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Inclusive education as a curricular trend is implemented by countries as an action taken in response to the collective call of the Salamanca Statement. It carries the tenet that all learners should be educated alongside their peers regardless of physical, cognitive, socio-emotional, economic, language, cultural and other perceived differences.  It enjoins stakeholders - even the learners - to promote inclusive values and cultures for its effective implementation.  School children, as peers of children with special needs, are co-implementers of the inclusive agenda.  Young children are competent and have their views and agency.  They have nascent characteristics that promote inclusion.  As such, it is essential to explore how these knowledge, skills, attitudes, values and ethics can further be developed and refined for the sake of creating an inclusive community.  This paper, through content analysis, highlighted the concepts and expressions of inclusion embedded in the prescribed kindergarten curriculum by the Department of Education of the Republic of the Philippines.  Also, it documented the teaching strategies utilised by the teachers to reinforce these concepts and expressions.  Results of the study revealed that inclusive concepts and expressions articulated in the kindergarten curriculum across domains.  Similarly, teachers utilise a repertoire of teaching strategies to target these concepts and expressions.  Learners in the “standardised curriculum” are partners in implementing the inclusive agenda, on the other hand, teachers’ strategies are instrumental in supporting children as they co-construct an inclusive environment where acceptance, tolerance and diversity are valued and affirmed.

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Princess Zarla Raguindin (Philippines) 8577
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