Chapter 1: Lesson 1 and 2

for midterm

Inclusive education

Pertains simply to students with disabilities being placed in general education settings, where majority of those enrolled are typically developing.

Diversity

Heart of Inclusion

Diversity

(UNESCO) people’s differences which may related to their race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and migration status.

Diversity Wheel

By Loden and Rosener (1990) to explain how group-based differences influence a person’s identity

Lead to productivity

When diversity is managed and viewed as an asset

Spiritual beliefs, class, gender, physical abilities & characteristics, age, ethnicity, race, income, sexuatlity

Personal/Internal aspects

work experience, communication style, cognitive style, political beliefs, education, geographic location, organizational role and level, military experience, work style, first language, family status

External aspects

Loden and Rosener 1991 Diversity Wheel

objective of this representation is to generate discussions with others so that new points of view and higher level of understanding an emerge

Inclusive education

Was born as a response to segregated learning environments, where students being excluded were mostly those with disabilities.

Wolfensberger

menaces

object of dread

pity

comic relief

ridicule

holy innocents

forever children

Real inclusive education

has to start with the proper mindset

Biomedical perspective & Social perspective

two models/perspective

Biomedical perspective

tend to look at disability as a personal defect/impairment that needs to be addressed.

Social perspective

se disability more as a systematic societal problem where it is the sociological structures that cause a person’s disability.

see physical/neurodevelopmental impairments simply as manifestations of diversity.

end all practices that disrespect human life.

countries have longed for a unifying response to

Universal Declaration of Human Rights in 1948

upheld the value of each person. there was a need for policies that safeguad the well being of all.

United Nations Convention on the

rights of the Child

Nations banded once again in 1989 to recognize the needs and rights of children thru

1990 Education For All

make primary education accessible, complete, free and compulsory to every child by 2015

UN standard Rules on the Equalization of Opportunities for Person with Disabilities

1993, world recognzes the vulnerability of PWDs and vowed to protect them thru

Article XIV, Sec 1&2 of 1987 Constitution

Calls for protection and promotion of right of every citizen to quality education at all levels.

RA 7277 - Magna Carta for Disabled Persons

calls for equal rights and privileges of PWDs on employment, education, health, telecommunication, auxiliary social services, accessibility political, and civil rights

Magna Carta for Persons with disability

change Magna carta for disabled persons to

RA 9442

highlighted the importance of looking at the person more than the disability

August 2019 - Deped Order no. 21, series 2019

Policy Guidelines on K-12 Basic Education Program.

. significant policy for learners with additional needs.

fully embracing inclusive education

\
“ principle of inclusion promotes institutional sensitivity and responsiveness to the nature situation, and realities of our country’s learners”

inclusive education

I policy perspective realized thru development and implementation of learner-centered

because all persons have the right to be educated in manner most appropriate for them.

why strive to be inclusive educators?

PWDs are documented everywhere

Bible

cultural narratives

local and global history