Evolution of Inclusive Education in Various Facets of Society

Question 1

Inclusive Education Stages

Answer 1

1. Exclusionary
2. Segregated
3. Integrative
4. Inclusive

Question 2

no services are offered (children with disabilities were abandoned, mutilated and forced to beg or killed; children who refused to be converted to mainstream religion were rejected)

Answer 2

Exclusionary Stage

Question 3

services are provided outside of mainstream settings (SPED teachers and special schools; IP schools)

Answer 3

Segregated Stage

Question 4

understanding of the needs of individuals within settings.

Answer 4

Integrative Stage

Question 5

all are involved in mainstream services

Answer 5

Inclusive Stage

Question 6

Grew up in one place –western Europe century to meet the need for labor in an industrializing society and the formation of nation states

Classes:
1. Aristocratic (elite)
2. Common poor
3. Compliant laborers (schools as factories)

Answer 6

Origin of Mass Schooling – Early 19th Century in PRUSSIA

Question 7

SCHOOLS TO ASSIMILATE IMMIGRANTS:

how it reduced illiteracy, unified various states, integrating immigrants (imposing the use of German language only) earned the admiration of various countries

European & Asian countries sent their educational leaders to Germany to learn about its educ system

Answer 7

Prussian clockwork education

Question 8

1930s - 1940s, for the pursuit of HITLER’S VISION of a PURE Aryan/Caucasian race, around six million Jews plus millions of others (ethnic minority groups, gay men, Christians, and disabled infants/adults) SUFFERED at the hands of the NAZIS

Intimidation, confiscation of property, pushing them to leave the country; torture, castration, sexual abuse, mass killings

Answer 8

Ethnic Cleansing & WW2

Question 9

WW2 Aftermath

Answer 9

Universal Declaration of Human Rights
- WW2 brought about 50M or more deaths; economy losses ($4 Trillion equivalent) and the burden for reconstruction
- After the defeat of the Nazis, the world UNITED to AGREE ON MINIMUM STANDARDS OF DIGNITY
- Right to freedom of thought, conscience and religion w/o discrimination on grounds such as race, color, sex, religion

Question 10

• many countries LEGALLY ALLOWED discrimination, segregation, & oppression
• govt’s were NOT EXPECTED to provide education, healthcare, or social support
• Social services were seen as CHARITY not a right, available to only those who could afford them

Answer 10

World BEFORE Universal Declaration of Human Rights

Question 11

Deepening of application of HR - At first, rights were mostly centered on political freedoms (own property; from arbitrary arrest; speech and assembly) and later EVOLVED to rights for CULTURAL, ECONOMIC, EDUCATIONAL, and SOCIAL SERVICES

Answer 11

global impact of the UDHR

Question 12

➢Each child.. without discrimination of any kind, irrespective of the child’s or his or her parent’s or legal guardian’s race, colour, sex, language, religion,
➢Primary education COMPULSORY, AVAILABLE, & FREE for all.
➢AVAILABLE and ACCESSIBLE secondary, vocational and higher education; scientific and technical
knowledge
➢REMOVE all BARRIERS – discrimination, poverty
➢ENCOURAGE REGULAR ATTENDANCE @ SCHOOLS and the REDUCTION of DROP-OUT RATES
➢SUFFICIENT QUALITY – ensures children benefit from it
➢School discipline CONSISTENT with the child’s human dignity and in conformity with the present Convention

Answer 12

CONVENTION ON THE RIGHTS OF THE CHILD (1989)

Question 13

Targets of “Education for All”

Answer 13

1. all children, youth & ADULTS
2. girls & women
3. underserved groups (poor, street & working children, remote & rural populations, migrant workers, etc.)
4. learners w/ disabilities

Answer 14

1. Inclusion is a PROCESS
2. Inclusion is about the PRESENCE, PARTICIPATION, & ACHIEVEMENT of ALL students (access & quality education)
3. Inclusion is CONCERNED with the IDENTIFICATION & REMOVAL of BARRIERS
4. emphasis on group of learners who may be AT RISK of EXCLUSION/UNDERACHIEVEMENT
5. Adequate policies, inclusive cultures and practices, and mobilization of communities (social movement) to be involved in activism

Question 15

Elements of Rights-Based Inclusive Education

Answer 15

1. producing INCLUSIVE POLICIES
2. evolving INCLUSIVE PRACTICES
3. creating INCLUSIVE CULTURES

with the goal of IDENTIFYING & REMOVING ALL BARRIERS to ensure:
1. ACCESS
2. PARTICIPATION
3. ACHIEVEMENT

sustained by communities & activism

Question 16

reasons for not attending school

Answer 16

1. disability
2. housekeeping/taking care of siblings
3. marriage/taking care of children
4. Employment/looking for work
5. lack of personal interest
6. too young to go to school
7. Family income NOT sufficient to send child to school

Question 17

Interventions & Programs for OOSCY

Answer 17

1. class arrangements
2. dropout prevention programs
3. alternative delivery mode
4. alternative learning system
5. certifications - placement & equivalency tests

Question 17

EVOLVING VIEWS on IE for OOSCY:

Mostly OSA (Adults) –>

Answer 17

OOSCYA (children, youth adults), to include IP, learners with disability, CICL

Question 18

Literacy and vocational training only→

Answer 18

parallel, flexible aligned with the K-12 curric plus skills training

Question 19

Curative (for school dropouts)→

Answer 19

Preventive (Students at Risk of Dropping Out/SARDO) thru Alternative
Delivery Modes (ADM)

Question 20

OSA/OSY go back to school→

Answer 20

School goes where the learners are→ALS in every LGU and school

Question 21

Dropout

Answer 21

lifelong learner

Question 22

Lacking education→

Answer 22

informal learning comparable to school knowledge to be RECOGNIZED and CERTIFIED

Question 23

PAST: DEVELOPMENT DONOR/AID AGENCIES (World Bank, ADB, USAID, AUSAID, international NGOs, etc.) funded education programs based on their PERCEIVED “expert” knowledge of the needs of children – but they FAILED to substantially reduce poverty because they were often undertaken by authorities who may NOT BE SENSITIVE to the NEEDS of the TARGET group. The poor were perceived to be mere recipients

NOW: ____

Answer 23

recognizing each learner’s human rights (including rights to determine what is best for them), partners, includes capacity building and activism

Question 24

Ways forward

Answer 24

1. Advancing inclusive education as a SOCIAL MOVEMENT -- mobilize stakeholders, continue/begin dialogues for information dissemmination, organize for policy advocacy 2. ADVOCATE for ADEQUATE POLICIES & FUNDING MECHANISMS (national and local) to support teacher training, inclusive infrastructure, assistive technologies and other learning resources 3. DEMAND FOR POLOCY ACCOUNTABILITY MECHANISM through regular AUDITS and progress reporting by govt institutions 4. ENHANCE RESEARCH to CONCEPTUALIZE IE in the Philippine CONTEXT given DIVERSITY of context and LACK of resources