Placement of a child with special education needs in regular classes enables them to go through the ladder of schooling and even pursue a career.

MANILA, Philippines — More often than not, people get nonchalant and even skeptical upon hearing the prospect of placing children with special educational needs (CSEN) in regular schools.

Why is this so?

Lack of public education through much more vigorous nationwide advocacy is a major reason. Reaching out to our people about inclusive education requires an adoption of an ideology.

Modifying the mind that has been rigidly immersed in traditional special education-general education dichotomy is not easy. Readiness to embrace changes guided by principles and guidelines requires a strong ideological foundation, a purposive mind to comprehend and master processes/logistics, and a pure heart that commits itself to the best interest of the child with special educational needs.

Normalization

The normalization ideology began in Scandinavia and swept across America in the ‘60s. It affirms that persons with disabilities (PWD) must be provided with the same training and opportunities to maximize their potentials, achieve some degree of independence in leading their lives, and access and participate in the benefits provided by/available in their communities.

Inclusive education, the educational expression of normalization, is supported by legal mandates and international covenants. Among these are the Magna Carta for Disabled Persons in the Philippines, the Individuals with Disabilities Education Act (IDEA 2007) in the United States, and the Salamanca Statement and Framework of Action (1994) in Spain. This statement-framework defines inclusive education as the “education in the mainstream of regular education regardless of race, linguistic ability, economic status, gender, age, ability, ethnicity, and religious and sexual orientation…”

It further asserts that “there is no specific teaching or care in a segregated school which cannot take place in an ordinary school.”

Inclusive education does not aim to make the special-needs child normal! It is focused on supporting the child achieve his best given all opportunities open to his peers who are not disabled. It is anchored on the following tenets:

• Acceptance of the child whoever he is and whatever his disability is.

• Respect for the dignity of the child.

• Recognition of the child’s potential for learning in varied contexts.

• Strong confidence in the ability of the child to become.

• Respect for the child’s unique/atypical developmental patterns.

• Strong conviction that the child learns in a milieu of options/alternatives and practical-life situations.

• Firm belief that living and learning with the child draw forth joy and goodness among all those who serve and relate with the child.

• Adherence to the value of loving the child that strengthens commitment to his welfare.

SURVEYING THE PARAMETERS

Inclusive education believes that the array of services for children with special educational needs (SEN) could be available in the general education classroom.

The earmark of special education is individualization which could be provided in varied placement programs including regular classes.

Thus, a child with SEN needs who is provided an individualized curricular and instructional program in a regular school is provided Special Education (SPED). The relationship of SPED and general education is now seen as a continuum of placement schemes — from segregation to integration. This now re-confirms that the end-goal of SPED is the inclusion of CSEN in the mainstream of general education. We do not, therefore, define SPED as a separate system detached from general education anymore!

NOT ONLY IN SCHOOLS

Placement of CSEN in regular classes enables them to go through the ladder of schooling and even pursue a career.Many high-functioning CSEN have enormous potential for tertiary education and competitive jobs. Placement in non-graded special classes does not permit an upward movement toward higher education and moreso, competitive employment. The fact, however, remains that many CSEN — considering the severity of their disabilities — will have to be placed in segregated programs which include special classes.

Inclusive education is not contextualized in the school setting only. It utilizes home, neighborhood and community contexts and resources through planned curricular provisions rendered by school administrators, teachers and support services in collaboration with the family and community manpower resources.

From the classroom through direct classroom instruction, class/school programs, co-curricular activities/clubs/organizations, sports activities, etc. expanding onto the home and neighborhood and the community: play areas, public transportation, foodshops, churches, parks, malls, supermarkets, wet markets, hospitals, work places, zoos, sports facilities, etc., and exposure to/interaction with community helpers. These are the venues/spheres for learning, socializing, working, spending leisure, and traveling with all others! In short, inclusive education aims to make a child with SEN a part of humanity without discrimination, bias, oppression, and even labels!

(Next Monday: A blueprint for a good inclusive education and more issues)

Dr. E. Dizon is professor of Special Education at the University of the Philippines and diagnostician-counselor, ChildFind Therapy Center.