
youth with special needs; inclusive education in regular schools, special and
residential schools, homebound instruction, hospital instruction and community-
based programs; alternative modes of service delivery to reach the advantage
children in far-flung towns, depressed areas, and underserved barangays.