What qualifies children as Special Ed students?

Special Ed children have a wide range of disabilities that qualify them for special
education programs, such as "specific learning disabilities, speech or language
impairments, mental retardation, emotional disturbance, multiple disabilities, hearing
impairments, orthopedic impairments, visual impairments, autism, combined deafness
and blindness, traumatic brain injury, and other health impairments"
(http://stats.bls.gov/oco/ocos070.htm).
Criteria:
In order to receive special education services a student must meet the following two
criteria:
1) Must have one or more of the following disabilities listed above.
2) The child must require special education and related services. Not all children who
have disabilities need to be in a special ed classroom, some can perform well in a
mainstream classroom. Therefore, there is additional research to assign each child to the
best learning environment for them specifically.
What is the next step if the child has a disability? When a child is suspected of having
a disability a team is called upon to evaluate what the education of this child should be.
The team consists of at least one teacher and at least one specialist in this field to evaluate
the particular student. The team evaluates the student and decides whether they need to be
placed into a special ed classroom or would be fine being a part of mainstream
classrooms.
IDEA:Individuals with Disabilities Act.: Section 614: "Schools may place children
with disabilities in separate classrooms or schools only when supports and services are
not enough to help the child learn in a regular classroom"

DO 46, s. 2014 - Guidelines on the Implementation of the

Alternative Learning System for Persons With
Disability (ALS for PWD) Program
To further attain the goals of the Department of Education (DepEd) in relation to
Education for All (EFA) and Millennium Development Goals (MDGs), and in the effort
to reach all types of learners, this Department through the Bureau of Alternative Learning
System (BALS) revitalizes the ALS for Persons with Disability (ALS for PWD) Program
which is also formerly known as ALS for Differently-Abled Persons (ALS-DAP).
Posted on November 24, 2014

DO 98, s. 2011 - Revised Guidelines on the Utilization of

the Financial Support Fund to the Secondary Schools
Special Education (SPED) Program
For School Year (SY) 2012-2013, the one hundred fifty three (153) secondary schools
implementing the Special Education (SPED) Program (focused on disabilities) which
submitted the enrolment data shall be granted Five Hundred Thousand Pesos
(PhP500,000.00) subsidy for the effective delivery of service to the students with
exceptionalities.
Posted on December 16, 2011

DO 85, s. 2011 - Amendment to DepEd Order No. 69, s. 2011

(Guidelines on Sustaining Special Education at the
Elementary Level)
DepEd Order No. 69, s. 2011 entitled Guidelines on Sustaining Special Education at the
Elementary Level is amended by excluding Paragraph 4 as part of these guidelines.
Posted on November 3, 2011

DO 77, s. 2011 - Moving the Disability Agenda Forward

In order to move the disability agenda forward, the Department of Education (DepEd) in
collaboration with the disability sector and stakeholder representatives, has organized the
Advisory Council for the Education of Children and Youth with Disabilities (ACECYD).
Posted on October 5, 2011

DO 53, s. 2008 - Maximization of Trained Teachers and

Administrators in Special Education
Monitoring results of SPED-trained teachers and administrators signal the need to
maximize the training programs they have availed of. Enclosed are the guidelines set to
maximize training gains of these teachers and administrators.
Posted on July 5, 2008

DO 11, s. 2000 - Recognized Special Education (SPED)

Centers in the Philippines
Pursuant to DECS Order No. 26, s. 1997 entitled Institutionalization of SPED
Programs in All Schools, there should be at least one SPED Center organized in every
school division.

1. CLASSIFICATION OF EXCEPTIONALITIES Seminar in Special Education Every

Child is Special Panpacific University North Philippines Urdaneta City, Pangasinan,
Philippines HRM Function Hall August 18, 2012 MARIA MARTHA MANETTE
APOSTOL MADRID, Ed.D. Lecturer
2.CLASSIFICATION OF EXCEPTIONALITIES LICENSURE EXAMINATION FOR
TEACHERS(LET) REVIEW 2014 MARIA MARTHA MANETTE APOSTOL
MADRID, Ed.D. Lecturer
3.WHO NEEDS SPECIAL EDUCATION? Exceptional People Refer to individuals
who differ from: Societal, and Community standards of normalcy. Inclusive term that
refers to individuals with learning or behavior problems, individuals with physical and
sensory disabilities and those who are intellectually gifted. Differ from the norm either
below or above to such extent that an individualized program of special education is
required to meet their needs.
4.Gifted and/or Talented Learning Disabilities Communication Disorders Attention
Deficient Disorder (ADD) /Attention Deficient Hyperactivity Disorder ADHD)
Emotional Behavior Disorder (EBD) Schizophrenia Hearing Impairment Visual
Impairment , Autism Mental Retardation Physical Disabilities Health Impairments
Traumatic Brain Injury(TBI) Multiple Disabilities/ Severe
5.GIFTED AND TALENTED intellectual, creative, artistic, or leadership capacity, or in
specific academic fields The term gifted and talented, means students, children, or
youth who: give evidence of high achievement capability in areas such as:
6.GIFTED AND TALENTED Children and students who: perform or show potential for
performing at remarkably high levels of accomplishment when compared to others of
their age, experience, or environment. and who need services or activities not ordinarily
provided by the school in order to fully develop those capabilities.
7.Identifying Gifted Children Intelligence Tests Creativity Measures Achievement
Measures Teacher Nomination Gardners Theory of Multiple Intelligences and
Renzullis Three-Ring Concept of Giftedness are used regularly to help classify
students as gifted
8.Learning/Behavioral Characteristics: Reasons well (good thinker) Learns rapidly Has
an excellent memory Is a keen observer Has a long attention span (if interested)
Perseverant in their interests Has a wide range of interests Has facility with numbers
9.Learning/Behavioral Characteristics: Has facility with numbers Good at jigsaw
puzzles Has extensive vocabulary Early or avid reader (if too young to read, loves being
read to) Has a vivid imagination Is highly creative Tends to question authority Has high
degree of energy
10.Emotional & Social Characteristics: Prefers older companions or adults Has a great
sense of humor Concerned with justice, fairness Judgment mature for age at times
Morally sensitive Sensitive (feelings hurt easily) Has strong curiosity Intense
Perfectionistic
11.GAGNES MODEL OF GIFTEDNESS & TALENT
12.STRENGTH POSSIBLE PROBLEMS Talks too much, talks above the heads of his
or her age peers Verbal skills Long attention span Tunnel Vision; resists interruption,
stubbornness, resists duties Acquires/retains information easily Inaccuracy, sloppiness,
impatient with others, dislikes basic routine

13.STRENGTH POSSIBLE PROBLEMS Escape into fantasy, rejection of norms, may

be seen as disruptive Creativity, inventiveness Independent, prefers individualized work
Inability to accept help from peers, nonconformity, reliant on self Critical thinking
Critical of others, perfectionism, unreasonable standards for self
14.STRENGTH POSSIBLE PROBLEMS Resistance to simple solutions; constructs
complicated rules, bossy Preference for Complexity Versatility Appears disorganized,
scattered, frustrated over lack of time Sensitive Extreme sensitivity to criticism or peer
rejection
15.Factors that contribute to Giftedness and Talent Heredity Statistical Probability:
When parents have higher than average intelligence. Behavioral development is
affected significantly by genes. Environment parents, families or peer group, schools
and communities influence the development of giftedness. Stimulation, opportunities,
expectations, demands and rewards for performance affect childrens learning.
16.TREATMENT AND EDUCATION: Educational Programs
17.Administration of Special Education
18.Differentiated Curriculum Develop productive, complex, abstract and/or higher
level of thinking skills. Develop independent of self-directed study skills Develop
research skills and methods. Encourage the development of products that challenge
existing ideals and produce new ideas. Evaluate students outcomes by suing
appropriate and specific criteria through self- appraisal, criterion references and/or
standardized instruments.
19.LEARNING DISABILITIES These disorders are intrinsic to the individual and
presumed to be due to central nervous system dysfunction. A generic term that refers to a
heterogeneous group of disorders manifested by significant difficulties in the acquisition
and use of listening, speaking, reading, writing, reasoning or mathematical abilities.
20.Classification
21.COMMUNICATION DISORDER Speech Disorder Fluency disorder Articulation
disorder Expressive language receptive language Language Disorder Voice disorder
22.Speech Disorder: Characteristics Difficulties producing speech sound or problem
with voice quality Interruption in the flow or rhythm of speech such as stuttering
Problems with the way sound are formed called articulation and phonology Have
trouble using some speech sounds, like l or r
23.Speech Disorders: Categories Apraxia Dysarthria Stuttering Voice Orofacial
Myofunctional Disorder Speech Sound Disorder
24.Children with CAS have problems saying sounds, syllables, and words. This is not
because of muscle weakness or paralysis. The brain has problems planning to move the
body parts such as lip, jaw and tongue Aphraxia People with apraxia of speech have
trouble sequencing the sounds in syllables and words. The severity depends on the nature
of the brain damage.
25.A motor speech disorder. The muscles of the mouth, face, and respiratory system
may become weak, move slowly, or not move at all after a stroke or other brain injury.
The type and severity of dysarthria depend on which area of the nervous system is
affected. Dysarthria Some causes of dysarthria include stroke, head injury, cerebral palsy,
and muscular dystrophy. Both children and adults can have dysarthria.
26.With OMD, the tongue moves forward in an exaggerated way during speech and/or
swallowing. The tongue may lie too far forward during rest or may protrude between the

upper and lower teeth during speech and swallowing, and at rest. Orofacial
Myofunctional Disorder
27.Articulation Disorder Making a w sound for an r sound e.g., wabbit
for rabbit Leaving sound out of words e.g., nana for banana Speech Voice
Disorder Phonology Process Approach Substituting all sound made in the back of the
mouth like k and g Substituting all sound made in the front of the mouth like
t and d e.g., tup for cup das for gas
28.A motor speech disorder. The muscles of the mouth, face, and respiratory system
may become weak, move slowly, or not move at all after a stroke or other brain injury.
The type and severity of dysarthria depend on which area of the nervous system is
affected. Stuttering Some causes of dysarthria include stroke, head injury, cerebral palsy,
and muscular dystrophy. Both children and adults can have dysarthria.
29.Language Disorder: Characteristics Improper use of words and their meanings
Inability to express ideas Inappropriate grammatical pattern Reduced vocabulary and
inability to follow direction Can hear or see a word but not be able to understand its
meaning
30.Language Disorders: Categories Aphasia Language Based Learning Disabilities
Preschool Language Disorder
31.A disorder that results from damage to the parts of the brain that contain language.
Aphasia causes problems with any or all of the following: speaking, listening, reading,
and writing. Aphasia Damage to the left side of the brain causes aphasia. Individuals who
experience damage to the right side of the brain may have additional difficulties beyond
speech and language. Individuals with aphasia may also have other problems, such as
dysarthria, apraxia, or swallowing problems
32.Language-based learning disabilities are problems with age-appropriate reading,
spelling, and/or writing. Language Based Learning Difficulties This disorder is not about
how smart a person is. Most people diagnosed with learning disabilities have average to
superior intelligence.
33.Pre-school Language Disorders Preschool children (3 to 5 years old) with language
disorders may have trouble; understanding and talking. receptive language expressive
language
34.Attention Deficit Hyperactivity Disorder (ADHD)/ You may know it by the name
attention deficit disorder, or ADD. ADD/ADHD makes it difficult for people to inhibit
their spontaneous responsesresponses that can involve everything from movement to
speech to attentiveness. A developmental disorder. It is characterized primarily by "the
co- existence of attentional problems and hyperactivity, with each behavior occurring
infrequently alone" and symptoms starting before seven years of age
35.The Three Primary Characteristics of ADD / ADHD The three primary
characteristics of ADD/ADHD are inattention, hyperactivity, and impulsivity. The signs
and symptoms a child with attention deficit disorder has depends on which characteristics
predominate.
36.Inattentive signs and symptoms of ADD/ADHD It isnt that children with
ADD/ADHD cant pay attention: when theyre doing things they enjoy or hearing
about topics in which theyre interested, they have no trouble focusing and staying on
task. But when the task is repetitive or boring, they quickly tune out.

37.Symptoms of inattention in children: Doesnt pay attention to details Makes

careless mistakes Has trouble staying focused; is easily distracted Appears not to listen
when spoken to Has difficulty remembering things and following instructions
38. Has trouble staying organized, planning ahead, and finishing projects Gets bored
with a task before its completed Frequently loses or misplaces homework, books,
toys, or other items
39.Hyperactive signs and symptoms of ADD/ADHD The most obvious sign of
ADD/ADHD is hyperactivity. While many children are naturally quite active, kids with
hyperactive symptoms of attention deficit disorder are always moving. They may try to
do several things at once, bouncing around from one activity to the next. Even when
forced to sit still which can be very difficult for them their foot is tapping, their leg is
shaking, or their fingers are drumming.
40.Symptoms of hyperactivity in children Constantly fidgets and squirms Often
leaves his or her seat in situations where sitting quietly is expected Moves around
constantly, often runs or climbs inappropriately Talks excessively Has difficulty
playing quietly or relaxing Is always on the go, as if driven by a motor May have
a quick temper or a short fuse
41.Impulsive signs and symptoms of ADD/ADHD The impulsivity of children with
ADD/ADHD can cause problems with self-control. Because they censor themselves less
than other kids do, theyll interrupt conversations, invade other peoples space, ask
irrelevant questions in class, make tactless observations, and ask overly personal
questions. Instructions like Be patient and Just wait a little while are twice as
hard for children with ADD/ADHD to follow as they are for other youngsters. Children
with impulsive signs and symptoms of ADD/ADHD also tend to be moody and to
overreact emotionally. As a result, others may start to view the child as disrespectful,
weird, or needy.
42.Symptoms of impulsivity in children: Acts without thinking Blurts out answers in
class without waiting to be called on or hear the whole question Cant wait for his or
her turn in line or in games Says the wrong thing at the wrong time Often interrupts
others Intrudes on other peoples conversations or games Guesses, rather than
taking time to solve a problem
43.EMOTIONAL BEHAVIOR DISORDER (EBD) (A). An inability to learn which
cannot be explained by intellectual, sensory, or health factors (B). An inability to build or
maintain satisfactory interpersonal relationships with peers and teachers (C).
Inappropriate types of behavior or feelings under normal circumstances A TERM
ASSOCIATED TO EMOTIONAL DISTURBANCE (D). A general pervasive mood of
unhappiness or depression (E). A tendency to develop physical symptoms or fears
associated with personal or school problems Note: Emotional disturbance includes
schizophrenia.
44.CLASSIFICATION OF EBD Diagnostic and Statistical Manual of Mental
Disorders IV- (DSM IV) Quays Statistical Classification Direct Observation and
Measurement Degree of Severity Taylor/Smiley/Richards, Exceptional Students
45.1. Diagnostic and Statistical Manual of Mental Disorders IV- (DSM IV) - an
elaborate clinical classification system consisting of 230 separate diagnostic categories or
labels to identify the various types of disordered behavior as observed by psychiatrists,

psychologists, mental health personnel and other clinicians. Taylor/Smiley/Richards,

Exceptional Students
46.Three Criteria in Determining the Presence of EBD(APA) The person experiences
significant pain or distress, an inability to work or play, an increase risk of death or loss
of freedom in important areas of life. The source of the problem lies within the person.
The problem is not a deliberately reaction to conditions such a poverty, prejudice,
government policy or other conflicts with society.
47.2. Quays Statistical Classification Four Cluster of Traits and Behaviors a. Conduct
disorder- is characterized by disobedience, being disruptive, getting into fights, being
bossy and temper tantrums. b. Anxiety withdrawal- (anxiety disorder) is manifested by
social withdrawal, anxiety, depression, feelings of inferiority, guilt, shyness and
unhappiness.
48.c. Immaturity- shows in short attention span, extreme passivity, daydreaming,
presence of younger playmates and clumsiness. d. Socialized aggression- is marked by
truancy, gang membership, theft, and a feeling of pride and belonging to a delinquent
subculture.
49.3. Direct Observation and Measurement a. Frequency- indicates the rate at which the
behaviors occur and how often a particular behavior is performed. b. Duration- is a
measure of the length and amount of time a child exhibits the disordered behaviors c.
Topography- refers to the physical shape or form of behavior.
50.d. Magnitude- refers to the intensity of the displayed behavior. e. Stimulus controlrefers to the inability to select an appropriate response to stimulus.
51.4. Degree of Severity Studies conducted by Olson, Algozzine and Schmid (1980,
cited in Heward, 2003) indicate that emotional and behavioral disorders can be classified
as mild and severe.
52.What are Possible Characteristics of Persons with EBD? They vary Aggressive
and Violent Behavior Differ in males and females Differ across age Related to
ethnicity Externalizing behaviors Hitting, fighting Internalizing behaviors
Anxiety, withdrawal Schizophrenia Typically score in the low average range of
intelligence Language deficits ODD Delinquency Taylor/Smiley/Richards,
Exceptional Students
53.Schizophrenia What is Schizophrenia? A brain disorder that affects the way a person
acts, thinks, and sees the world. People with schizophrenia have an altered perception
of reality, often a significant loss of contact with reality. They may see or hear things
that dont exist, speak in strange or confusing ways, believe that others are trying to
harm them, or feel like theyre being constantly watched. With such a blurred line
between the real and the imaginary, schizophrenia makes it difficulteven frightening
to negotiate the activities of daily life. In response, people with schizophrenia may
withdraw from the outside world or act out in confusion and fear.
54. Social withdrawal Hostility or suspiciousness Deterioration of personal hygiene
Inability to cry or express joy Inappropriate laughter or crying Depression
Oversleeping or insomnia Forgetful; unable to concentrate Strange use of words or
way of speaking Signs and symptoms of Schizophrenia
55.Types of Schizophrenia There are three major subtypes of schizophrenia, each
classified by their most prominent symptom: 1. paranoid schizophrenia 2. disorganized
schizophrenia 3. catatonic schizophrenia

56.HEARING IMPAIRMENT A generic term including both deaf and hard of hearing
which refers to persons with any type or degree of hearing loss that causes difficulty
working in a traditional way.
57.DEAF The term deaf is used to describe people with profound hearing loss such that
they cannot benefit from amplification. HARD OF HEARING Is used for those with mild
to severe hearing loss but who can benefit from amplification.
58.Types of Hearing Impairment Conductive hearing loss Sensorineural hearing loss A
mixed hearing loss A central hearing loss
59.Conductive Hearing Loss affecting the conduction pathways for sound to reach the
inner ear Sensorineural Hearing loss from damage to the delicate sensory hair cells of the
inner ear or the nerves which supply it.
60.Mixed Hearing Loss refers to a combination of conductive and sensorineural loss
Central Hearing Loss results from damage or impairment to the nerves or nuclei of the
central nervous system, either in the pathways to the brain or in the brain itself.
61.Degree of Hearing Loss Normal Mild Loss Moderate Loss Moderately Severe Severe
Loss Profound Loss
62.VISUAL IMPAIRMENT is vision loss (of a person) to such a degree as to qualify as
an additional support need through a significant limitation of visual capability resulting
from either disease, trauma, or congenital or degenerative conditions that cannot be
corrected by conventional means, such as refractive correction, medication, or surgery.
63.CLASSIFICATION OF VISUAL IMPAIRED They use a combination of vision
and other senses to learn, although they may require adaptations in lighting or the size of
print, and, sometimes, Braille. Low vision generally refers to a severe visual
impairment, not necessarily limited to distance vision. Low vision applies to all
individuals with sight who are unable to read the newspaper at a normal viewing distance,
even with the aid of eyeglasses or contact lenses.
64.CLASSIFICATION OF VISUAL IMPAIRED Totally blind students learn via
Braille or other non-visual media. Legally blind indicates that a person has less than
20/200 vision in the better eye after best correction (contact lenses or glasses), or a field
of vision of less than 20 degrees in the better eye; and
65.Indicators of Visual Impaired Physical Appearance Obvious abnormalities in the
shape or structure of the eye Drooping eyelids Red eyes or eyelids Persistent
tearing Unusual eye movements (jerky eye movements, eye turn, crossed eyes, eyes
not working together, etc.)
66. Holds items close to eyes Inattentive, loses interest and has low frustration
level Depth perception issues (may include difficulty with stairs, curbs, etc.)
Difficulty Reading Loses place, skips words, letters or lines Uses finger to keep
place in text Covers one eye while reading Often guesses words
67. Skews face while reading Skipping and/or missing punctuation marks
Holds book close to eyes Has problems with print size and/or complexity of the page
Has difficulty learning colors Has difficulty seeing at night Has difficulty seeing
the blackboard, movies or television
68.AUTISM A lifelong disorder of neural development characterized by impaired social
interaction and communication by restricted and repetitive behavior. (TRIAD OF
AUTISM)

69.INDICATORS OF AUTISM Physical Health Is generally healthy Is generally goodlooking Is a picky- eater, tends to smell food/object and put things in the mouth Exhibits
disturbed sleeping patterns Does not seek attention when hurt; has high pain threshold;
unable to localize pain
70.INDICATORS OF AUTISM Gross Motor Walks on tiptoe especially during early
years Is hyperactive, disinhibited Is fats and string and does not tire easily Is wellbalanced, generally coordinated but lacks impulse control Body rocking, hand wiggling,
whirling, ritual of walking to and fro Tendency to get attracted to spin round/whirling
objects, touching surfaces/edges, arranging/ aligning objects precisely/ repetitively
71.INDICATORS OF AUTISM Psychosocial Exhibits limited/fleeting eye contact Is
aloof, passive, prefers solitary activities to group activities Manifests inappropriate
emotional responses Demonstrates unusual fears Is socially immature and handicapped Is
maladaptive to changes in food, clothes, routine, routes or arrangements of things Tends
to be self-injurious
72.INDICATORS OF AUTISM Self-Help Is delayed in performing eating, dressing and
grooming tasks Is unable to assume age- appropriate responsibilities Language Shows
deficit in the use of language Under-reacts to language and visuals Under-reacts or
overreacts to sounds Demonstrates rote learning
73.INDICATORS OF AUTISM Language Exhibits pronouns reversals Is echolalic
Exhibits inappropriate recall of experiences Is delayed in overall intellectual responses
Is delayed in language- conceptual abilities- reasoning, inferential thinking, problemsolving, deductive and inductive thinking, etc.
74.Is there a cure for autism? There is no definite cure, but behavior can be managed
through: Non-standard Learning Pharmacology Community Programs Behavior
Modification Special education Government awareness program
75.MENTAL RETARDATION(MR) Significantly subaverage general intellectual
functioning resulting in or associated with concurrent impairments in adaptive behavior
and manifested during the developmental period
76.Is defined as an IQ of 70 or below but permits clinical judgment to extend this as far
as 75 Significantly subaverage General intellectual functioning Means ones ability to
reason, to understand the consequence of ones actions, to make generalizations, to deal
with abstractions, and other related abilities thought to reflect intelligence I
Impairments in adaptive behavior Means the degree to which an individual meets the
standards of maturation, learning, personal independence and/or social responsibility
expected for his or her age level and cultural group. Development period Means the time
between conception and 18th birthday
77.Educational and Classification Educable mentally retarded (EMR) IQ range usually
from 50 to 70- 75 With appropriate educational opportunities, a child can learn
academic skills, can maintain themselves independently in the community; however may
require minimal assistance Mild mentally retarded
78.Educational and Classification Trainable mentally retarded (TMR) IQ range usually
from 35-40 to 50-55 Will be limited in achievement of academic skills Can earn to
function successfully in some work settings with supervision May require continued
assistance and supervision throughout life Moderate level of mental retardation

79.Educational and Classification Severe to Profound Severe: IQ range fro 20-25 to

35-40 Profound: IQ below 20-25 Will require supervision and assistance in almost all
aspects of daily living Dependent status
80.Educational Considerations Mild MR Inclusion program Functional academics
Community based instruction, Functional activities Age appropriate curriculum and
materials, IEP, Behavioral therapy Moderate to Severe Reading readiness Integrated
therapy, Interaction with non-disabled students Family involvement, Task analysis,
Alternative program
81.Inclusion an approach to educating students with special educational needs. Under
the inclusion model, students with special needs spend most or all of their time with nondisabled students.
82.Mainstreaming student attends some general education classes, typically for less than
half the day, and often for less academically rigorous classes. For example, a young
student with significant intellectual disabilities might be mainstreamed for physical
education classes, art classes and storybook time, but spend reading and mathematics
classes with other students that have similar disabilities. They may have access to a
resource room for remediation of course content.
83.Physical Disabilities and Health Impairments Physical Disability a condition that
interferes with the childs ability to use his/her body Health Impairment -condition that
requires ongoing medical attention Orthopedic Impairment- conditions of the muscular
or skeletal system and sometimes to physically disabling conditions of the nervous
system
84.Reference/s Cook, Ruth, Annette Tessier, and Virginia Armruster. Adapting Early
Childhood Curricula for Children with Special Needs, 2nd ed. Columbus, OH: Charles E.
Merrill, 1987. Driscoll, Amy and Nagel Nancy G. Early Childhood Education. USA:
Pearson, 2005. Inciong, Teresita G., Quijano, Yolanda S. and Capulong, Yolanda T.
Introduction to Special Education. Manila, Philippines: Rex Bookstore, 2007. Shea,
Thomas A. and Bauer, Anne Marie. Special Education. A Social Systems Perspective.
USA: Brown and Benchmark Publishers, 1997. Introduction to Special Education.
Lecture Compilation of Prof. Maria Salus A. Mercado(T.Ricci). University of the
Philippines, College of Education (Special Education Area).

1. What is special education is defined as specially designed instruction , at no cost to

parents to meet the unique needs of a child with a disability including
Instruction conducted in the classroom, in the home, in hospitals and institutions and
in other settings and instuction im physical education.
2. There are 48 million children and youth living in the philippines today 12 percent have
special needs 97.4 percent do not recieve appropriate educational services
3. In 902, the interest to educate filipino children was expresed through fred w. Atkinson
(general superintendent of education)
4. After 5 years, special education was formally started in the country by establishing the

insular schools for dead and blind in manila (1907) philippine school for the deaf
(centennial 1907 -2007) - the director of public education , Mr. Barrows worked for the
establishement . Mis delight rice was the first american administrator and teacher of
special school. At present school for the deaf is located in harrison street pasay city.
5. The philippine Association for the Deaf was establosh 1926 followed by the fisrt
school for mental retardation in 1927 welfareville childrans village, mandaluyong
In 1936, MRS. Villa Francisco was appointed as the First filipino principal of the school
for the deaf and blind.
6.
7. 15 years later, national orthopedic hospital school for crippled children and youthas
was established for young patients who has been hopitalized for long.
8. 1949 quezon city high school was inaugurated for gofted students and in this same
year th Philippine Foundation for Rehabilitation of the disabled was organized.
9. 1950 Philippine association for deaf opened a school for children with a hearing
impairment
10. Elsie Gaches village was established in 1953 as a schol for orphaned children with
disabilities and youth with physical and mental handicaps.
11. In 1954, the first week of August was declared as the Sight saving week.
12. In 1956 deaf students were integrated in regular classes
13. In 1957 , the bureau of Public Schools of the DEC created the special education
section of the special subjects and services Division. The inclusion of the special
education in the structure of the DEC.
The Components of special education program includes legislation, teacher training,
census of exceptional children and youth in schools and commjnity, the integration of
childrenwith disabilities in regular class, rehabilitation of residential and special schools
and ,aterials production.
Vacation Normal Schol ran courses on teaching children with handicaps. The Baguio city
special education center was organized in the same year.
In 1958, the american foundation for Overseas Blind opened its regional office in Manila.
It assisted the special education program of the DEC by providing consultancy services in
the teacher training program that focused on the integration of blind children in regular
classes and materials production at the Philippine printing house for the Blind.
14. In 1960 some private colleges and univiersities started to offer special education
courses on graduate school curriculum.
15. In 1962 , the manila youth and rehabilitaion cneter was opened. It extended services
to children and youth who were emotionally disturbed and socially maladjusted .
16.
17. DEC circular no. 11 s. 1962 specified the qualification for special education teachers.
18. In 1962 the first National Seminar in special educatiion was held in school for the
deaf and blind in pasay. St. Joseph of Cupertino school for mentally retarded was founded
.
19. In 1962, dec teachers scholars stared training in the Philippine University in the
areas of hearing impairement, mental retardation and mental giftedness under RA 5250.

In the same year Philippine Hospital opened classes for its school age chronically ill
patients.
20. With the approval of RA 3562 in 1963, the training of DEC teacher scholars for
blinf=d stared at he Philippine normal college.
In 1976, Proclamation 1705 declae 1977 to 1987 as the decade of the filipino child. THe
nATIONAL action plan for education was promulgated which included the provisions for
in and out of s chool youth exceptional children. In the same year the first camp pagibig,
a day camp for handicappe childreen was held on valentines day in balara quezon city.
21. In 1977 MEC issued department order no. 10 that designated regional and division
supervisors of special education programs. The west visayas state college of iloilo city
stared its teacher training program and offered scholarships to qualified teachers. The
bacarra special education center, divsion of ilocos sur and bacolod special education
center opend in the same year.
22. In 1978 marked the creation of national commision concerning disabled person, later
named national council for the wekfare of disabled personn througn PD 1509. The mec
directed school divisions to organized special classes with a set of guidelines on the
designatio of teachr who have no formal training in special education.
23. 1n 1979 , the Bureau of elementar education special education unit conducted a two
year nation wide survey of the unindentified exceptional children who were in school.
24. In 1998, decs order no. 5 reclassifiying of regular teacher and principal items to
se=pecial education teacher and special schools principals item was issued. Palarong
pinoy may k was held at Philsports complex in pasig city.
25. in 1999, national sports took place all over the country, DECS order no. 104,
exemption of the physically handicapped from taking the national elementary
achievement test and national seconday aptitude test. No. 108- strengthening special
education programs. No.448 search for the most outstanding special education teacher for
the gifted. DECS order 11, reorganized special education center in the philippines. No. 33
implementation of administrative order no. 101 direting the DPWH, the DECS and
CHED to provide architectural facilities or structural featrues for diabled persons in all
state colleges, universities and other public buildings.
LEGAL BASES OF SPECIAL EDUCATION
1. First legal basis of the care and protection of chldren with disabilities was enacted in
1935. Articles 356 and 259 of commonwealth act no. 3203 asserted the right of every
child to live in atmosphere conducive to his physical moral, and intellectual evelopment
and the concomitant duty of the government to promote the full growth of the faculties
of evey child
2. Republic act 3562 an act to promote the education of the blind in the philippines . On
june 21 1963 provided for the formal training of special education teachers of blind
children at the philippine normal college,.
3. Republic act 5250 an act establishing ten year training program for teachers of special
education and exceptional children was signed into law in 1968. The law provided for the

formal training of teachers for deaf , hard of hearing , speec handicapped, socially and
emotionally disturbed , mentally retarded and mentally gifted and youth at the philippine
normal college and the university of the philippines.
4. Th 1973 consitution of the philippines the fundamental law of the land , stated in sec 8
of artivle XV the provision of a complete, adequate and integrated system of education
relebant to the goals of national development. This constitution provision for the
universality of educational opportunities and the ducation of every citizen as a primary
concern if the govrnment cl;early implies the inclusion of the exceptional children and
youth.
5. In 1975, PD no 603, the child and youth welfare code was inactd article 3, the
emotionally disturbed or socially maladjusted child shall be treate with symphatthy and
understanding and hsall be given the educationa and care rquired ny his particular. Where
needs warrants, there shall be atleast special classes in every province and if posible
special schools for the physically handicapped, mentally retarded and e,motionally
disturbed and the mentally gifted.
6. 1978 PD no. 1509, created the national Commission for the disabled persons. National
council for the welfare of the disbled person.
7. Educational act of 1982 or bp 232 states that state shall promtexxxxxxxxxsec 24.
8. 1983, BP 344, the accessibility law,, xxxxx
9. 1987 ra no. 6759 was enacted. The law declares august 1 of each year as white can
safety day in the philippines. Blind person use the cane in traveling.
10. In 1992, ra no. 7610, an act providing for strong deterrence and special protection
against the child abuse , exploitation and discrimination, providing penalties for its
violation and other purposes
11. In year 2000, PP no. 361 set new dates for the national disability preventio and
rehabilitation week celebration on the 3rd week of july every year which shll culminate
the dirth date of the sublime paralyti andres bonifacio
12. The ear 2004, ra 9288 known as the newbord screening act of 2004 is based on the
premise that a retared child could have been normal. A drop ofblood can save baby form
metal retardation and death.new born screening is very simple test that should be given to
baby twenty fours after birth, if the test is given too late, the baby can either die
oreventually be severally retarded. It is a blood test taken from the hell of the child. To
check for five metbolic disorders that cold affect the health of the hild within the first few
weeks of life. Lke, conginital hypothyroidism,