Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Professor
Institute of Graduate Studies
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
martzmonette@yahoo.com
Article 1: Philosophy, Goals and Objectives
Section 1: The State shall promote the right of every
individual to relevant quality education regardless of
sex, age, breed, socio-economic status, physical and
mental condition, social or ethnic origin, political and
other affiliation. The State shall therefore promote
and maintain equality of access to education as well as
the enjoyment of the benefits of education by all its
citizen. (BP Blg. 232)mental condition, social or ethic
origin, political )
Section 2: Every child with special needs has a right to
an educational program that is suitable to his needs.
Special education shares with regular education basic
responsibilities of the educational system to fulfill the
right of the child to develop to his full potential.
Article 1: Philosophy, Goals and Objectives
Section 3: Special education shall aim to develop the
maximum potential of the child with special needs to
enable him to become self-reliant and shall be geared
towards providing him with the opportunities for a full
and happy life.
Section 4: The specific objectives of special education
shall be the development and maximization of
learning competencies, as well as the inculcation of
values to make the learners with special needs a useful
and effective member of society.
Section 5: The ultimate goal of special education shall
be the integration or maintenance of learners with
special needs into the regular school system and
eventually in the community.
Article 2: Definition and Scope
Section 1: Special education refers to the education of
persons who are gifted or talented and those who have
physical, mental, social or sensory impairment and
cultural differences so as to require modifications of the
school curricula, programs and special services and
physical facilities to develop them to their maximum
capacity. These persons may be gifted/talented, fast
learner, mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically
handicapped, with special health problems, learning
disabled, speech impaired or multiply handicapped.
Section 2: These policies and guidelines shall apply to all
schools, centers and classes (national or local, public or
private, formal or nonformal) established under the
educational system of the Philippines for the education of
children with special needs.
Article 3: Identification, Screening, Assessment and
Evaluation of Children
Section 1: Identification, screening, assessment and
evaluation of children with special needs shall be
conducted by the school and the community utilizing
appropriate assessment instruments.
1.1 Identification and assessment of every child shall be
conducted as early as possible.
1.2 The team approach shall be used in the
identification and assessment procedures.
The team shall be composed of persons with
working knowledge and understanding of children
with special needs, such as the following:
1.2.1 parents/guardians/extended families, neighbors
and friends
1.2.2 regular teachers
Article 3: Identification, Screening, Assessment and
Evaluation of Children
1.2.3 special education teachers
1.2.4 guidance counselors
1.2.5 school administrators
1.2.6 health workers
1.2.7 social workers
1.2.8 psychologists
1.2.9 speech and physical therapists
1.2.10 law enforcement officers
1.2.11 probation officers
Article 3: Identification, Screening, Assessment and
Evaluation of Children
1.3 Aspects to be covered in the identification, screening,
assessment and education of children with special needs shall
cover the following aspects:
1.3.1 Physical:
1.3.1.1 height and weight
1.3.1.2 physical deformities
1.3.1.3 gross and fine motor coordination
1.3.1.4 hearing
a.3.1.5 visual function
1.3.1.6 oral hygiene and dental developmen
1.3.2 Psycho-social
1.3.2.1 family history
1.3.2.2 personality
1.3.2.3 behavior
1.3.3 Educational
1.3.3.1 learning disabilities
1.3.3.2 language and speech
1.3.4 Medical
Article 3: Identification, Screening, Assessment and
Evaluation of Children
1.4 Appropriate assessment instruments shall be
developed or adopted in order to identify
handicapping conditions as early as possible.
1.5 Identification and assessment of children with
special needs shall be a continuing process
1.6 The synthesis of identification and diagnostic
information shall be the basis for the appropriate
educational placement of the child with special needs.
Article 4: School Admission and Organization of Classes
Section 1:Children with special needs shall enjoy
equality of access to formal and nonformal education.
1.1 Educational help for the handicapped child shall be
made available as early as possible.
1.2 Every school division shall organize special classes
and provide special services for children with special
needs. (PD 603)
1.3 All schools at the preschool, elementary, secondary
and tertiary levels shall admit children and youth with
special needs.
1.4 Preschool education and post secondary education
for technical and vocational courses shall be salient
features of the formal education of children with
special needs.
Article 4: School Admission and Organization of Classes
1.5 The school entrance age of a child with special needs to
formal academic instruction shall follow the current
regulation of the Ministry of Education, Culture and Sports.
He may be admitted any time during the year, if
circumstances warrant such admission. No age requirement
nor time limitation shall be imposed for attendance to
nonformal education programs.
1.6 Only persons with special needs shall be eligible for
enrolment in special schools.
1.7 Special educational provisions shall be made in hospital
schools during treatment periods of handicapped children.
1.8 An assessment test to determine proper grade placement
shall be administered to special students who cannot present
school credentials. Their admission shall be subject to the
approval of the regional director.
Article 4: School Admission and Organization of Classes
1.9 Over-aged students assessed by the Philippine
Educational Placement Test but found deficient in
communication and other skills, shall be admitted
provided that they shall undergo remedial instruction
in the areas of deficiency.
1.10 Admission requirements for regular students
taking degree courses at the tertiary level shall apply
to students with special needs.
1.11 Adaptation in the administration of college
entrance tests and other examinations given by the
Ministry of Education, Culture and Sports and other
agencies shall be provided to meet the needs of special
students.
Article 4: School Admission and Organization of Classes
Section 2: For maximum efficiency, class size at any given
time shall be as follows:
Exceptionality...One-Grade Level...Multi-Grade or Multi-Level
Gifted/Fast Learner...30-35...15-20
Mentally retarded...8-15...8-10
Blind 7-10 5-6
Deaf 7-15 6-8
Behavior Problems 15-20 7-12
Orthopedically Handicapped 10-15 10-15
Multiply Handicapped 5-8 3-6
Speech Defective 10-15 10-15
Learning Disabled 7-10 5-6
Article 4: School Admission and Organization of Classes
2.1 Placement in a special class shall be temporary and not
terminal, thus a continuous assessment process is essential.
2.2 A maximum of only 2 children with the same or different
type of handicapping condition shall be integrated in a
regular class at any given time.
2.3 An itinerant teacher shall have a case load of not more
than five children with special needs.
2.4 The special education teacher shall be assisted by one or
more teacher aide when necessity demands and whenever
possible.
Section 3: Promotion of children with special needs shall follow
the promotion policy for the regular grades.
3.1 The promotion from grade to grade or from level to level
shall follow the promotion policy for the regular grades.
Article 4: School Admission and Organization of Classes
3.2 The following modifications shall be made for special
learners.
3.2.1 Promotion Scheme for Gifted/Talented/Fast Learners
3.2.1.1 Yearly progression
3.2.1.2 Acceleration
3.2.1.3 Finishing the last three grades in the elementary grades in 2 years
3.2.1.4 Advanced placement
3.2.2 The levels of instruction for the mentally retarded shall be as
follows:
3.2.2.1 Preschool
3.2.2.2 Lower Primary
3.2.2.3 Upper Primary
3.2.2.4 Intermediate
3.2.2.5 Advanced
3.2.2.6 Post-Secondary
3.2.3 For the multiply handicapped, individualized promotion shall be
adopted on a case to case basis.
Article 5: Curriculum Content, Instructional Strategies
and Materials
Section 1: Curriculum Content, Instructional Strategies and
Materials
1.1 The following schemes or options may be adopted for Special
Education Programs
1.1.1 Regular curriculum - the curriculum prescribed for regular
children.
1.1.2 Modified curriculum - the curriculum prescribed for regular
children with certain adaptations to meet the needs of special
children.
1.1.3 Special curriculum - the curriculum for children with special
needs aimed primarily at developing special adoptive skills to
maximize their potentials.
1.2 Curriculum plans shall be research-based, tested successfully
on a pilot basis before their implementation on a bigger scale,
and evaluated periodically. These plans shall be accompanied
by a variety of instructional materials.
Article 5: Curriculum Content, Instructional Strategies
and Materials
1.3 The modified curriculum for the visually impaired shall
include sensory training, special instruction in Braille reading
and writing, mathematics, orientation and mobility, Braille
music, and typing.
1.4 The modified curriculum for the hearing impaired shall
emphasize communication and language development based on
the philosophy of TOtal Communication which is tailored to
meet the individual child's communication, and educational
needs. The curriculum, in addition, shall include special
instruction in speech and speechreading, auditory training and
rhythm. The multi-sensory approach shall be maximized and
speech/speechreading and sign language shall be encouraged
starting in Grade I.
1.4.1 Pilipino Sign Language shall be used in the education of the
hearing impaired.
Article 5: Curriculum Content, Instructional Strategies
and Materials
1.5 The modified curriculum for children with behavior
problems shall include special activities and instructional
techniques for the normalization of behavior with emphasis on
moral, civic and spiritual values as well as training in livelihood,
and technical and academic skills to prepare them for the world
of work.
1.6 The curriculum for the physically handicapped child shall
include functional exercises.
1.7 The special curriculum for the mentally retarded shall
emphasize training in self-care, socialization, motor and pre-
vocational and vocational skills. For the more severely ratarded
child, emphasis shall be on development of self-care skills.
1.8 Teaching strategies shall be creative and multi-dimensional.
They shall make maximum use of all remaining sense modalities
and provide for active participation in the learning process.
Article 5: Curriculum Content, Instructional Strategies
and Materials
1.9 All special schools shall strengthen their vocational and
technical training programs. Arrangements shall be made to
enable the child with special needs to attend special courses
offered in the regular vocational schools whenever practical.
1.10 A community-based, home-based or any useful alternative
special education delivery system shall be established to reach
those who cannot avail of regular institution-based programs.
1.11 Effective guidance and counselling programs shall be
developed and maintained.
Section 2: Instructional Materials
2.1 Low cost and indigenous materials shall be developed for the
use of children with special needs.
Article 6: Organization Patterns
Section 1: Children with special needs shall be provided with a
variety of educational patterns and services.
1.1 The assessed needs of each child shall be the primary
consideration in determining his particular program and
services.
1.2 Programs may be organized in a variety of settings, namely:
1.2.1 Integration/Mainstreaming. This refers to the enrolment of a
child with special needs in a regular school with additional
teaching/care resources. There are degrees of integration. In
partial integration, a child enrolled in a special class in a regular
school is integrated with regular children in non-academic
activities like work education, physical education, arts, school
programs, etc. Later on, qualified children may be integrated
gradually in one or more academic subjects. In full integration
(sometimes called "zero reject model"), the handicapped child sits
in the regular classes in all subjects, academic or non-academic.
Article 6: Organization Patterns
1.2.2 Resource Room Plan. Under this scheme, the child with special
needs is enrolled in the regular school program but goes to a resource
room to use the specialized equipment either in a tutorial situation or in
a small group. The resource room teacher functions both as an
instructor and as a consultant. The usual procedure is for the resource
room teacher to serve the area of exceptionality in which she has had
training. However, occasionally in small communities, necessity may
dictate that she serves children with a variety of learning disabilities.
Such a resource room service that does not constitute a complete
program of special education should not turn out to be a segregated
plan.
1.2.3 Itinerant Teacher Plan. Under this plan, an itinerant or traveling
teacher serves one or more regular schools depending on how many
pupils need special help. She gives direct and consultative services to
children. In addition, these specialists observe, diagnose, make referrals,
requisition textbooks and equipment, prepare instructional materials
and evaluates performance.
1.2.4 Cooperative Class Plan (Part-Time Special Class Plan). In this plan,
the child with special needs is enrolled in a special class but receives
some of his academic instruction in the regular grades. In this way, the
child is, to a varying extent, integrated into regular education.
Article 6: Organization Patterns
1.2.5 Special Class Plan (Self-Contained/Segregated Plan). Under this
plan, usually, pupils with only one type of exceptionality label are
enrolled in the special class. This plan is needed for those with more
sever problems which makes it impossible for them to learn in a
regular classroom setting. At times, they may be with their normal
peers, but not usually in an academic situation.
1.2.6 Special Education Center. A growing alternative service delivery
system is the Special Education Center which holds classes for
children with special needs within the regular school. Itinerant,
resource room services, special and cooperative classes are held in the
special education center. Classes range from three to more than
twenty, depending upon the population and affluence of the
community. The school-within-a-school concept receives much
support from parents of the children themselves and from civic and
social community organizations. The Center is administered by a
principal and operated according to the rules and regulations that
govern a regular school.
Article 6: Organization Patterns
1.2.7 Special Day School. This type of school serves specific types of
children with moderate to severe disabilities. It offers a range of
trained special educators and a comprehensive array of medical,
psychological and social services.
1.2.8 Residential School. The reason for placing a child in a
residential school is based on the premise that he can make greater
progress in such setting than in any other. Residential schools
provide special education services that are qualitatively and
quantitatively superior to those available in local communities.
They also offer comprehensive diagnostic and counselling services,
and vocational and recreational services.
1.2.9 Hospital Instruction. Provision of children confined to
hospitals, sanatoria, and convalescent homes is a service of special
education. The types of children in need of hospital instruction are
the severely emotionally disturbed, the profoundly retarded who are
bedbound, the crippled, those with chronic and/or serious health
disabilities, and recovering patients. Both bedside tutoring and
group instruction are made available to the above.
Article 6: Organization Patterns
1.2.10 Homebound Instruction. This plan is provided by the
local school system to serve the chronically ill, usually the
bedridden, the convalescents from operation, accident or
temporary illness, the disturbed, and the retarded pupils.
Services are provided by either a full time itinerant teacher who
instructs each pupil in his own home about three times a week,
or the regular class teacher who instructs her temporarily
homebound pupils.
1.2.11 Community-based Delivery System. This is a plan for
children with special needs who reside in distant communities
and cannot avail of existing special education programs. They
are reached by teachers, para-teachers or volunteers trained to
teach the basic 3 R's and self-help activities to prepare them for
useful and independent living.
Article 6: Organization Patterns
1.3 A combination of plans may be considered where special
children are not concentrated in a particular geographic area;
where there are not enough children to justify employing more
than one teacher or where the spread is great; and/or where a
variety of services is not feasible.
Examples of variation:
a) A Resource Room Plan may be established and the special teacher works
part-time as an itinerant teacher, since the children enrolled for the Resource
Room Program can be scheduled to attend the regular classroom when he is
not in the building.
b) A plan such as the one described above may also be established when one
special teacher must meet the needs of children at both elementary and
secondary levels.
c) The Cooperative Class Plan may be maintained for some pupils and other
pupils scheduled under the Resource Room PLan, particularly when a
program is being changed from a Cooperative Class Plan to a Resource Room
Plan.
d) If the Cooperative Class Plan is being used, the special teacher could leave
her class for a portion of time to serve as an itinerant teacher when a
provision is made for the children enrolled in the Cooperative Class.
Article 6: Organization Patterns
1.4 Appropriate referral system shall be established if the result of an
assessment merits residential school placement, e.g., for the child who lives
too far from existing special education services. Otherwise, homebound
instruction shall be provided.
1.5 Special supportive services like readers, interpreters, notetakers, and
others shall be provided when necessary.
1.6 Special programs for the gifted, talented and creative shall be developed
and maintained.
1.6.1 Special provisions for the gifted, talented and creative may take the
following prototypes, singly or in combination:
1.6.1.1. Grouping - clustering of small groups from different sections to be
placed with a teacher who can modify the curriculum to suit the gifted as in
seminars, mini courses, a library period a week, etc.
1.6.1.2 Vertical Acceleration - early school admission, double grade promotion,
advanced placement, tutoring; correspondence courses; independent study,
acceleration by grade skipping or time compression.
1.6.1.3 Horizontal Acceleration - mentorship wherein gifted students are paired
with adults who serve as their mentors in a subject of mutual interest;
individual or group research projects; honors classes; a core or block program
for the integration of ideas from two or more subjects.
1.6.1.4 Guidance - individual conferences; community-sponsored programs;
scholarship societies; career and vocational counseling; peer facilitator.
Article 6: Organization Patterns
Section 2: The goal of special education shall be integration
or mainstreaming of children with special needs.
2.1 Integration or mainstreaming of children with special
needs shall be viewed as a developmental process.
2.2 Special supportive services like readers, interpreters,
notetakers, and other auxiliary services shall be provided
when necessary.
2.3 The school division shall extend such services as
orientation and training of administrators, teachers, other
school personnel and regular popils on special education.
Article 7: School Plant Facilities
Section 1: Adequate physical facilities and equipment shall be
provided to assure quality education for all children with
special needs.
1.1 The school system shall assign buildings and resource rooms
and adapt physical facilities to suit children with special needs.
1.2 The school system shall provide appropriate specialized
equipment, instructional materials and supplies.
1.3 Requirement for school site, school plants, physical facilities
and classroom size shall be for the purpose of securing permit
for operation of special schools modified in accordance with the
type of exceptionality and enrolment size.
1.4 The minimum requirement for basic classroom equipment
for children with special needs prepared by the Ministry of
Education, culture and Sports including medical and dental
facilities shall be complied with.
Article 7: School Plant Facilities
Section 2: Buildings and facilities shall be made
accessible to persons with special needs.
2.1 Steps shall be taken to remove architectural barriers
to and within buildings (walkways, corridors, doors,
washrooms and toilets) to enhance mobility of
disabled persons.
Article 8: Personnel Recruitment, Welfare and
Development
Section 1: For the effective implementation of the special
education program, the education, welfare and training of
personnel shall be given high priority.
1.1 All personnel involved in the education of children with
special needs shall have adequate and appropriate educational
background and training and personnel qualities specified as
follows:
1.1.1 Education and Work Experience
1.1.1.1 For a special education teacher
Bachelor of Elementary Education specializing in special education
Bachelor of Science in Elementary Education or Secondary Education, major in Special
Education
Bachelor of Science in Elementary Education or Secondary Education plus 18 units in
special education in the graduate level