Is there a mandate for inclusion?
Inclusion is a worldwide movement. There is an international organization for the advancement of inclusion and an international journal dedicated to scientific studies on inclusive policies and the best practices. Many schools in the United States of America, Great Britain, Australia, and in other countries as well are implementing inclusion.
The World Conference on Special Education Needs Education: Access and Quality was held in Salamanca, Spain on June 7-10, 1994. More than three hundred (300) participants representing ninety-two (92) governments and twenty-five (25) international organizations met to further the objective of education for all by considering the fundamental policy shifts required to promote the approach of inclusion (The Salamanca Statement Framework of Action in Special Education, 1994). The Philippines is a signatory to the Salamanca Statement.
The World Conference on Special Education Needs Education: Access and Quality was held in Salamanca, Spain on June 7-10, 1994. More than three hundred (300) participants representing ninety-two (92) governments and twenty-five (25) international organizations met to further the objective of education for all by considering the fundamental policy shifts required to promote the approach of inclusion (The Salamanca Statement Framework of Action in Special Education, 1994). The Philippines is a signatory to the Salamanca Statement.
In the Philippines, the Secretary of the Department of Education, Jesli A. Lapus, sent out DepEd Order 72, s. 2009, instructing the field to hasten the implementation of inclusive education. District and school-based special and regular teachers, parents and administrators were mandated to “collaboratively develop and facilitate the most effective program for children with disabilities” and to include this plan in their School Improvement Plan (SIP.)” In this DepEd Order, the Secretary of Education likewise enumerated the duties and responsibilities of DepEd officials (Adorio, 2010, p.77)
We have the mandate. The choice when and how to start inclusion is left to us.
Why Learning and Beyond Childcare Intervention Center, Inc. chose Inclusion when segregated Sped or a Regular school is administratively more convenient.
In 2006, Miss Arlene Carmela M. Salomon developed a reading program called “CLAP,” Community Literacy Access Program solely to address the needs of the learners who reside in the community. The reading program she offered was free of charge.
The program was tried out by ten (10) children enrolled in their respective public schools but were having a hard time either reading or learning how to read. We called the reading program the “After-School-Club.” At first, we invited children simply for a feeding program and “Storytelling” solely for entertainment. When the storytelling sessions became frequent, Miss Salomon decided to teach them preliminary skills that were prerequisites to reading. Soon after, when the children learned to read, we encouraged them to invite other non-readers from their own schools and they themselves read them a story. However, as she was trying to assist the children in their reading and comprehension skills, other academic needs in different subjects sprung up. This made Miss Salomon offer free tutorial services to those who have shown interest to learn. She used recyclable materials were used to make unique teacher-made-materials as access to learn as there were not enough funds to procure teaching materials.
In 2007, Miss Salomon worked as a Sped teacher at My Kids World Laboratory School Inc. where she handled non-readers. Later in 2009, Ms. Salomon received an invitation and went to North Central Mindanao Colleges, Maranding, Lanao del Norte to train teachers using (CLAP). After a year of the implementation of the program the results were outstanding and achieved a 100% literacy rate for kindergarten students to grade 6.
In 2011, when Miss Salomon finished her Masters in Special Education at Philippine Normal University she decided to put up her own tutorial center called AACLP Tutorial and Sped Training Center. AACLP was a tutorial center for children both regular and special who needed academic assistance. It also uses a training center for teachers who were interested to have an enrichment training for instructional materials making and the execution of effective teaching strategies. Miss Salomon’s dedication and passion in teaching marked a good impression to most of her professors at the Philippine Normal University, Manila. DepEd graduate scholars from Philippine Normal University frequented and observed the center.
In 2013, AACLP Tutorial Center and Sped Training Center changed its name to Learning and Beyond Childcare and Intervention Center. It is presently a center that focuses on both regular children and children with special needs in a small group class. Before the inclusion program was even recognized and implemented in the Philippines, unawaringly, LABCICI was already doing it with their pre-school classes. When we started accommodating children with special needs, we had the initial impression to present to them a natural and a healthy environment where everyone is accepted as a unique individual or as unique as they are. One does not need to be called as special merely because of their special needs. Everyone is treated as special because everyone is created unique and special. Regular children should likewise be handled with special care believing that they, too, have special needs though not visible. We give special treatment not because of the need but because that is what is right and fair.
The name Learning and Beyond was conceptualized because there are far greater things than learning. It is beyond words that we can use to describe it: full of hope, love, compassion, kindness, understanding. Beyond words, simply, beyond words. Our logo which depicts of the sun, people, and even the rainbow lettering reflects hope, teacher/family and peers and the support system. support. The colors of the rainbow speak of the limitless opportunities available to learning. Going to school is the right of every child ultimately and so is learning. The failure to pass the academic standards, the inability to receive process and follow instructions, the difficulty in the expressing of oneself, the having intellectual or physical impairment, history of academic failure, being at risk in education are not reasons to discriminate nor be the basis to deny a child enrolment in a school. This advocacy includes the gifted, the fast learners along with those with high motivation to learn. This strong concern for children with diverse abilities and characteristics makes Learning and Beyond an early advocate for the zero reject policy policy on school admission.
In 2011, when Miss Salomon finished her Masters in Special Education at Philippine Normal University she decided to put up her own tutorial center called AACLP Tutorial and Sped Training Center. AACLP was a tutorial center for children both regular and special who needed academic assistance. It also uses a training center for teachers who were interested to have an enrichment training for instructional materials making and the execution of effective teaching strategies. Miss Salomon’s dedication and passion in teaching marked a good impression to most of her professors at the Philippine Normal University, Manila. DepEd graduate scholars from Philippine Normal University frequented and observed the center.
In 2013, AACLP Tutorial Center and Sped Training Center changed its name to Learning and Beyond Childcare and Intervention Center. It is presently a center that focuses on both regular children and children with special needs in a small group class. Before the inclusion program was even recognized and implemented in the Philippines, unawaringly, LABCICI was already doing it with their pre-school classes. When we started accommodating children with special needs, we had the initial impression to present to them a natural and a healthy environment where everyone is accepted as a unique individual or as unique as they are. One does not need to be called as special merely because of their special needs. Everyone is treated as special because everyone is created unique and special. Regular children should likewise be handled with special care believing that they, too, have special needs though not visible. We give special treatment not because of the need but because that is what is right and fair.
The name Learning and Beyond was conceptualized because there are far greater things than learning. It is beyond words that we can use to describe it: full of hope, love, compassion, kindness, understanding. Beyond words, simply, beyond words. Our logo which depicts of the sun, people, and even the rainbow lettering reflects hope, teacher/family and peers and the support system. support. The colors of the rainbow speak of the limitless opportunities available to learning. Going to school is the right of every child ultimately and so is learning. The failure to pass the academic standards, the inability to receive process and follow instructions, the difficulty in the expressing of oneself, the having intellectual or physical impairment, history of academic failure, being at risk in education are not reasons to discriminate nor be the basis to deny a child enrolment in a school. This advocacy includes the gifted, the fast learners along with those with high motivation to learn. This strong concern for children with diverse abilities and characteristics makes Learning and Beyond an early advocate for the zero reject policy policy on school admission.
A classroom of diverse learners offers challenges to the teachers. LABCICI chooses to face these challenges to help create an ethical world that gives every child the
freedom to grow optimally and to have healthy opportunities for progress and education (H.O.P.E.) and to participate in all school activities.
It is true and factual that if we continue the traditional placement options of separating students with special needs from those without impairments, our lives as educators will become easier. But is that what we want? to discriminate making the learners feel that some can either be superior or inferior compared to the others? As we desire to make a difference and to make a change in the lives of our diverse learners, it is imperative that we stick to our philosophy and work in accordance to what we believe in by helping them be part of a small community in school. Schools ought not to perpetuate segregation.
It is true and factual that if we continue the traditional placement options of separating students with special needs from those without impairments, our lives as educators will become easier. But is that what we want? to discriminate making the learners feel that some can either be superior or inferior compared to the others? As we desire to make a difference and to make a change in the lives of our diverse learners, it is imperative that we stick to our philosophy and work in accordance to what we believe in by helping them be part of a small community in school. Schools ought not to perpetuate segregation.
Special Education is good education, so why modify the set up?
No matter how “good” special education schools or special classes are in terms of facilities and services, they still practice segregation. This is the message of the U.S. Supreme Court’s decision in the case of Brown vs. Board of Education of Topeka, Kansas.
What the present program wishes to do is to continue accepting not just children with different abilities and regular children but to also accept and cater to those children who were negatively affected by the pandemic during lockdown in regardless of their age group. As Abigail A. Allen said in July 2022 in an article she wrote Pandemic Babies are Facing Speech & Social Development Delays 5 Ways to Help. “Typically, about 1 in 6 children experience a developmental delay. But children born during the pandemic, a 2022 study has found, have nearly twice the risk of developmental delays in communication and social development compared to babies born prior to the pandemic.”
What the present program wishes to do is to continue accepting not just children with different abilities and regular children but to also accept and cater to those children who were negatively affected by the pandemic during lockdown in regardless of their age group. As Abigail A. Allen said in July 2022 in an article she wrote Pandemic Babies are Facing Speech & Social Development Delays 5 Ways to Help. “Typically, about 1 in 6 children experience a developmental delay. But children born during the pandemic, a 2022 study has found, have nearly twice the risk of developmental delays in communication and social development compared to babies born prior to the pandemic.”
It is with utmost desire that our center be recognized and be known for its unique school-readiness program with which our center has shown excellence for the past years. In doing so, we can showcase our best practices and be a model for other pre-schools who may wish to likewise offer inclusive education to children from 0 to 4 ½ ages.
We have the mandate. The choice when and how to start inclusion is left to us.
In an inclusive set-up, regular children and children with special needs are at times grouped together for lesson presentations. Children are encouraged to work together as a team. This activity empowers the regular ones to have compassion in their dealings with their classmates. And at the same time, the children with special needs can feel the support and love expressed by their classmates. If children, both regular and with special needs, are exposed to this kind of friendly environment at an early age, they can be assured of a healthier environment and a productive life in their growth. Young minds can help bridge the gap. If children of this new generation develop love and compassion, chances are there will no longer be discrimination nor segregation in the next generation. Gap bridging happens only when both learners (regular and cwsn (children with special needs) agree to help each other. The school is the best environment that can breed the future generation that can carry out the change.
What does inclusion mean?
LABCICI does away with the traditional view that general education schools are specifically only for those “normal” in development and that those with different learning needs ought to be separated. How does LABCICI apply the philosophy of inclusion?
- All children with learning needs (CLN) are included in all subject and activities.
- Learner enrollees in the middle of the school year are placed on a one-on-one program to establish actual classroom routines and orientation of rules and for group readiness program.
- All are included in school activities regardless of the nature or severity of the disability.
Inclusive Education/Inclusion: For All, School, Community, City and the State
Inclusive Education/Inclusion is a system that everyone must embrace. IE is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, … To achieve its optimal success, IE/Inclusion should not only be a part of the school program but should also be adopted in the community, municipality and the entire country. If we say that school is a right of every child. It is also the right of a person to be respected, to be recognized as a member of a community that sets no boundaries, no discrimination and must take equal employment opportunities like any other human being. Being in this endeavor together, we shall achieve to enable our learners in becoming employable citizens of our country.
What do we expect from inclusive classrooms?
- Varied avenues for learning
- An extensive collection of various instructional materials for different subject areas.
- Modified lesson concepts through active hands-on materials for easy understanding
- One-on-one instruction through peer-teaching, enhancing leadership skills and socialization.
After the circle time, children proceed to their assigned task for the day with a differentiated instruction depending on each child’s learning style. The teacher, as the facilitator of the class, directs the children to their assigned tasks using the self correcting materials with minimal assistance for the day; while others who may need full assistance will work side by side with their teacher. Others may form small groups of five (5) doing peer teaching activities like art activities or building blocks or work with materials that they choose.
Students who provided peer supports for students with disabilities in general education classrooms demonstrated positive academic outcomes, such as increased academic achievement, assignment completion, and classroom participation. (Cushing & Kennedy, 1997)
Can inclusion help children with SLN?
- Having a teacher-parent-support group and peer-support group in school activities may enhance participation and competence of all the children.
- Monthly activities develop competencies especially during our simple and meaningful programs. Programs like English Elocution or Storytelling, everyone is given the opportunity participate.
- Groupings enhance learning and encourage each one to participate.
- Modeling from and for others take place.
- A buddy helps a buddy with seatwork.
- Assisted instruction
What are the advantages of inclusion to students with inclusion with SLN?
- Healthy opportunities for social interactions
- Improvement in communication and social skills
- Students with special needs have appropriate models of behavior
- Expectations of appropriate functional components of academic content are part of the curriculum for students with learning needs
- The high probability for continues participation in normal activities of students with SLN after schooling
- Awareness that all students have something to contribute to make the group succeed establish acceptance
- Healthy opportunities for progress and education
Quality indicators of inclusion: Does LABCICI apply them?
All children follow a 2 hour-schedule daily.
There are four sessions available in a day.
8:30 a.m. – 10:30 a.m.
10:30 a.m. – 12:30 p.m.
1:30 p.m. – 3:30 p.m.
SPED Class 3:30 p.m. – 5:30 p.m.
There are four sessions available in a day.
8:30 a.m. – 10:30 a.m.
10:30 a.m. – 12:30 p.m.
1:30 p.m. – 3:30 p.m.
SPED Class 3:30 p.m. – 5:30 p.m.
Students need a variety of opportunities to reach their learning potential. A differentiated curriculum offers varied avenues to explore their talents. A student is encouraged may do extra work by doing additional exercises for mastery. Capable students are given advanced activities which prepare them to lead their groups
A well-maintained classroom reading materials can help empower students to read on their own.
What is important for these students to know?What experiences can we plan that can provide a depth and complexity to what they are learning in school?
A well-maintained classroom reading materials can help empower students to read on their own.
What is important for these students to know?What experiences can we plan that can provide a depth and complexity to what they are learning in school?
Do we provide IETP for CWSN?
Children with special learning needs who are in the general education classrooms have Individualized Educational Transition Plan.
- Individualized Educational Transition Plan should be short, simple, specific, attainable, workable, and effective to all children.
- The annual goals on the IETP must refer to the area of functioning that is adversely affected by the student’s disability.
- The content taught must be flexible that may go beyond what is written in the IETP having the very interest of the child as the focal point.
- The IETP is not to be shared with unauthorized persons.
- All information such as disability category and the child’s IQ must not be included in the IEP.
The child receives an individualized instruction as prescribed in his IETP. The student follows the general education curriculum for the whole day. The IEP for the year consists of the need for direct and specific instructions in study skills, organization, tracking results of tests for recording and monitoring, how to listen and follow instructions, memorization exercises, written language (penmanship, spelling and communication expression)
