Inclusive education :A salient feature of teaching-learning process
Creators: name: Bartolome, Allan
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 399999
subject: Other education not elsewhere classified
classificationCode: 390411
subject: Special education and disability

description: Inclusive education is not only for children, adolescent or adult learners with disability but it fits all kinds of learners whether exceptional or special, regular or mediocre in a broad sense. Its volatility makes inclusive education as a salient feature in teaching-learning process inside the classroom. This principle in education is not novel but it has just been “popular” term nowadays for some socio-cultural-political factors (Mena, 2019). It is imperative that Persons with Disabilities (PWDs) be trained and education equally as those of children in both special and regular schools. In the report released by the International Labor Organization (ILO) in 2016, adult PWDs can significantly contribute to the Gross Domestic Product of a country. In fact, they occupy one tenth of the total population in the market (Biswas, 2016).A review report on inclusive education published by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2021 underscore the importance of quality implementation of inclusive education among the ASEAN countries including Brunei Darussalam, Indonesia, Philippines, Malaysia and Timor-Leste respectively. This report highlighted the implementation of inclusive education to children with exceptionalities. That, despite their differences with other children, they should receive equal rights to education. This is in response to the Sustainable Development Goal 4 which mandates all nations to harness inclusive education with its supporting policies and initiatives. The databases form ERIC’s and UNESCO reports were analyzed based on SDG 4 regarding inclusion policy.To date, the Philippines is calibrating its preparedness in embracing inclusive education in the field of formal education in Basic, Tertiary and Technical-Vocational education equipped with facilities to accommodate learners with special needs, teacher training programs and government support (Llego, 2022). The “Inclusive education for all” program is an initiative support to train teachers, parents and school administrators of the best strategies in dealing with learners having exceptional needs. The Department of Education together with UNESCO is working hand-in-hand with in training the teachers on the strategies on how to facilitate learning in the classroom to Learners With Disabilities (LWDs) by promoting welcoming and supportive learning environment for these special learners in cooperation with their parents who are considered to be the most important factor who can shape child’s learning potential and behavior.There are a myriad of strategies to employ in handling children with exceptionalities in the classroom from behavioral to psycho-social models. Whichever model a teacher employs, the most important thing is the favorable result of the application of these models in achieving optimum results to attain the teacher’s goal in improving learner’s academic, curricular and extra-curricular performance (Nordengren, 2019).