Children with disabilities (CWD), depending on the need and the circumstance, may be placed in different living conditions outside of the typical family set-up. For instance, the Philippine government mandates that child-caring agencies (CCAs) and institutions to take care of orphaned, abandoned, and neglected individuals. This involves the need to ensure that the children under their care are receiving and enjoying the same rights as typically developing children, including, education. To do so, they have adopted the use and employ of educational programs both within the institution, and outside of it. This study sought to determine the pedagogical practices used by these institutions, in light with inclusion and inclusive education principles that are in-trend today. Using qualitative method, the participants of the study were 6 teaching and non-teaching personnel from a public and private child-caring institutions in Metro Manila. Interviews, observations, and document analysis were used to gather the data, which were transcribed and analyzed thematically. The results show the stark differences between the competencies taught in regular schools and the targeted competencies within the institutions. Heavy focus were observed on teaching and training basic life skills and independent living. Furthermore, the practices also reflected the tendency to aim for social acceptance, indicating how the nature of pedagogy within these institutions are far from the aims of inclusion and inclusive education.

Authors:
Ellisiah Jocson, National Teachers College, Philippines

About the Presenter(s)
Mr Ellisiah Jocson is a University Assistant Professor/Lecturer at National Teachers College in Philippines

See this presentation on the full schedule – Saturday Schedule

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