The State of Inclusive Education in the Philippines: Policy and Legislative Implications

1108 Words Dec 14th, 2013 5 Pages
ABSTRACT

Title : THE STATE OF INCLUSIVE EDUCATION IN THE PHILIPPINES: POLICY AND LEGISLATIVE IMPLICATIONS

Researcher : BERNARDO, REX ADIVOSO

Type of Document: Unpublished Dissertation

School: BICOL UNIVERSITY GRADUATE SCHOOL

The main objective of this study is to evaluate and recommend policies for the effective implementation of Inclusive Education in the education system in the Philippines. It specifically gathered data on the existing policies and current inclusive education practices based on the nature of integration, curriculum and instruction, facilities, teacher training, administration, orientation of school officials, faculty, students and parents, community support, linkages, peer
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This theoretical model supports the inter-related and mutually supporting key principles in Inclusive Education: 1. Widening participation to increase educational opportunity for all learners; 2. Education and training in inclusive education for all teachers; 3. Organizational culture and ethos that promote inclusion; 4. Support structures organized to promote inclusion; 5. Flexible resourcing systems that promote inclusion; 6. Policies that promote inclusion; and 7. Legislation that promotes inclusion.

This study employed the descriptive research method, making use of documents, the narratives of successful persons with disabilities, and the data derived from various groups of respondents, namely: (a) the officials from the Department of Education (DepEd), the Commission on Higher Education (CHED), and from selected private schools engaged in inclusive education practices, (b) the Department of Education’s Special Education (SPED) officials, specialists and teachers; and (d) selected national leaders of persons with disabilities voicing sectoral opinion on inclusive education.

The data gathering strategies used were as follows: 1. Review of existing policy documents on Inclusive Education, ‘grey’ literature reviews, academic studies, web searches, etc.; 2. Key informant interviews of senior Department of Education officials, Commission on Higher Education officials and representatives of private schools engaged in inclusive

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