ORAL EXPOSITION: DAHINA A. CAYABAS

PHILIPPINE EDUCATION

ALTERNATIVE EDUCATION

INCLUSIVE EDUCATIONTRENDS IN

CURRICULUM DEVELOPMENT

PHILIPPINE EDUCATION

INCLUSIVE EDUCATION ALTERNATIVE EDUCATION

All children should learn together, wherever possible, regardless of any difficulties or difference they may have.(The Salamanca Statement on Principles, Policy and Practice in Special Education.)

Education beyond the classroom where basic Learning Need be availed and be useful to one’s life and journey.

EQUAL OPPORTUNITIES FOR EDUCATION Philippine Constitution 1987

How?

Inclusive Education ( IE )

Alternative Learning System

1. P.D. 603, Magna Carta Law for the Disabled Person.

requires a disabled child to attend mainstream school

2. SPED Bill disabled children's access to

education3.  Deped Memo # 72, s 2009,  Deped Order # 26, s 1997 SPED programs in all

schools

1. Constitution of the Philippines 1987, Art. XIV, Sec. 2,

Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.“

2. Proclamation No. 480, dated October 16, 1989

creating the EFA National Committee

Legal Basis

3. DepEd Memo No. 533, s. 2000

access to MFI

4. DepEd Memo No. 110, s. 1999

TESDA skills training programs

5. DepEd Order No. 20, s. 2000

a chance to acquire eligibility for government employment positions under CSC Resolution No. 499

COMPONENTS OF ALS

1. Basic Literacy Program (BLP)2. Accreditation and Equivalency Program

(A&E)3. Indigenous Peoples Education Project

(IP)4. Informal Education (InfED)5. SPECIAL PROJECT (ALS – DAP) and

(ALIVE)

ALS A&E Test

Who are the target clients of the ALS A&E Test?

1. An elementary dropout (not enrolled in the current school year), who is at least 11 years old on or before the day of the test, may take the elementary level ALS A&E Test

2. A high school dropout (not enrolled in the current school year), who is at least 15 years old on or before the day of the test, may take the secondary level ALS A&E Test

3. Non-passers of previous ALS A&E Tests

4. Youth and adults although in-school but over aged for Grade 6 (more than 11 years old) or for 4th year (more than 15 years old)

5. Non-passers of previous ALS A&E Test/s

6. Others (at least basically literate) who may be:

a. unemployed/underemployed OSYs and adults

b. industry-based workers, housewives, maids, factory workers, drivers

c. members of cultural minorities/indigenous peoples (IPs)

d. persons with disabilities (PWDs)/physically challenged

e. inmates, rebel/soldier integrees

Benefits of passing the ALS A&E Test

1. A secondary level test passer is given a chance to mainstream in the formal education system of the country like:

* enroll in post college for degree or non-degree courses

* access to MFI and TESDA skills training programs

* and a chance to acquire eligibility for government employment positions under CSC Resolution No. 499

2. An elementary level test passer is qualified to enroll as freshman in the secondary level education.

Vision for Children with Special Needs

Adequately provided with basic educationFull realization of the child’s potential for

development and productivity as well as being capable of self-expression of his/her rights in the society.

Develop the child to be God-loving and proud of being a Pilipino.

(DepEd statement)

Goals and Objectives of IE

Mainstreaming of CSN into the regular school system and eventually into the community.

Develop the maximum potential of the CSN to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life.

Specific objective: The development and maximization of learning competencies as well as the inculcation of values to make the CSN a usefull and effective member of society.

Preparation of IE

1. Change schools’ physical environments, such as providing ramps, better lighting, accessible toilets, etc.

2. Teacher training for inclusive education3. Parent groups or parent support4. Financial support5. Accessible transport6. Provision of textbooks and other classroom

materials (including ICT) in accessible formats

IMPLIMENTATION OF IE

1. Children with disabilities are enrolled in a regular school environment.

2. The same teachers teach children with disabilities and non-disabled students.

3. Curriculum is adapted to meet the needs of both disabled and non-disabled students.

4. All students study the same curriculum.

What should be present in IE

Pull-in programming – SPED or related services delivering exclusively in the gen ed classroom.

Co-teaching – Gen ed and SPED teachers team teachingCollaboration – Professionals working in partnerships

to provide educational servicesArray of services – Constellation of SPED services,

programs,personnel and educational placementsContinuum of services – Describes each level of SPED

as being more restrictive and coming in a lock-stepped sequence

Consulting teacher – SPED teachers serving as resource to gen ed teachers.

Trends in Curriculum Development

1. Learner centered2. Activity based3. Process oriented learning experiences4. Social constructivism 5. Multiple intelligences 6. Critical Pedagogy (Issue based)

CURRENT TRENDS AND ISSUES

BILINGUAL EDUCATION

1. Article 14, sect 7 of 1987 constitution – “for the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwise provided by law, English.”

2. DECS Order 52, s. 1987 – the policy of bilingual education aims to make every Filipino competent in both Filipino and English at the national level

3. DECS defines bilingual as “separate use of Filipino and English as media of instruction in specific subjects.”

Mother Tongue Based- Multilingual Education

learning and using multiple languages in school

MT-based MLE includes four languages—the students’ mother tongue or first language (L1), the national language (L2), English (L3) and an optional another international language(L4) like French, mandarin, Japanese or it depends on the chool.

Rationale for MT-Based MLE: The current situation

“The choice of the language…is a recurrentchallenge in the development

of quality education... Speakers of mothertongues, which are not the same

as the national…language, are often at aconsiderable disadvantage in the

educational system…” (UNESCO, 2003).

example of a progression plan for teaching and usinglanguages in a 3-language MT-Based MLE program:

K1 K2 Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Build Fluency in Oral L1

L1 for teaching

Continue Oral L1&Written L1

Intro Oral L2

L1 for teaching

Continue Oral and written L1Fluency Oral L2

Intro Written L2

L1 for teaching

Continue Oral and Written L1 & L2

L1 for teaching

Mastery of Oral and written L1 & L2

Intro Oral L3

L1 & L2 for teaching

Continue Oral & written L1,L2 & Oral L3

Intro Written L3

L1 & L2 for teaching

Continue Oral & written L1,L2 & L3

L1 &L2 for teaching

Mastery of L1,L2,L3

L1, L2& L3 for teaching

Benefits:

Reduced drop-out

Reduced repetition

Children are attending school.

Children are learning.

Parents and community are involved.

It is more cost - effective to implement mother tongue programs.

Early Childhood Care and Development (ECCD)

1. Art 15, Sec 2, 1987 Phil. Cons. – recognizes the “right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development.”

2. UN Convention on the Rights of Child3. Education for All (EFA) agenda of DECS, 1990

envisioned 90% in 2000 of early childhood care and development either home-based services or kindergarten / nursery classes

What is the proposed K-12 curriculum

NATURE OF THE LEARNER

•Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles, culture.•Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF THE LEARNER

•Life skills• Self-actualization• Preparation for the world of work, entrepreneurship, higher education

PHILOSOPHICAL and LEGAL BASIS

•The 1987 Phil. Constitution• B.P. 232, Education Act of 1982• R.A. 9155, Philippine Governance Act• The 4 pillars of education (UNESCO)• The vision-mission statement of DepED• The EDCOM Report of 1991• BESRA

NEEDS OF NATIONAL and GLOBAL COMMUNITY

•Poverty reduction and human development•Strengthening the moral fiber of the Filipino people•Development of a strong sense of nationalism•Development of productive citizen who contributes to the building of a progressive, just and humane society•Ensuring environment sustainability• Global partnership for development

K to 12 Curriculum is…

Enhancing the vocational skills of learnersLengthening the years of schoolingGoing back to the basicsPreparing the learners to a global market