Inclusive Education: No More Walls -- Education for All

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No More Walls: Education for All

            Republic Act 10533 otherwise known as the Enhanced Basic Education Act of 2013 stipulates the "creation of an education policy that will prioritize the inclusiveness of Enhanced Basic Education which necessitates the implementation of programs designed to address the physical, intellectual, psychological and cultural needs of learners". This is the framework by which Inclusive Education is anchored upon. Based on the thrust on access to quality education, it aims to institutionalize the Special Education Program in Elementary and Secondary levels. Its mission is to make education accessible to every Filipino school learner, this includes learners with disabilities, whose full potential needs to be developed in a child-centered and value-laden teaching-learning experience. The International Classification of Functioning, Disability and Health (ICF) new classification reflects the modern day thinking about disability. Whereas before persons who cannot see are referred to as blind, with the ICF classification, they are referred to as persons with vision function, and instead of disabled persons, they are now called persons with disabilities.

            Just what is Inclusive Education or Education for All? With the belief that "Learning knows no bounds", the government is reaching out to all kinds of learners including learners with disabilities to enjoy their rights in education. Learners with Special Educational Needs (LSENS) should have access to quality education and equal opportunities for them to become functional and effective members of society. With the goal of independent living in mind, LSENS have the same learning capacity as that of other children but their rate of learning is slower due to disabilities. Inclusion therefore is belonging. According to the 1994 Salamanca Statement,"All children should learn together". No more walls. Children with difficulties and regular children can learn together in a safe learning environment free from discrimination and non-judgmental. No Filipino learner is left behind.

            Early identification of LSENS should be one of the priorities. This is facilitated through an assessment tool called Multi-Factored Assessment Tool (MFAT) where learners are classified according to their difficulty be in Seeing, Hearing, Mobility/Movement, Communicating, Remembering/Concentrating, and in Displaying Interpersonal Behavior. Once identified, there are two options for placement: One, in an inclusive setting or classroom where LSENS attend the whole period of instruction in the regular class, and Two, mainstreaming, where LSENS attend the regular class in subject areas where he or she is capable with, while the rest of the learning areas is delivered by a Special Education (SPED) teacher in a SPED resource room. All identified LSENS are placed in a class where their needs are addressed. Intervention, accommodation and modification are then applied.

            Inclusive Education has a long way to go. The road ahead maybe rough, tough and hard. But if all will take that step in the right direction, what a difference that could make.

*with material from the Regional Training on Special Education, ECOTECH, Lahug, Cebu City, 23Sept.2018.

/EAB



 


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