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Special Education in the Philippines has only served 2% of the targeted 2.2 million children with disabilities in the country who live without access to a basic human right: the right to education. Along with government officials, international aid agencies, education and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on 25 November 2020 virtually. These include the Special Education for learners with disabilities, Madrasah education for Filipino Muslims, Indigenous Peoples’ Education, and the Alternative Learning System for out-of-school youth and adults, among others. MANILA – Through the Philippines’ hosting of the 2020 Global Education Monitoring (GEM) report, the Department of Education (DepEd) together with the United Nations Educational, Scientific and Cultural Organization (UNESCO) continued its commitment in fostering learners through inclusive education.. MANILA, 25 November 2020. ZAMBOANGA CITY-- Young Muslim learners enrolled in public schools in Zamboanga City are taught Islamic values two days a week and learn the Arabic language in classes held three days a week, where each class session is 40 minutes long.. That's on top of the regular curricular subjects for Kindergarten up to Grade 6, which is prescribed by the Department of Education (DepEd). TTG’s consistent collaboration with DepEd and other inclusive education advocates in the country made it effective in promoting the celebration and gaining the participation of different schools and community organizations. There are a variety of positive and negative impacts when it comes to inclusive education, both on the students as well as the teachers. Steering of teaching and learning has never been based on written standards, but rather upon guidelines encouraging creative solutions within increasingly diverse social and human environments. Standard private madrasah . DepEd is a signatory to the United Nations-initiated Education For All (EFA) campaign which aims to ensure quality basic education accessible to all learners. Immediate dissemination of and compliance with this Order is directed. Hence, the inclusion of Filipino Sign Language as the mother language of the deaf shall be considered as articulated in R.A. 10533. Schools Division/City Superintendents. Most of these children live in rural and far flung areas whose parents need to be aware of educational opportunities that these children could avail of. Three years into the implementation of SBM, DepEd included Special Education-Inclusive Education (SPED-IE) among the TEEP schools. strengthening and sustaining the participation of all students, teachers, parents and community members in the work of the school. The National Achievement Test administered by the Department of Education (DepEd) in the Philippines, a set of standardized tests addressing the major subjects taught in school, is an example. The paper children with Special Education Needs (SEN), identify schools that cater children with SEN, and recognize the classification of children with SEN as to their case/type of disability, gender, and age profile. Gonzalez issued this statement at the launch today of the 2020 Global Education Monitoring (GEM) Report. In the Philippines, both in the urban communities and remote or provincial territories, numerous government-funded schools stay Along with government officials, international aid agencies, education, and humanitarian experts, policymakers, teachers and learners, the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Department of Education (DepEd) launched the 2020 Global Education Monitoring (GEM) Report on November 25, 2020 virtually. Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. According to DepED, only 2% of children with SPECIAL EDUCATION Global Education Monitoring Image Credit: ANI. The Philippines has focussed on classroom practice for inclusive education through training workshops, teaching-learning aids and other initiatives (Muega 2016). The Tagaytay activity was attended by seven (7) public elementary school teachers, three (3) principals and school administrators, and four (4) education specialists, spearheaded by Dr. Elivra Rocal of DepEd NCR office, together with LCDPF-Inclusive Education (IE) Programme Team. What Are The Issues? IntroductionThis study stems from the fact that very little is known about the practice of educational inclusion in the Philippines. Officials at the division, region and central offices shall provide the needed training on inclusive education to administrators, teachers and other school staff; regularly monitor the implementation of the program and provide the corresponding technical assistance needed and conduct evaluation to determine the effectiveness of the program and improve its implementation. In a truly inclusive setting, every child feels safe and has a sense of belonging. 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