Role of school leaders in inclusive education

Mar 31, 2018

It’s a rare opportunity to be attending an International Conference at SEAMEO InnoTech Center at Quezon City last March 6-8, 2018. With its theme “Thriving in the Margins: Inclusive education Re-imagined”. It is still occasional to have learned from global speakers and lecturers who are top caliber and are excellent in their field.
I also feel blessed and opportune to meet different people from all over the globe, their powerful   stories, personal experiences and their success stories amidst their underserved situations.
Truly the 3 days involvement in the conference really spelled a difference in my personal life and my role as a public servant and as a school leader as well.
I was totally immersed in the topics of the conference; it was an eye opener for me. For quite some time, what I know about  inclusive education was been rooted on the idea that education  for pupils with disabilities should be organized in a segregated setting for them to have a better learning. I really realized I was wrong all the way. I still got a lot learn. I really lack content knowledge pertaining to quality programs for students with disabilities and even educated people like us should be reeducated, reoriented and retooled regarding inclusive education.
That the DepEd thrust; “No Child should be Left Behind” is the responsibility of all of us educators. This accountability continues to pertain to all learners, including those with special needs.
That as an instructional leader, I should be the first one to understand the culture of inclusivity, and be an advocate of inclusive education, that we are in the best position to transfer and apply of inclusive education culture in our school. That it is our duty to promote inclusive school cultures, instructional programs that build relationships between schools and communities.
That as school leader we play an important role in promoting and sustaining change in schools and our community as well. Without these efforts, schools cannot change or improve to become places where all learners are welcome and absorb indispensable academic and non-academic lessons in preparation for successful and productive life. HELEN C. ACOP, Pinget Elementary School

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