Course Title:

CHAPTER 1:
 CONTENT STANDARDS:
The learner demonstrates understanding of:
- identify the different categories of children and youth with
special needs;
- explain the vision for children with special needs;
- discuss the policy of Inclusive Education for All;
- enumerate the goal and objectives of special education;
- cite important events relevant to the implementation of
special education in the Philippines; and
- discuss the legal bases of special education in the country.
Is Special Education important?

WHY
?
VISION FOR CHILDREN WITH SPECIAL NEEDS
“The State, community and family hold a common vision for the
Filipino child with special needs. By the 21st century, it is
envisioned that he/she could be adequately provided with basic
education. This education should fully realize his/her own potentials
development and productivity as well as being capable of self-
expression of his/her rights in society. More importantly, he/she is
God-loving and proud of being a Filipino.
It is also envisioned that the child with special needs will get full
parental and community support for his/her education without
discrimination of any kind. This special child should also be
provided with a healthy environment along with leisure and
recreation and social security measures.”
(Department of Education Handbook on Inclusive Education, 2000)
 The on Inclusive Education for All is
adopted in the Philippines to accelerate access to
education among children and youth with special
needs.
Inclusive education forms an integral component
of the overall educational system that is
committed to an appropriate education for all
chldren and youth with special needs.
The is to provide children with special needs
appropriate educational services within the
mainstream of basic education.
The two-pronged goal includes the development
of key strategies on legislation, human resource
development, family involvement and active
participation of the government and non-
government organizations.
 Likewise, there are major issues to
address on attitudinal barriers of the
general pic and effort towards the
institutionalization and sustainability of
special education programs and services.
1. provide a flexible and individualized support
system for children and youth with specials needs
in a regular class environment in schools nearest
the students' home.
2. provide support services, vocational programs
and work training, employment opportunities for
efficient community participation and
independent living.
3. implement a life-long curriculum to include early
intervention and parent education, basic education and
transition programs vocational training or preparation
for college, and
4. make available an array of educational programs and
services; the Special Educaion Center built on “a school
within a school concept” as the resource center for
children and youth with special needs; inclusive
education in regular schools, special and residential
schools, homebound instruction,
 OF

SPECIAL
EDUCATION
 Articles 356 and 259 of Commonwealth Act No. 3203 of
1935.
“The right of every child to live in an atmosphere conducive to his physical, moral and
intellectual development” and the duty of the government “to promote the full growth
of the faculties of every child.”

Republic Act No. 3562, June 21, 1963.

“An Act To Promote the Education for the Blind in the Philippines”

Republic Act No. 5250, of 1968.

“An Act Establishing a Ten-Year Teacher Training Program for Teachers of
Special and Exceptional Children”
 Articles XV, Section 8 of the 1973 Constitution
of the Philippines.
“providing a complete, adequate and integrated system of education relevant to the
goals of national development.”

Presidential Decree No. 603, of 1975.

“Child and Youth Welfare Code”

Presidential Decree No. 1509, of 1978.

“National Commission Concerning Disabled Persons (NCCDP) / National
Council for the Welfare of Disabled Persons (NCWDP)”
The Educational Act or Batas Pambansa Bilang 232 of 1982.
“the state shall promote the right of every individual to relevant quality education regardless of sex, age,
breed, socioeconomic status, physical and mental condition, social and ethnic origin, political and other
affiliations. The state shall therefore promote and maintain equality access to education as well as
enjoyment of the benefits of education by all its citizens..”
Section 24 “Special Education Service”
-to provide formal education system services to meet special needs of certain clientele embodied on
General Provisions Act which include:
“special education, the education of persons who are physically, mentally, emotionally, socially,
culturally different from the so-called 'normal' individuals that require modification of school
practices/services to develop to their maximum capacity.”

Batas Pambansa Bilang 344, of 1983.

The Accessibility Law. “An Act to Enhance the Mobility of Disabled
Persons”
 Article XIV of 1987 Constituion of the Philippines
Section 1
The State shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.
Section 2
“the State shall provide adult citizens, disabled and out-of-school youth with training in
civics, vocational efficiency and other skills.

R.A. No. 6759, of 1989.

“White Cane Safety Day in the Philippines” every August 1.
 R.A. No. 7610 of 1992.
“An Act Providing for Strong Deference and Special Protection Against Child Abuse,
Exploitation and Discrimination, Providing Penalties for its Violation and Other
Purposes.”

Presidential Decree No. 361, 2000.

“National Disability Prevention and Rehabilitation Week Celebration” third
week of July.

Republic Act No. 9288, 2004

“The Newborn Screening Act of 2004” by the DOH.
 The learner demonstrates understanding of:
- define the following terms: prevalence,
identifiable prevalence, true prevalence,
incidence;
- compare the prevalence estimate of children
with special needs done by the UNICEF and
the World Health Organization;
- explain the figure on the true prevalence of
Filipino children and youth with special needs;
 The learner demonstrates understanding of:
- describe the different special education
programs and services offered by the
Philippine public and private schools or
institutions and cite examples for each;
- discuss the definition of Inclusive Education
and its salient features; and
- enumerate the support services extend to
children with special needs.
For children and the youth For those who have...
irrespective of: - exceptional gift and
- race, talent,
- religious affiliations, - intellectual and physical
- socio and economic disabilities
status - emotional and behavior
- gender disorders
1. Formulate policies, plans and programs
2. Develop standards of programs and services
3. Monitor and evaluate the efficiency of programs
and services.
4. Conduct in-service training programs to upgrade the
competencies of special education administrators,
teachers and ancillary personnel; and
5. Establish and strengthen linkages and networks.
 - refers to the total number of cases of a particular condition.
a.) Identifiable prevalence - refers to the cases that have come in contact
with some systems (census data).
b.) True prevalence - assumes that there are a larger number of children
and youth with special needs who are in school or in the community that
have not been identified as such and are not in the special education
programs of the Department of Education.
c.) Incidence - refers to the number of new cases identified
within a population over a specific period of time.
1997 UNICEF report on the Situation Analysis of
Children and Women in the Philippines.
- 13.4 percent per one thousand population
(134 / 1000)
True Prevalence reported by World Health
Organization
- 12% (10% with disablities & 2% with giftedness
and talent.)
 1.) The Special Education Center - is a service delivery system which operates
on the “school within a school” concept. The SPED Center functions as the base for
the special education programs in the school.
- A SPED principal administers the Center following the rules and regulations for a
regular school.
- The SPED teachers manage special or self-contained classes, mainstreaming,
tutorial and mentoring resource room services, assessment, parent education,
guidance and counseling, and advocacyprograms.
- The SPED teacher functions both as the teacher and tutor as well as consulting
teacher to the regular school in planning and implementing appropriate strategies.
 2.) The Special Class or Self-contained Class - is the most popular
type among the special education programs. A special class is composed
of pupils with the same exceptionality or disability.
- The special education tecaher handles the special class in the Special
Education Center or resource room.
- In public or private regular schools, there are special classes for special
children with mental retardation, giftedness and talent, hearing
impairment, visual impairment, learning disabilities, or behavior
problems.
3.) Integration and mainstreaming programs - have allowed children
and youth with disabilities to study in regular classes and learn side by
side with their peers.
- Partial mainstreaming where children who have moderate or severe
forms of disabilities are mainstreamed in regular classes in subjects like
P.E., Home Technology, and Music and Arts.
- Full mainstreaming, where children with disabilities are enrolled in
regular classes and recite in all the subjects.
 4.) Special Day School - serves one or more types of disabilities. The
SPEd classes are taught by trained teachers. An array of services is also
available, such as medical, psychological and social services.
5.) The Residential School - provides both special education and
dormitory services for its students. Complementing the curricular
programs are houseparents services, diagnostic services, guidance and
counseling, recreation and social activities.
Make a graphic illustration of Inclusive Education.

-extra papers are available on the table.

-make sure to include the elements/support
services (peers, families/ parents' support, NGOs,
SPED Teachers, Guidance Counselors, Medical &
Psychologist's Support...) for special education
mentioned in the vision, policy, objectives...
- basic service for all types of exceptional children.
- reaffirmed as enshrined in the 1984 Universal Declaration of
Human Rights.
- The reaffirmation served as a renewal of the pledge made
by the world community at the World Conference Education
for All.
- DepEd adopted the policy of Inclusive Education and put it
into practice in 1997.
- National, regional and division-wide training are conducted
to promote the concept of inclusive education.
- Inclusion describes the process by which a school accepts
children with special needs for enrolment in regular classes
where they can learn side by side with their peers.
- The school organizes its special education program and
includes a special education teacher in its faculty.
- The school provides the mainstream where regular teachers
and SpEd teachers organize and implement appropriate
programs for both special and regular students.
1. Inclusion means implementing and maintaining warm and accepting
classroom communities that embrace and respect diversity of differences.
2. Inclusion implements a multilevel, multimodality curriculum by
following an adapted currriculum and use special devices and materials to
learn at a suitable pace.
3. Inclusion prepares regular teachers and special education teachers to
teach interactively where students tend to learn from each other rather
than compete with each other.
4. Inclusion provides a continuous support for teachers to break down
barriers of professional isolation thru co-teaching, team teaching,
collaboration and consultation and other ways of assessing skills and
knowledge learned by all the students.
✓ Clinical Psychologist, School Psychologist, Psychometrician
✓ Medical Doctor & Dentist
✓ Ophthalmologist
✓ Otologist or Otolaryngologist
✓ Neurologist and Child Psychiatrist
✓ Speech Therapist
✓ Physical and Occupational Therapist
✓ Interpreter for the deaf
✓ Orientation and Mobility Instructor
✓ For blind students: braille writer, braille slate and stylus, braille books, braille watch, braille ruler and tape measure,
braille calculator, arithmetic slate, computer with voice synthesizer, embossed materials, manipulative materials, talking books, tape
recorder, braille paper;

✓ For low vision students: large print books, large print typewriter, magnifying lenses, Grade 1 lined pad paper;
✓ For deaf students: individual hearing aid, sign language books, speech kit, wall mirror, speech trainer, group hearing
aid;

✓ For children with mental retardation: teacher-made materials specific to the Individual Education
Plan (IEP) on the functional curriculum and adaptive behavior skills; and

✓ For children with physical disabilities: mobility devices such as wheelchair, braces and splints;
adjustable desks, table and chair; communicationaids for clear speech, adapted computer system.
Chapter 3:
- individually planned, systematically
implemented, and carefully evaluated
instruction to help exceptional children
achieve the greatest possible personal self-
sufficiency and success in present and future
environments (Heward, 2003).
Exceptional children and youth covers those with:
✓ mental retardation
✓ giftedness and talent,
✓ learning disabilities
✓ emotional and behavioral disorders,
✓ communication disorders,
✓ deafness
✓ blindness and low vision
✓ physical disabilities
✓ health impairments
✓ severe disabilities
- These are children and youth who experience difficulties in learning
the basic education curriculum and need a modified or functional
curriculum, as well as those whose performance is so superior that they
need a differentiated special education curriculum to help them attain
their full potential.
Research an article (newspapers/ magazines/
tabloids/ online articles) that includes and shows
a “success story” of someone who has special
needs.
- 1 Legal-sized bondpaper