Inclusive Education project

Inclusive Education Programme

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Project Details
1 Project title: 
Inclusive Education Programme
1.1 Country: 
1.2 Does the project include disabled students within mainstream classrooms?: 
1.2.1 Is your inclusive education project based on the idea of changing the school environment rather than asking disabled students to adapt to existing classrooms and facilities?: 
1.2.2 Do the same teachers teach children with disabilities and non-disabled students?: 
1.2.3 Has the curriculum been adapted to meet the needs of both disabled and non-disabled students?: 
1.2.4 If so, do all students study the same curriculum?: 
1.2.5 Do all students have the same educational opportunities – for instance, to study the same subjects, take the same examinations and obtain the same educational qualifications?: 
1.2.6 Does the project work to change schools’ physical environments, such as providing ramps, better lighting, accessible toilets, etc.?: 
1.2.7 Please describe fully specific opportunities that your project provides to disabled students, problems encountered, and planned improvements and activities: 

1.3 Describe the area of work: 
1.4 Starting date: 
1.5 End date: 
1.6 Does the project cover the whole country?: 
1.8 Across all locations, specify NUMBER OF: Schools/Institutions: 
1.8 Across all locations, specify NUMBER OF: Disabled students: 
1.8 Across all locations, specify NUMBER OF: Teachers given additional training: 
1.9 Specify students' impairments targeted in the project: 
Visual or blind
Hearing or deaf
Learning or intellectual
Mobility or physical
Speech and language
1.10 What activities, type of interventions does the project include?: 
Making buildings accessible
Teacher training for inclusive education
Parent groups or parent support
Financial support
Accessible transport
Provision of textbooks and other classroom materials (including ICT) in accessible formats
Law and policy
2. Does your country have any laws that require a disabled child to attend mainstream school?: 
2.1 Describe the law: 

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

2.2 Does your country have any laws that allow a disabled child to attend mainstream school?: 
2.3 Describe the Law: 

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

2.4 Are there any laws being developed concerning disabled children's access to education?: 
2.5 Describe the Law which is under development: 


2.6 Does the ministry have an official policy on education for children with disabilities?: 
2.7 Describe the policies: 

Department of Education Memo # 72, s 2009, Deped Order # 26, s 1997

Contact details
3. Contact details of the person and the ministry in charge of the project.
Name of the person: 
Dr. Yolanda S. Quijano
Job Title: 
Under-Secretary of Education for Programmess and Projects
Name of the organisation (Ministry) in charge: 
Department of Education
Phone number: 
636-4879, 687-4146, 633-7202
Postal address: 
Meralco Ave., Ultra, Pasig City
Name of the contact person 2: 
Angelita M. Esdicul
Phone number 2: 
Description of the project
4. Brief description of the project
4. Brief description of the project: 

In the Philippines, children with disabilities are enrolled either in inclusive or regular schools, or in special education classes.   When there is no special school or inclusive school in the area, children with disabilities are sometimes enrolled in regular classes — this is most often true when children have less obvious types of impairment. In special education classes all of the teachers in charge are well trained in special education for children with disabilities and we call them Sped (special education) teachers. In SPED classes students are assessed regularly to identify children capable of attending mainstream classes, or classes that are partly mainstream and partly SPED.   LCDPFI in collaboration with the Department of Education provides necessary and appropriate training to teachers. They also provide learning materials for regular teachers to equip them to handle children with special needs and teaching skills.

4.1 Electronic links / URL for any documentation, manuals or training materials you are willing to share: 
4.2 Additional Notes: 

The Department of Education strongly supports the inclusive education programme and provides intensive training for Sped teachers to upgrade their skills, as well as the necessary training for regular teachers nationwide.

The Department of Public Works and Highways is the main government agency that monitors implementation of Batas Pambansa 344 (Philippine Accessibility Law). They work with the National Council for Disability Affairs for inter-agency support. This law provides for making all schools and public buildings accessible.

In our experience, the programme's most important achievement is the mobilisation and involvement of parents of children with disabilities, community volunteers and local duty bearers to support children to get the assessments, services and monitoring they need in their local areas. Also, special education centres are used as resource schools to support other mainstream, public schools that do not have special education services.

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