SPECIAL EDUCATION

in the
PHILIPPINES


The Child is one of the most
important assets of the
nation. Every effort should be
exerted to promote his welfare
and enhance his opportunities
for a useful and happy life.

(Article 1, PD 603)
Philosophy of Education
Education shall develop citizens
who believe in God, love their
country and fellowmen, and actively
participate in building a just
Filipino society and in conserving
and developing the nations human
and material resources.
No two children are
alike; Children should
be viewed and treated
as individuals
Special Education
The individually planned and
systematically monitored arrangement of
physical settings, special equipment and
materials, teaching procedure and other
interventions designed to help learners with
special needs achieve the greatest possible
self-sufficiency and success in school and
community.

(Heward, W. & Orlansky, M. Exceptional Children, 1988)
Special Education
The education of persons who are
physically,mentally, emotionally or
culturally different from so-called
normal to such that they require
modification of school practices and
services to develop them to their
maximum capabilities.

(Education Act of 1982)
Special Education
Should not form an isolated
parallel school system,
but rather a variation
of regular education
Children with Special Needs
A child with special education needs (CSEN) is
one who differs from the average or typical
child in:
MENTAL CHARACTERISTICS
SENSORY ABILITIES
COMMUNICATION ABILITIES
SOCIAL BEHAVIOR
PHYSICAL CHARACTERISTICS
These differences must be to such an extent
that the child requires modification of school
practices, or special educational services to
develop to maximum capacity

Those with:
Visual Impairment
Hearing Impairment
Communications Disorders:Language and
Speech
Orthopedic and Other Health Impairments
Intellectual disability (Mental Retardation)
Learning Disability
Emotional and Behavioral Disorders
Autism
Gifted and Talented
Multiple Disabilities
Children with Special Needs
Special Education in the Philippines
1907 The opening in Pasay City of the
School for the Deaf and Blind started
Special Education in the Philippines until
it was interrupted by the coming of
World War II in 1941

After the war, there were cases wherein
children with disabilities were studying
with regular students in regular classes,
although no formal assessment of special
needs were undertaken
1956 Special Education teachers were trained
at Baguio Vacation Normal School and
consequently SPED classes were
organized

1957 Creation of the Special Education Section
in the Bureau of Public Schools tasked to
provide educational services for
exceptional children

1960 Start of SPED Graduate School Program in
Private Universities
Special Education in the Philippines
1965 Opening of the Course in
Organization, Administration and
Supervision of SPED

1968
Implementation of R.A. 5250 An Act
Establishing a ten-year Training Program
for Teachers of Special and
Exceptional Children
Teacher-scholars were sent to Philippine
Normal College and UP
Opening of special classes for
chronically- ill children at the PGH
Special Education in the Philippines
1970 Opening of teacher-training program
for children with Behavior Problems at UP

1975
Organization of the six Silahis Centers to
provide a least restrictive environment for
children with special needs at the Division
of City Schools, Manila. It consolidated 76
special education classes for different
exceptionalities in 31 elementary schools
into 6 centers primed for mainstreaming
The six Silahis Centers had since grown to
seventeen (1975-2005)
Special Education in the Philippines
Special Education in the Philippines
1975
Reorganization of the Department of
Education and Culture and the abolition
of the Special Subjects and Services
The SPED Unit at the Central Office was split
into two to compose the SPED Unit of
Central Office and the SPED Unit of NCR
Administration and Supervision of all
Special Schools in Metro Manila and the
Philippine Printing House for the Blind
(PPHB) became the responsibility of the
SPED Unit, NCR
The SPED program facilitated the
identification, assessment and referral of
children with special needs to special and
regular classes.

Mainstreaming of Special Education both
partial and full gained acceptance in 1970.

Integrated enrollment in secondary schools
of the deaf and the blind children with
regular children started in the same year
although on a limited scale
Special Education in the Philippines
Basic Principles Underlying
Special Education
1. The Right to Education
2. The Right to Equality of
Opportunity
3. The Right to Participate in Society
Legislation Pertaining to Special Education
The 1987 Constitution of the Republic of the
Philippines
Article XIV, Sections 1 and 2(5)

Batas Pambansa Blg. 232
The Education Act of 1982 Enacted
September 10, 1982
Section 24. Special Education Service
The Child and Youth Welfare Code Presidential
Decree No. 603 (as amended) signed in
December 10, 1974 and took effect on June
10, 1975
Article 3. Rights of the Child
Magna Carta for Disabled Persons (RA 7277)
Approved on March 24, 1992
An Act providing for the Rehabilitation, Self-
Development and Self-Reliance of Disabled Persons
and their Integration into the Mainstream of Society
and for Other Purposes
Legislation Pertaining to Special Education
Policy Issuances of the Department of Education
Policies and Guidelines in Special Education
(Revised 1997) Art. 1 Sec. 5

The ultimate goal of special education
shall be the integration or mainstreaming of
learners with special needs into the regular
school system and eventually into the
community.

DECS Order No. 14, s. 1993, entitled Regional
Special Education Council authorizes the
regional directors to organize a Regional
Special Education Council (RSEC)
DECS Order No.1, s. 1997, entitled
Organization of a Regional SPED Unit and
Designation of a Regional Supervisor in-
charge of Special Education,

DECS Order No. 26, s, 1997, entitled
Institutionalization of SPED Programs in All
Schools

DECS Order No. 5, s. 1998, entitled
Reclassification of Regular Teacher and
Principal Items to Special Education (SPED)
Teacher and Special School Principal
Policy Issuances of the Department of
Education
Present Provisions of Special
Education
Range of Special Education Facilities

Special Classes
Special Day Schools
Residential Schools
Special Education Centers
Itinerant Teaching Program
Resource Room Program
Hospital Schools
Present Provisions of Special
Education
Alternative Models

Community-Based SPED Program
Home-Based Instruction for the
Handicapped
Vocational Program
Mainstreaming Program
Distance Education (Piloted, 2004)
Present Provisions of Special
Education
Curriculum
The curriculum prescribed by the
Department of Education is implemented
both in the regular and special education
- Sec. 1, Art. V, Policies and Guidelines

For Special Education
Regular curriculum
Modified curriculum
Special curriculum
Present Provisions of Special
Education

REFERRAL

Family
School
personnel
Barangay
Official
Medical
Allied/
Medical
Professional
Others
SCREENING
PROCEDURES

Review of
existing
records
Administration
of assessment
tools
Interviews
Observation
CONSULTATION
WITH PARENTS

Feedback on
assessment
results
Presentation
of placement
options
PLACEMENT
OPTIONS

Regular
schools
Partial
integration
Special Class
Special
School
Others
PERIODIC EVALUATION AND
FEEDBACKING
Flowchart of Identification, assessment and placement
Present Provisions of Special
Education
Identification, assessment and placement

The identification, screening, assessment
and evaluation of children with special
needs shall be conducted by the schools
and the community utilizing appropriate
assessment instruments

- Sec. 1.1, Art. V, Policies and Guidelines
Inclusion
Public Policy Support for Inclusion Education
The Philippine Constitution of 1987, Article
XIV, Sec. 2

mandates the State to encourage non-formal,
informal and indigenous learning systems, as well as
learning, independent and out-of-school youth study
programs, and to provide adult citizens, the disabled and
out-of-school youths with training on civics, vocational
efficiency and other skills.

Inclusion
Public Policy Support for Inclusion Education
Education Act of 1982

Re-structuring elementary education
Initiating vocational schools and non-formal education
Philippine Plan of Action for for the Asian and
pacific Decade of Disabled Persons (1993-2002)

Unifying all government efforts to assist the disabled

Inclusion
Public Policy Support for Inclusion Education
Philippine Plan of Action for Children (1992-1998)

Universal access to free primary and secondary education
Minimizing drop-out rates and full functional literacy
Philippine Plan of Action for Education for All
(1990-2000)

Providing basic education to disabled and gifted children
Basic education for youths under difficult circumstances
Special needs education cannot advance
in isolation. It must be part of an overall
educational strategy and, indeed, of new
social and economic policies. This
requires a review of the policy and
practice in every subsector within
education, from pre-school to universities,
to ensure that the curricula, activities and
programmes are, to the maximum extent
possible, fully accessible to all.

- Federico Mayor, Director General UNESCO (1994)