Inclusive Education
TO MY FELLOW CHILDREN
Dr. Jose P. Rizal
If truly a people dearly love
The tongue to them by heaven sent,
They’ll surely yearn for liberty
Like a bird above in the firmament.
Because by its language one can judge
A town, a barrio, and kingdom;
And like any other created thing
Every human being loves his freedom.
ONE who does not love his native tongue,
Is worse than putrid fish and beast;
AND like a truly precious thing
It therefore deserves to be cherished.
THE Tagalog language’s akin to Latin,
To English, Spanish, angelical tongue;
For God who knows how to look after us
This language He bestowed us upon.
As others, our language is the same
With alphabet and letters of its own,
It was lost because a storm did destroy
On the lake the
Bangka in years bygone.
I-INTRODUCTION
“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking.” ---Loris Malaguzzi More than few decades ago, the nations of the world, speaking through the Universal Declaration of Human Rights, asserted that “everyone has a right to education.” This was made clear by the participants in the World Conference on Education for All, assembled in Jomtien, Thailand on March 5-9, 1990. They stated that education is a fundamental right for all people, women, and men of all ages throughout the world. They recognized the necessity to give to present and coming generations an expanded vision of, and a renewed commitment to, basic education to address the scale and complexity of the challenge. In the 1994 Conference on Special Needs Education in Salamanca, Spain, the participants issued a statement that special schools alone can NEVER achieve the goal of Education for All. They adopted the policy on Inclusive Education or Schools for All to meet the individual needs of all students. This policy is the reaffirmation of the right to education of every individual as enshrined in the 1984
Dr. Jose P. Rizal
If truly a people dearly love
The tongue to them by heaven sent,
They’ll surely yearn for liberty
Like a bird above in the firmament.
Because by its language one can judge
A town, a barrio, and kingdom;
And like any other created thing
Every human being loves his freedom.
ONE who does not love his native tongue,
Is worse than putrid fish and beast;
AND like a truly precious thing
It therefore deserves to be cherished.
THE Tagalog language’s akin to Latin,
To English, Spanish, angelical tongue;
For God who knows how to look after us
This language He bestowed us upon.
As others, our language is the same
With alphabet and letters of its own,
It was lost because a storm did destroy
On the lake the
Bangka in years bygone.
I-INTRODUCTION
“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking.” ---Loris Malaguzzi More than few decades ago, the nations of the world, speaking through the Universal Declaration of Human Rights, asserted that “everyone has a right to education.” This was made clear by the participants in the World Conference on Education for All, assembled in Jomtien, Thailand on March 5-9, 1990. They stated that education is a fundamental right for all people, women, and men of all ages throughout the world. They recognized the necessity to give to present and coming generations an expanded vision of, and a renewed commitment to, basic education to address the scale and complexity of the challenge. In the 1994 Conference on Special Needs Education in Salamanca, Spain, the participants issued a statement that special schools alone can NEVER achieve the goal of Education for All. They adopted the policy on Inclusive Education or Schools for All to meet the individual needs of all students. This policy is the reaffirmation of the right to education of every individual as enshrined in the 1984
References: DepEd Order No. 74, s. 2009. Retrieved March 20, 2013 from http://larc.sdsu.edu/files/2010/03/Yap-GLOBAL-FILIPINO-IN-MULTILINGUAL- EDUCATION.pdf. Enclosure No. 1 to DepEd Order No. 74, s. 2009.Retrieved March 20, 2013 from http://larc.sdsu.edu/files/2010/03/Yap-GLOBAL-FILIPINO-IN-MULTILINGUAL- EDUCATION.pdf. Enclosure No. 2 to DepEd Order No. 74, s. 2009. Retrieved March 20, 2013 from http://larc.sdsu.edu/files/2010/03/Yap-GLOBAL-FILIPINO-IN-MULTILINGUAL- EDUCATION.pdf. Forbes, G. (2011). Rationale of Mother Tongue-based Multilingual Education. Retrieved May 4, 2013 from http://school-principal.blogspot.com/2011/01/multilingual-education.html. Hart, L. (1983). Human Brain and Human Learning. Kent, WA: Books for Educators. Lewis, I. and Miles, S. (2008). Enabling Education, No. 12: Special focus on language, Manchester: The enabling Education Network, University of Manchester Pinnock, H. (2008). Mother Tongue-based Multilingual Education: how can we move ahead? Retrieved May 4, 2013 from www.seameo.org/_Id2008/doucments/Presentation_document?Helen_Pinnock_mle_how_do_we_move_ahead.pdf. Quijano, Y. et al. (1997). DepEd’s Handbook on Inclusive Education. Bureau of Elementary Education, Manila: YMCA Open College. SIL Philippines (2010). Mother Tongue-based Multilingual Education. Retrieved March 20, 2013 from http://www-01.sil.org/asia/Philippines/ovw_mle.html. UNESCO Bangkok (2007). Advocacy kit for promoting multilingual education: including the excluded UNESCO (2007). Enhancing learning from access to success, Report of the first experts’ meeting: defining areas of action Yap, F. (2010). Global Filipino in Multilingual Education. Retrieved March 20, 2013 from http://larc.edsu.edu/files/2010/03/YAP-GLOBAL-FILIPINO-IN-MULTILINGUAL-EDUCATION.pdf.