Name: Botardo,Lady Angel L.

Course: Bachelor of Elementary Education 2 Class 1

Topic: Ability and Disability as a Dimension of Diversity
The Dilemma of Diversity
Instructor:Ma'am JenieBabe Buca

DISCUSSION:
Another dimension of diversity that is significant is the dimension of ability and disability. Diversity covers the limitless
domains of an individual's unique characteristics, experiences, and capabilities. Diversity encompasses respect and
tolerance of differences that enables a celebration of uniqueness.

According to the Collins English Dictionary, ability refers to the possession of the qualities required to do something,
necessary skill or competence, or power.
Disability, on the other hand, is defined by the World Health Organization (WHO n.d.) as the umbrella term for
impairments. activity limitations, and participation restrictions, referring to the negative aspects of the interaction
between an individual (with a health condition) and that individual's contextual factors (environmental and personal
factors) This definition underscores that disability is not only a health issue, but also an issue that affects a person's
state in life and the environment he/she is in A person's self-identity and his/her perspectives of the world around him
her are affected by both ability and disability
. The American Disabilities Act of 1990 (ADA) "defines a person with a disability as a person who has a physical or
mental impairment that substantially limits one or more major life activity. This includes people who have a record of
such an impairment. even if they do not currently have a disability. It also includes individuals who do not have a
disability but are regarded as having a disability."
Disabilities may affect one's senses or one's mobility, they may be static or progressive, congenital or acquired,
formal (affecting the shape of the body) or functional, visible or invisible" (Couser 2005).
A person's disability makes him/her a unique individual who is times, shunned from places and activities. They have
to be acknowledged as part of the spectrum of diversity. They have to be recognized as human beings who should
not be discriminated against, but rather understood, accepted, and tolerated. They have to be accorded their rights.
Disabilities have to be seen as a natural part of life and a natural part of diversity. People with disabilities have to be
perceived and accepted as people with distinct abilities. They have to identify themselves as having disabilities so
that the world can accept them and create avenues for them to live in.

THE DILEMMA OF DIVERSITY

DILEMMA -a situation in which a difficult choice has to be made between two or more alternatives, especially equally
undesirable ones.

In this age of fast paced development where diversity plays a unique role, there are still challenges that confront a lot
of people who have been identified as "different." Discrimination issues around race, gender, age. and intellect still
abound inspite of charters, laws, and policies that uphold diversity.
In some workplaces, women and people of color are still discriminated against and not given positions in
management or administration. People of a certain race are stereotyped to be of a specific character. A number of
times, Muslims have been taken aside in immigration and interrogated. Non- married and same-sex couples are still
not accepted in some parts of the world. in some schools, children with special needs are shunned with the reason
that they are not ready for school yet or are not suited for the school. Children from indigenous groups have to go

through an educational system that does not consider their ethnic background, needs, and values.
Though there is still so much effort that needs to be put in so that diversity is accepted, respected. and tolerated,
there has been progress in a lot of areas. In more workplaces. there are systems and processes put into place to
intentionally promote diversity. Diverse ways of thinking and doing things bring in creativity and productivity.
Innovative thinking and collaboration are encouraged when different people work to come up with solutions to
problems or challenges. In schools, diversity is the best way to teach what it means to be tolerant and respectful of
each other's differences. In government, the acknowledgment that diversity is an integral component of community
equates to laws and policies being passed to look out for the welfare of people of diverse cultures and backgrounds.
Diversity, therefore, is an integral component of life and of living.
REFLECTION:Disability and ability should be recognized and promoted as aspects of diversity, encouraging equality
of opportunity, inclusivity, and respect for all person, regardless of ability.Acknowledging disability and ability as
aspects of variety fosters equality and inclusivity in society. It highlights how important it is to respect and make
accommodations for people with varying abilities, fostering an environment that is more accessible and inclusive for
everyone.Everyone deserve to support, accept whatever the condition or status in life .

Name: Jessel Lazo

Course & Year: Beed 2 class 1
Topic:ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION
Discussion:

Introduction:
This chapter shall allow you to look at Special Needs and Inclusive Education from historical and philosophical
contexts. The first step to becoming an effective Special Needs and/or Inclusive teacher lies not in one's skill to teach
strategically, but in one's willingness and commitment to respect individual differences. As seen in the previous
chapter, diversity is a natural part of every environment and must be perceived as a given rather than an exception.
How then do we proceed from here?
Everyone has a right to education. Having a disability should not be an excuse for being deprived access to schools;
neither should poverty, religion, nor race.
Inclusive education is an inevitable direction to take and must be properly understood, appreciated, and prepared for
within the context of society being accepting of individual differences.
For a nation to be truly inclusive, one must start from a humane perspective of disability and a transformative mindset
on inclusion. Thus, the success of inclusive education starts with an appreciation and acceptance of diversity,
reinforced by a supportive and genuinely inclusive mind-set among our general education teachers.
Competencies

This chapter aims for you to develop the following competencies:

1. the ability to create a safe, inclusive, and culturally responsive learning environment for students with additional
needs;
2.the ability to use your knowledge of general and specialized curricula to individualize learning for students with
additional needs; and
3. the ability to demonstrate reflective thinking and professional self- direction.
1. MODELS OF DISABILITY

The concept of disability has been existent for ages. The Bible chronicles the presence of persons who are blind and
crippled who needed to be healed. Cultural narratives like "The Hunchback of Notre Dame" and "Kampanerang
Kuba" depict disability as a source of fear and ridicule. Even Philippine history has records of disability through the
Apolinario Mabini, who was unable to walk because of a physically impairing condition called poliomyelitis. Clearly,
disability cuts across countries, cultures, and timelines. But perhaps it is part of human nature to react negatively to
anything perceived as different or out of the ordinary. There is often resistance, especially when people are met with
situations that they are unfamiliar with. Persons with disabilities (PWDs) are not exempted from this type of
treatment.

How PWDs were once treated is not something any nation would be proud of. Historically, people formed opinions
and reactions toward disability in a similar pattern. It was consistent for almost every country: society first took notice
of those with physical disabilities because they immediately stood out, then they noticed those with less apparent
developmental conditions because they acted differently. As soon as the "deviants" were "identified," segregation,
exclusion, isolation, and other forms of violence and cruelty followed. Prior to the Age of Enlightenment in the 1700s,
these were common practices highly accepted by society. Such practices, which are now considered discriminatory
and violating of human rights, were evident in all aspects of community: living spaces, health care, education, and
work.

For instance, there was a time when the status of PWDs was in question. In earlier times, PWDs were seen as social
threats capable of contaminating an otherwise pure human species (Kisanji 1999). Therefore, as much as
communities needed to be protected from them, PWDs also had to be protected from society. Some people saw
them as menaces, while others treated them as objects of dread, pity, entertainment, or ridicule. At best, they were
put on a pedestal and perceived as Holy Innocents or eternal children who could do no wrong (Wolfensberger 1972).
At worst, they were killed or treated as subhumans devoid of any rights (Kisanji 1999, Wolfensberger 1972).
Sociology reminds us that human behavior must always be studied in relation to cultural, historical, and socio-
structural contexts. In fact, the best way to understand why people think or act the way they do is by looking at what
was happening to their community at a certain point in time. Events tend to shape one's beliefs and values system.
As such, it is important that we examine historical highlights to appreciate man's perspectives on disability.

INSIGHT:
The social model of disability emphasizes that disability is not solely a result of an individual’s impairment but is also
shaped by societal barriers. It highlights the importance of removing these barriers to promote inclusion and equal
opportunities for people with disabilities. This model contrasts with the medical model, which views disability as a
problem within the individual.that is why this Special and inclusive education is what we need to give a safety to the
learners who are in disability situation. Because special and inclusive education are both share the goal of ensuring
that every student should receives an education suited to their needs, fostering a more equitable and supportive
learning environment. The shift towards inclusive education reflects a commitment to embracing diversity and
providing equal educational opportunities for all. Because in Inclusive settings, offer students many opportunities to
learn useful skills, such as following daily routines, figuring out different ways to solve problems, using humor and
sharing stories, and communicating effectively. Our students with or without disabilities model teach each other
socially valuable behavior.

Name: Caalim Joemar F.

Course: BEED 2 Class 1
Topic: The Moral/Religious Model & The Biomedical/Individual Model
Discussion:
The Moral/Religious Model
The Medieval age is said to have started from AD 476, the year the Western Roman Empire fell, and ended toward
the early 1800s, eventually ushering in the Renaissance age and Age of Discovery. This period saw the Church as
one of the most influential figures in Europe. The idea of God as an all-powerful being was so strong in man's
consciousness that it affected the way society treated PWDs at the time. Parents who bore children with disabilities
were seen from within a spectrum where on one end, God was punishing them for a sin that needed to be atoned,
and at the other extreme, He was blessing the family by giving them a precious gift that only they could care for. The
middle ground was to see disability as a test of faith and an opportunity to redeem oneself through endurance,
resilience, and piety (Niemann 2005 as cited in Retief and Letsosa 2018).
Such perspectives are rooted in a moral or religious model of disability, which sees disability as either a blessing or a
curse. It is characterized by notions of charity and caretaking. However, Jackson (2018) adds that protection is also a
primary concern as there is an instinct to protect both persons with disabilities for their vulnerability and the economic
and social order which might be disrupted by "deviant members" of society. It is considered the oldest model of
disability and is evident in many religious traditions. For instance, biblical scripture would refer to persons with
chronic illnesses like leprosy as unclean, while those considered demonically possessed may actually have had
mental illnesses (McClure 2007 as cited in Retief and Letsosa 2018) or seizure disorders. In one strand of the moral/
religious model, disability is equated with the sin, evilness, or spiritual ineptness of either the PWD or of a PWD's
family member. Such a belief can then cause not just the PWD's isolation but also the exclusion of the entire family
unit from communal events (Rimmerman 2013 as cited in Retief and Letsosa 2018). On the other hand, for those
who view disability as a blessing. disability either becomes one's ticket to heaven or an opportunity toward character
development.
In addition, some cultures who ascribe to a moral/religious model of disability may also lean toward a type of mystical
narrative. Their belief is that disabilities may impair some senses yet heighten others, thereby "granting him or her
'special abilities to perceive, reflect, transcend, be spiritual'" (Olkin 1999 as cited in Retief and Letsosa 2018).

For the most part, the core response to this model was the establishing of segregated institutions where PWDs could
be kept. In the United States. United Kingdom, and Australia, asylums for the "mentally ill, retardates,degenerates,
and defectives" were built (Jackson 2018). Segregated residential schools and workhouses with dormitories located
miles away from town centers were also erected.
Although the moral/religious model is not as dominant now as it used to be during the Medieval times, the
perspective is still reflected in some places where religion plays a huge influence on daily life.

The Biomedical/Individual Model

Historians and scientists alike consider the Copernican Revolution, that is, the discovery of Nicolaus Copernicus that
the center of the universe was the sun and not the Earth, is one of the most controversial yet significant discoveries
of all time. It was revolutionary and bold because it dared to contradict the Bible as well as then-considered
fundamental truths. But it was a breakthrough that triggered major changes in the fields of science, philosophy,
theology, and education. Most evident was its contribution to scientific and technological advancements. What was
not as apparent was how it paved the way for people to also shift mind-sets from a religious perspective to a more
evidence-based model of disability called the biomedical (medical) model. Here, PWDs are seen as persons who are
ill and meant to be treated or "made more normal." Olkin (1999 as cited in Retief & Letsosa 2018: 2-3) wrote:

"Disability is seen as a medical problem that resides in the individual. It is a defect in or failure of a bodily system and
as such, is inherently abnormal and pathological. The goals of intervention are cure, amelioration of the physical
condition to the greatest extent possible, and rehabilitation (Le.. the adjustment of the person with the disability to the
condition and to the environment). Persons with disabilities are expected to avail themselves of the variety of
services offered to them and to spend time in the role of patient or learner being helped by trained professionals" (p.
26).

Whereas a moral/religious perspective sees disability as something permanent, the biomedical (medical) model
considers disability as a "glitch" the PWD is born into, which needs assessment and fixing. While Oliver (1990) refers
to the model as the individual model, Nankervis, 2006 as cited in Jackson, 2018, p.3 describes it to be a normative
model based on a person's levels of deficiency "compared to a normative state" (Jackson 2018). Such a perspective
pushes forth the idea that PWDs have problems. It also reinforces the notion that those "without disabilities" (i.e., the
able-bodied or typically developing) are superior than those with disabilities, and that they have a primary
responsibility over the welfare of the disabled. Most interventions are thus devoted to making sure that the PWD
catches up with his or her peers-a practice that is very much ingrained in society to this day.

It was during the 15th century when more schools for PWDs started to emerge in Europe. These first special schools
were built by private philanthropic institutions. Although they initially catered only to those with sensory impairments
such as deafness and blindness, other schools soon started accepting other disability types into their student roster.
Interestingly, the curriculum for such educational institutions was different from that of public schools (Kisanji 1999).
In special schools, the main focus was on building the vocational skills of students-a clear sign that the biomedical
model sees PWDs as different from the majority. The idea of institutionalizing or bringing PWDs to asylums or
hospitals for custodial care when they have become too difficult to manage also reached its peak with the
reinforcement of the biomedical model (Jackson, 2018; Pritchard, 1960 and Bender, 1970 as cited in Kisanji, 1999).
Insight:
Religious group have more differences especially in their beliefs. When it comes to disability of one person, there are
more believers that give their insights. The other believe that if you are one of they called PWD or person with
disability they believe that it is curse because of sin.On the other hand it is a gift because you have the opportunity to
feel more the presence of God. The other believes that it is just a trials to strengthen our faith. As for me as a
Believer also. I believe that God has given us different abilities. I believe also that God has a purpose for us His
people. That's why whatever you are, even you are PWD we need to thank God always.
When it comes to Biomedical/individual model. Some science expert especially in the field of medicines that Person
disability is caused by failure of bodily system and other says it is inherited by his or her parents. I believe that
whatever you are or in the eyes of other you are not normal. We are all people of God and we are all equal in the
eyes of the Lord. We don't have also the rights to judge others because only God can.

Name:Renz Cervera
Year and Course:BEED 2
Topic:The Functional/Rehabilitation Model and The Social Model
C. The Functional/Rehabilitation Model
The scientific breakthroughs experienced from the time of Copernicus up until the early 1900s brought about
changes in all aspects of life, including warfare and the concept of power. When World War I happened, communities
witnessed perfectly healthy people leave to serve the country only to come back disabled physically, neurologically,
or mentally. It was then that people started to realize that not all disabilities are inborn. Physical and Occupational
Therapies soon became prevalent modes of rehabilitation for much of theservice-related injuries the soldiers
sustained (Shaik & Shemjaz 2014) (National Rehabilitation Information Center, 2018). The functional/rehabilitation
model is quite similar to the biomedical model in that it sees the PWD as having deficits. These deficits then justify
the need to undergo rehabilitative intervention such as therapies, counseling, and the like in the aim of reintegrating
the disabled into society. The main difference between the two models is in the concept of habilitation and
rehabilitation. The biomedical model often suggests habilitation, which refers to help given to those whose disabilities
are congenital or manifested very early in life in order to maximize function. On the other hand, the
functional/rehabilitation model refers to the assistance given by professionals to those who have an acquired
disability in the hope of gaining back one's functionality.
D. The Social Model
What we need to understand about models and frameworks is that they have a strong yet subtle way of
influencing a person's beliefs, behaviors, and values systems. For example, a Filipino born and raised in the United
States who comes to the Philippines would most likely act more American than Filipino, not because he resists his
roots but because of his exposure to Americans, not Filipinos. He may not have been raised this way intentionally but
constant interaction with others of a particular culture can strongly influence a person's way of life.
The underlying principle of the social model of disability is that disability is a social construct, where standards
and limitations that society places on specific groups of people are what disable a person. With this perspective,
everything from government laws to education to employment opportunities to access to communal facilities take on
a different meaning.
The World Health Organization (1980) differentiates between disability and impairment. Impairment is seen as
"any loss or abnormality of psychological or anatomical structure or function" while disability refers to "any restriction
or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered
normal for a human being". Most people seem to confuse the two terms, most of the time equating them to each
other. The social model, however, reiterates that impairment should be seen as a normal aspect of life and when it
happens, it should not cause a stir. Instead, society must plan in anticipation of possible impairment occurrences so
as not to disable anyone.
"The cultural habit of regarding the condition of the person, not the built environment or the social organization
of activities, as the source of the problem, runs deep. For example, it took me several years of struggling with the
heavy door to my building, sometimes having to wait until a person stronger came along, to realize that the door was
an accessibility problem, not only for me, but for others as well. And I did not notice, until one of my students pointed
it out, that the lack of signs that could be read from a distance at my university forced people with mobility
impairments to expend a lot of energy unnecessarily, searching for rooms and offices.
Insight/Reflection:I learned thatThe rehabilitative model is closely related to the medical model. It focuses on the
belief that belief that if the person with a disability makes an effort and works with rehabilitative services, they can
overcome their disability. While the social model says that if modern life was set up in a way that was accessible for
Disabled people, then we would not be excluded or restricted. The social model of disability helps us recognise
barriers that make life harder for Disabled people.The model says that people are disabled by barriers in society, not
by their impairment or difference. Barriers can be physical, like buildings not having accessible toilets.Or they can be
caused by people's attitudes to difference, like assuming disabled people can't do certain things.

Name: Abegail Cister

Course & year: Beed II Class I
Topic: Right Based model
Discussion:
E. Right Based model and twin track approach the right Based model of disability is a framework that bears form our
perceptions of disability, the right Based model “moves
bevond emphasizes the human dignity of PWD’s” ( Degener 2017:43).
Safeguarding their identities and rights as human beings.
“The social model is mostly critical of public health policies that advocate the prevention of Impairment, the human
rights model recognizes the fact that human rights protection for PWD's ( Degener 2017:52).
A right Based approach to education ensures that all energies are the principle that education is a basic human right
and therefore all most
(1)The government as duty bearers, (2) the child as the rights holder, (3) the (4)the teachers , both as rights holders
and duty bearers ( Van den brule- at best, lobbyists and practitioners now promote a twin track approach, which
combines the social model and the rights based model .
Insight/reflection:
The social model and the human rights model are two approaches to disability that emphasize structural barriers in
society, as well as disabled people’s rights to be included and treated fairly.

Name: Castil, Claudine M.

Course &Year: BEED II-2nd Year
Instructor: Ma’am Jenie Babe Buca
Title of Report: What is Special Needs Education?

Discussion:

II. WHAT IS SPECIAL NEEDS EDUCATION?

Merriam-Webster Online (n.d.) defines education as “the action or process of teaching someone especially in a
school, college or university”. People typically go through this teaching-learning process following a particular
sequence. First, they are educated at home by their parents; then they go through preschool, which prepares them
for a more formal, systematic, and rigorous type of learning. In elementary, secondary, and tertiary school,people
attempt to understand the world through various subjects and different types of knowledge through typically singular
teaching strategies. Most graduates become part of the workforce while others choose to go beyond tertiary
education and pursue higher academic degrees. Although there are countless of schools and universities in every
country, the education process pretty much stays the same for everyone because the goal remains the same as well.
 According to Prensky (2014), “the real goal of education is becoming- becoming a good person and becoming a
more capable person than when you started.” William Butler Yeats, in the meantime, have said that “education is not
the filling of a pail, but the lighting of a fire” (Littky & Grabelle 2004). Either way, the importance of lifelong learning
cannot be emphasized enough. Education plays a fundamental role in a human’s personal and social development,
given that man is both an individual and a social being; one simply cannot think of the human person outside the
context of a community. It is presumably because of education that the world now faces problems such as poverty,
oppression, and war. Yet, it is also through education that all these problems are expected to be addressed (Delors
1996). Through the pillars of education that the International Commission on Education for the 21st Century, 1996 as
cited in Delors, 1996. Espouses, we are taught that education has to address four aspects of learning: Learning in
order to know, learning in order to do, learning so we can live harmoniously with others, and learning in order to be.
Additionally, for the goals of education to be realized, education itself has to be available and accessible to all.

In its totality, the vision of education for humanity is noble and appropriate. However, for any given population,
statistical data shows that people possess different aptitude and skill levels depending on standards or expectations
that society ultimately dictates and holds as true. This is what Clough refers to as a “pathology of difference” (Clough
& Corbett 2000). A normal distribution showing student performance would illustrate that there will always be those
performing closely with each other-what statisticians and educators call the average population—but there will also
always be those who fall at the tail ends of the curve. Those at the extremes would either possess exceptionally high
capabilities or extremely low skill levels. Sometimes, this is because of a medical, developmental, or neurological
disability that a learner has. Other times, it is because they just happen to be among highly exceptional people.
Either way, the fact remains: teaching strategies that normally work with the average population will not work the
same with those at the extremes. The students would not be able to learn as fast, as much, and as well as most.
With scenarios like these, one eventually would have to wonder-how does education address this reality? This then
becomes the very definition of Special Education.

Historically, Special Education has been regarded as an attempe to increase the fairness of universal public
education for exceptional learners” because there are “those with special difficulties or extraordinary abilities in
learning” (Kauffman & Hallahan 2005). Acknowledging learner differences, the essence of special education lies in its
goal to educate a certain population of students, particularly those at the tail ends of a normal statistical distribution of
performance (Thomas & Loxley 2001) (see Figure 2.4). In other words, special education tries to ensure that those
perceived to have difficulties learning will be taught, albeit in a different way.

Insight:
I learned that Teachers are the most important determinant of learning. Teaching assistants and other support
staff and school management can also play a critical role for children with disabilities. National education systems
need support to restructure pay to compensate teaching staff competitively, to reward good performance and monitor
learning outcomes more effectively.
Name: Loraine C. Cativo
Course & Year: BEEd- II
Topic: III. Why Inclusion?
Instructor: Ma'am Jenie Babe Buca

I. Discussion
WHY INCLUSION?
Inclusive education is an educational practice that places students with disabilities in the general education
classroom along with typically developing children under the supervision and guidance of a general education
teacher (Del Corro-Tiangco 2014). It takes root in special needs education and is anchored on the philosophy that
every child has an inherent right to be educated equally with his peers, no matter how different he or she may appear
to society.
The global arena has been consistently vocal in its stand on children, persons with disabilities, and education. In as
early as 1948, there have already been worldwide declarations on children and their right to be educated (Universal
Declaration of Human Rights 1948; United Nations Convention on the Rights of the Child 1989). In 1990, many
countries banded together for the world declaration of Education for All (EFA), which stated that all children must
have access to complete, free, and compulsory primary education.
Soon after, the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993) was
created. It is in this standard set of rules that each child's right to education was affirmed. It is also in this directive
that the importance of providing education in integrated and general school settings was first specified. This mandate
was immediately followed by the landmark policy on special education, The Salamanca Statement and Framework
for Action on Special Needs Education (1994), which reiterated that schools should accommodate all children,
including the disabled, the gifted, and the marginalized.
These ground breaking directives eventually formed the foundation for other initiatives: the World Education Forum
Framework for Action and the Millennium Summit of the United Nations, both of which happened in 2000; the EFA
Flagship on the Right to Education for PWDs in 2001; the UN Disability Convention in 2005; the UN Convention on
the Rights of Persons with Disabilities in 2006; and the Education 2030 Framework for Action following the 2030
Agenda for Sustainable Development. All of these were created with the same goal in mind: Inclusion.
The Guidelines for Inclusion (2005) published by UNESCO enumerates four key elements: (1) that inclusion is a
process, that is, "a never-ending search to find better ways to respond to diversity," (2) that inclusion involves a
preventive dimension, specifically in identifying and removing potential barriers to this process through "collecting,
collating, and evaluating information" for improving policy and practice, (3) that inclusion is all about the "presence,
participation, and achievement" or learning outcomes of all types of students; and (4) that inclusion puts "particular
emphasis on learners who may be at risk of marginalization, exclusion, or underachievement." and therefore, they
must be consistently monitored and represented in the inclusive process.

Inclusion in Education Involves:

A. Valuing all students and staff equally
B. Increasing the participation of students in; and reducing their exclusion from, the cultures, curricula, and
communities of local schools
C. Restructuring the cultures, policies, and practices in schools so that they respond to the diversity of students in the
locality
D. Reducing barriers to learning and participation for all students, not only those with impairments or those who are
categorized as 'having special educational needs'
E. Learning from attempts to overcome barriers to the access and participation of particular students to make
changes for the benefit of students more widely
F. Viewing the difference between students as resources to support learning, rather than problems to be overcome
G. Acknowledging the right of students to an education in their locality
H. Improving schools for staff as well as for students
I. Emphazising the role of schools in building community and developing values, as well as in increasing
achievement
J. Fostering mutually sustaining relationships between schools and communities
K. Recognizing that inclusion in education is one aspect of inclusion in society

II. Insights
Inclusive education is not just about 'including' all students. It's about creating a safe, engaging, and respectful
learning environment where every student feels valued and capable of achieving their potential. It is a continuous
journey of learning, adapting, and growing together.

Name: Grace Bernadette C. Caniedo

Bachelor Of Elementary Education II Class 1
Topic: The 2030 Agenda
Discussion:

Inclusive Education---is not merely a call toward educational reform for those with additional needs. It is simply a
call to improve the quality of education for "all" learners, because "every learner matters and matters equally"
(Unesco 2017:12, 2005)

Sustainable Development Goals (SDGs)--- are considered road maps or blueprints that were developed by the
United Nations to ensure a better and sustainable future for everyon. It consists of 17 global goals set by United
Nations for the year 2030, each addressing one specific area of development of particular interest to the global
education community, however, is SDG 4: "Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all" (United Nations General Assembly). Therefore the need to remove all barriers to
inclusion by addressing all forms of exclusion and marginalization is of utmost importance.

"Philippine Laws for PWDs" (Pangalangan and Litong, 2014)

*BP 344 (1983)- Accessibility Law

Batas Pambansa 344 An Act to Enhance the Mobility of Disabled Persons by Requiring Certain Buildings,
Institutions, Establishments and Public Utilities to Install Facilities and other Devices.
*RA 7277 (1992) Magna Carta for Disabled Persons
●Equal rights and privileges of PWDs on employment, education, health, telecommunications, auxiliary social
services, accessibility, political and civil rights
●penalties for violation of law.
*Administrative Order 35 (2002)
National Disability Prevention and Rehabilitation (NDPR week) every 3rd of July
*Guidelines in the Admission of Students with Disabilities in Higher Education and Post Secondary Institutions in the
Philippines
*RA 9442 (2007) Amendment of RA 7277 (Privileges to PWDs)
●20% discount privileges to PWDs

●change name from "Magna Carta for Disabled Persons to Magna Carta for PWDs"
●added a clause on deliverance from public ridicule and vilification
*NCDA Administrative Order No. 001, s. 2008.
Guidelines on the Issuance of PWD ID Cards Relative to RA 9442
*RA 10070 (2010) Amendment of RA 7277
(Implementation of Programs and Services for PWDs in every province, city and municipality- PDAO Law)
*RA 10366 (2013) Accessible Polling Places for PWDs and Senior Citizens
*Proclamation No. 688, s. 2013
Declaring the Period of 2013-2022 as the Philippine Decade of "Make the Right Real" for PWDs
*RA 10524 (2013) Amendment of RA 7277
Expanding the Positions Reserved for PWDs
*RA 10754 (2016)
 An Act Expanding the Benefits and Privileges of PWDs
*Civil Service Commission MC No. 20, s. 2017
Express Lanes for PWDs in all commercial and government establishments
*RA 11228 (2019) Amendment of RA 7277
An Act Providing for the Mandatory Philhealth Coverage for all PWDs

Insight:

Everyone has the right to have a quality education whether he or she has a disabilities or shall we say that
whether a person has disability. He or she needs to have a quality education. No one has the right to judge one
person based from what he or she has. Whether a person is normal or has a special needs she or he needs to be
treated equally whether in community or in school. This philippine laws for person with disabilities give us knowledge
on how we treat equally unfairly a person with disabilities and give us a inspiration that despite of their conditions
they are facing that they have special needs, they also have the rights same with us.