Policy Guidelines on Inclusion of Children with Special Needs: Drawbacks and Challenges in the Philippines and New Zealand

Policy Guidelines on Inclusion of Children with Special Needs:
Drawbacks and Challenges in the Philippines and New Zealand

Comparative Study

Submitted by

NENITA OBRIQUE
86-16675
PhD Special Education

EDAD 318
Dr. Joel Javiniar
2nd Semester SY 2012-2013
College of Education U.P. Diliman
April 7, 2013

Contents

Introduction.............................................................................................. 3

Review of Related Literature.................................................................... 3

Scope and Methodology of the Study...................................................... 5

Glimpse on History.................................................................................... 6

Policy Guidelines of Inclusive Education.................................................. 7

Benefits and Barriers................................................................................. 11

Conclusion and Recommendations.......................................................... 15

Bibliography.............................................................................................. 18

Introduction
The world is gearing towards the reality of inclusion of children with special needs that leads them to the purpose of attaining the sense of belonging within the school community and later on into the whole system of society. Inclusion, inclusive classroom, inclusive schooling or inclusive education hosts a various range of conceptual definitions that depends on every country’s policy guidelines vis-à-vis laws and provisions. The inclusion of CWSN in the general education remains controversial and uncertain. The transition of education policies that should be put into practice, from segregation to integration, needs a lot of experiments that experience trial and error, ups and downs, praises and criticisms. Policy guidelines cover duties and responsibilities among teachers and parents, allotment of

Bibliography: Beattie, J., Jordan, L. and Algozzine, B. (2006). Making Inclusion Work. California: Corwin Press. Brown, D.F. (1988). A Case Study on Special Education in New Zealand – Prepared by UNESCO. Wellington: Department of Education. Groce, N. E., and Bakshi, P. (2009). “Illiteracy among Adults with Disabilities in the Developing World: An Unexplored Area of Concern”, Leonard Cheshire Disability and Inclusive Development Centre: University College London. Kochhar, C.A., West, L.L. and Taymans, J.M. (2000). Successful Inclusion. New Jersey: Prentice-Hall. McLesley, J. (2010). Inclusion: Effective Practices for All Students. Boston: Pearson. Sands, D.J. (2000). Inclusive Education for the 21st Century. USA: Wadworth. UNESCO (2009). “Policy Guidelines on Inclusive Education”, Paris, p. 8. Vitello, S.J Walther-Thomas, C., Korinek, L., McLaughlin V.L. and Williams, B.T. (2000). Collaboration for Inclusive Education. Needham Heights, MA: Allyn and Bacon. Retrieved April 6, 2010, from www.unescobkk.org/education/appeal/programme-themes/inclusive-education/thematic-issues/barriers-to-inclusive-education/