CHED Guidelines

1
Guidelines in the Admission

of Students with Disabilities
in Higher Education
and Post-Secondary
Institutions in the Philippines
Commission on Higher Education

Technical Education and Skills Development Authority
National Council on Disability Affairs
GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
CONTENTS
I.
Foreword ------------------------------------------------------------------ 3
II.
Introduction ---------------------------------------------------------------- 4
III.
Guidelines in the Admission of Students with Disabilities

in Higher Education and Post-Secondary Institutions in the
Philippines:
A. Deaf and Hard of Hearing Students ----------------------- 6
B. Students with Learning Disabilities,
Autism Spectrum Disorder,
and Attention Deficit/Hyperactivity Disorder --------- 11
C. Students with Physical Disabilities ----------------------- 17
D. Students with Visual Impairments ------------------------ 19
IV.
Annexes
A. General Guidelines on the Admission of Trainees/
Students with Disabilities in Post-Secondary
Institutions in the Philippines ----------------------------- 22
B. Glossary ---------------------------------------------------------- 24
C. List of Resource Centers ----------------------------------- 27
D. Relevant References ----------------------------------------- 29
E. List of Participating Agencies in Workshops and
Meetings ------------------------------------------------------ 62

FOREWORD
In the Asia-Pacific International Seminar on Education for Individuals
with Special Needs held in Yokohama, Japan in December 2007, the
participants held in consensus that the Education for All (EFA) goals on
inclusive education for children and youth with special needs be
implemented by all countries worldwide.
In developing countries like the Philippines, however, there are still
instances of persons with disabilities not being admitted in colleges and
universities due mainly to seemingly lack of information and preparation by
the school administrators and teachers alike on how to handle students
with disabilities, thus resulting to loss of opportunity to enjoy their right to
education.
This prompted the then National Council for the Welfare of Disabled
Persons, now the National Council on Disability Affairs (NCDA) through its
Sub-Committee on Education, to initiate the development of Guidelines in
the Admission of Students with Disabilities in Higher Education and PostSecondary Institutions. This initiative aims to generate useful information
that school personnel can use to respond to the needs of students with
disabilities. To further enrich these outputs, a series of consultative
writeshops were held involving the members of the Sub-Committee and
resource persons on different types of disability and from the academic
community.
The enriched outputs are now compiled into this publication with a
big hope that its end-users will be able to put it to good use every time they
will have a student with disability in their schools. This set of guidelines
contains basic information on how to make the learning environment both
convenient and beneficial to students with disabilities as well as to school
personnel. It also has a list of resource centers catering to different types
of disability, which can be referred to in order to meet the needs of
students with disabilities.
This publication is a fruit of hard labor. It was produced to respond
to the continuing pursuit of making persons with disabilities become
productive individuals and partners in nation building. Putting this into
reality lies greatly on the hands of the people who will use it and will take
pride in taking part in the noble advocacy that goes with it.

INTRODUCTION
When the United Nations (UN) declared the International Year of Disabled
Persons in 1981, universal policies on special education (SPED) for children and youth
with special needs were adopted to suit their needs. These efforts of the UN gradually
advanced and moved towards the attainment of a barrier-free, inclusive and rights-based
society for persons with disabilities for their full participation, equality and protection of
their human rights, including their right to education.
In 1990, the United Nations Educational, Scientific and Cultural Organization
(UNESCO) declared and launched the Education for All movement through an
International Conference held in Jomtien, Thailand. The movement recognizes that
every child, youth and adult has the right to meet their basic learning needs, in the best
and fullest sense of the term that include learning to know, to do, to live together and to
be. One hundred fifty seven (157) governments throughout the world subscribed to the
vision of this Declaration. Ten years later, a World Education Forum was held in Dakar,
Senegal where 182 countries affirmed their commitment to support in achieving the
goals of Education for All by the year 2015.
In 2007, special education experts on higher education viewed the following
provisions of the UN Convention on the Rights of Persons with Disabilities (CRPD) that
will ensure maximum independence and ability of persons with disabilities, such as: (1)
countries are to provide comprehensive habilitation and rehabilitation services in the
areas of health, employment and education (Article 26), and (2) that member states shall
ensure equal access of persons with disabilities to primary and secondary education,
vocational training, adult education and lifelong learning (Article 24).
In the Philippines, the following laws and policies were crafted to ensure and
safeguard the protection of the rights of persons with disabilities to have access to
education:
a.
1987 Constitution of the Philippines. Under Article XIV, Section 1,
thereof, it clearly provides that 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;
b.
Republic Act No. 7277 or the 1992 Magna Carta for Disabled
Persons. As stipulated under Chapter 2, Section 12, thereof it clearly
provides that The State shall ensure that disabled persons are provided
with adequate access to quality education and ample opportunities to
develop their skills. It shall take appropriate steps to make such education
accessible to all disabled persons. It shall be unlawful for any learning
institutions to deny a disabled person admission to any course it offers by
reason of handicap or disability.
Furthermore, it states that The State shall take into consideration the
special requirements of disabled persons in the formulation of educational
policies and programs. It shall encourage learning institutions to take into
account the special needs of disabled persons with respect to the use of
school facilities, class schedules, physical education requirements and
other pertinent consideration.
The State shall also promote the provision by learning institutions,
especially higher learning institutions, of auxiliary services that will
facilitate the learning process for disabled persons.

c.
Republic Act No. 9442, An Act Amending Republic Act No. 7277,
Otherwise Known as the Magna Carta for Disabled Persons. Under
Chapter 8, Section 32, letter h, thereof, it clearly provides that
Educational assistance to persons with disability, for them to pursue
primary, secondary, tertiary, post tertiary as well as vocational or technical
education, in both public and private schools, through the provision of
scholarships, grants, financial aids, subsidies and other incentives to
qualified persons with disability including support for books, learning
materials and uniform allowance to the extent feasible: Provided, That
persons with disability shall meet minimum admission requirements;
d.
CHED Memorandum Order (CMO) No. 23, Series of 2000. titled

Quality Education for Learners with Special Needs. The Commission on
Higher Education (CHED) in its commitment to raise the level of
educational attainment of persons with disability in the Country.
Foremost, it urges higher educational institutions to:
1. Admit learners with special needs;
2. Inclusion of SPED programs for teacher training institutions; and
3. Facilities and equipments be modified to ensure quality education is
made accessible to learner with special needs
Even though the number of students with disabilities is observed to be increasing,

especially in tertiary/post-secondary education, still very few persons with disabilities
have the opportunity to go to college. In international estimates, barely 2% of 400M
have a chance for education. In the Philippines, the Department of Education reported
that there are 156,270 children with special needs who enrolled for School Year 20042005. The CHED on the other hand, reported that a total of 352 PWDs nationwide have
availed of the Private Education Student Financial Assistance (PESFA) Scholarship
Program for school year 2006-2007 to pursue tertiary education.
The issue of persons with disabilities getting an education is not only a matter of
making them be admitted to schools but more importantly, it is all about the lifelong
educational experience of the person in school. These experiences may include making
the classroom accessible and setting-up reasonable accommodations on activities,
services and other programs for easier access and full enjoyment of persons with
disabilities. These may also extend to the kind of attitudes administrators, faculty,
students, and other school personnel must have towards students with disabilities.
Through concerted efforts, the learning environment of students with disabilities
may be arranged in a variety of creative ways so that available opportunities for learning
that would eventually help them succeed in life can be fully achieved.

DEAF AND HARD OF HEARING STUDENTS

A. Meet the Learner
The deaf and hard of hearing students have the same range of talents,
potentials and abilities as any other person, but they often have limited or no
access to adequate opportunities for developing these talents. Barriers exist
particularly in having access to information whether information comes through
direct interaction with other people who do not know or use sign language, or
from sources that are intended to reach many people at once, e.g. mass media.1
The spoken and written language acquisition of Deaf and hard of hearing
students is affected by various factors related to hearing loss, e.g. onset and
degree of hearing loss, communication method used, types of educational
programs attended2. This affects the reading and writing skills of deaf and hard
of hearing students. It is necessary then that to provide full support to the deaf
and hard of hearing students, it is important that understanding the nature and
extent of the hearing loss and how it affects the student is imperative in providing
appropriate accommodations.3
Providing the deaf and hard of hearing students the necessary
accommodations through appropriate support services in educational settings
can help create conditions under which they can maximize their potentials up to
the highest degrees of academic qualifications. Primary to this support is that
qualified and well-oriented school personnel (both teaching and non-teaching)
understands the uniqueness of deaf and hard of hearing people as individuals
and as members of a bigger Deaf community with its own linguistic identity4 (thus
the capital D in Deaf); and that they have rights to have full access to information
and learning opportunities through sign language interpreters, assistive devices
and other support detailed below. With full support, the school personnel will be
instrumental in substantially improving the educational situation and the life
circumstances of the deaf or hard of hearing students.
B. School Admission:
The deaf and hard of hearing High School graduates, including those who
passed and qualified in the Accreditation Equivalency Test being administered by
the Bureau of Alternative Learning System of the Department of Education shall
be admitted in any higher/post secondary educational institution provided they
pass the admission requirements of the school given reasonable
accommodations.
Deaf People and Human Rights, by Ms. Hilde Haualand and Mr. Colin Allen for the World Federation of
the Deaf and the Swedish National Association of the Deaf, 2009
2
Deafness 101, by Peggy Brooks funded by the PostSecondary Education Consortium for the University of
Tennessee, Knoxville, USA, 1999
3
Ibid
4
Article 24 (3b) of the UN Convention on the Rights of Persons with Disabilities

A crucial aspect of accommodation is the presence of a qualified sign

language interpreter who shall ensure all spoken instructions during testing are
adequately interpreted to the deaf or hard of hearing students.
The following are the suggested admission requirements and procedures for
reasonable accommodation:
1) A deaf or hard of hearing applicant may apply in any course he/she
chooses as long as he/she meets the qualifying requirements of the
course.
2) Assessment tools and procedures necessary for the course are the
means to determine the qualification and readiness of an applicant.
There are many ways to achieve these. Below are some suggestions
that may be used independently or in combination:
a. Give the standard entrance tests given to other applicants;
b. Undergo diagnostic exams designed specifically for the deaf or
hard of hearing students; and
c. Conduct one on one interview or panel interview that may also
involve assessment of specific skills.
3) Other regular admission procedures for hearing students apply to deaf
or hard of hearing students. However, the college or university has the
option to adopt their own implementing guidelines and procedures that
are in accordance with the law.
C. Auxiliary Aids and Services
In order to facilitate the learning of the deaf or hard of hearing students, they
may need/require sign language interpreters and/or note takers, whom the school
can provide and/or arrange with concerned professionals. The choice of what
sign language to use depends on the discussion of the concerned institution and
the deaf or hard of hearing students who will need such assistance.
The students, most especially those with secondary or additional disability
may also have their personal assistant (who can either be a family member,
relative or a volunteer) to go with them for any assistance, subject to prior
arrangement with the school authorities.
It is important that sign language interpreters inside the classroom should be
stationed clearly and conveniently visible to the deaf or hard of hearing students
who will need such assistance. As for note takers, they may sit within accessible
distance to the students concerned.

D. Student Support Services

The deaf or hard of hearing students shall need the following support services
which the school shall provide or arrange with concerned resource centers,
outside the school:
1. An Office, a unit in charge of special needs, whereby the designated
head is equipped with sign language skills and can perform the
following functions:
Attends to all inquiries pertaining to the programs of the school
Coordinates with the different offices of the school
Coordinates with the teachers of deaf students for any concerns
Works hand-in-hand with the different department heads where
the deaf or hard of hearing students are enrolled in for
academics and extra-curricular activities
Meets regularly with the students
Schedules loads of interpreters and note-takers and monitors
them
Visits/Provides information to different schools for the deaf to
market the program
Meets with prospective applicants and parents within the school
year regarding the program
Assists students with their academic work by providing group
tutorials
Attends to the needs and queries of students
Coordinates with parents of the deaf or hard of hearing students.
2.
Guidance & Counseling Services including access to career planning.

It is necessary that these services will be provided by staff who can
communicate in sign language.
3.
Full access, participation and inclusion of

curricular/extra-curricular, socialization activities.
4.
Facilitation of student interaction and networking among the deaf or

hard of hearing students.
5.
Facilitation of open communication between school/teachers and

parents
students
in
co-
E. Physical Plant, Equipment and Facilities

The school may provide the following equipment and facilities proven
beneficial to deaf or hard of hearing students:
1. All audio-related signals for particular purposes (e.g announcements,
emergencies, call attention) should have a counter part flashing
visual/light signal

2.
3.
4.
Adequate classrooms with acoustical treatment

A well-lit classroom
Facilities for closed-caption devices.
F. Research and Development

It is highly encouraged that the universities and colleges include in their
institutional research agenda the understanding of the uniqueness and needs of
deaf and hard of hearing students in post-secondary education. Efforts towards
this direction will help expand the body of knowledge needed to increase
understanding of Deaf and hard of hearing students in post-secondary education
and the improvement of services that they need to gain full access and fully
benefit from the learning opportunities.
G. Special Training/Skills of Teachers and support providers

1.
Teachers and support providers (such as Guidance Counselors, note

takers, tutors, and interpreters) dealing with the Deaf or hard of
hearing students should have sufficient orientation of the following:
Deaf Awareness particularly their visual language, culture and
uniqueness
Access and Equity in the education of Deaf and hard of hearing
students (e.g. learning styles, strategies in information access in the
classroom, etc)
Basic Sign language (this can be given to faculty, staff, student
peers to help facilitate greater acceptance and integration of Deaf
and hard of hearing students in the school community)
2.
In-service training for teachers to ensure that teachers and educators

understand the learning needs of the Deaf or hard of hearing
students.
Suggested topics for in-service training are as follows:
Teaching methodologies
Laws and Mandates such as the UN Convention on the Rights of
People with Disabilities,
Deaf people and Human Rights,
Universal Design in Education
Nature and characteristics of Deaf and hard of hearing students
Learning and Communication Styles of the Deaf or hard of hearing
students
Availability of experts and information on the above-stated topics can be

coordinated with appropriate agencies, both from the private and public sectors
and other resource centers.

3.
In order to best serve Deaf or hard of hearing students, teachers

concerned are also encouraged to have the know-how and eventually
master the following teaching strategies:
Maximization of the use of visuals/multi-media, provision for handouts and special sitting arrangement for students who are deaf or
hard of hearing;
Peer interaction programs like: Partner Learning, Cooperative
Group Learning Systems, Peer Buddy System, Peer Tutoring,
Learning Circles and Circle of Friends;
Instructional Variables like: Reinforcement, Mastery Learning,
Graded Homework, and Time on Task;
Program Variables like: Reading training, Cognitive Strategies, and
special programs (accelerated training); and
Use of Technological Devices such as Real Time Cap Timing
Devices,
Computer-Aided
Instruction
(CAI),
and
Telecommunications for the students who are Deaf or hard of
hearing.
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STUDENTS WITH LEARNING DISABILITIES (LD),

AUTISM SPECTRUM DISORDER (ASD),
AND ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)
A. Meet the Learner
Individuals with these conditions may manifest some learning, sensorial,
emotional and behavioral characteristics that need modifications which may
include not only adaptations in their learning context but also educational and
social accommodations in the classroom setting. They may posses strengths
similar to individuals without these conditions but in different manifestations
that can be enhanced through various levels of intervention.
A.1 The Learner with Learning Disabilities (LD)
Diagnostic and definitional issues abound in learning disabilities.
These are as follows: 1) the IQ-achievement discrepancy wherein poor
academic achievement exists in an individual with adequate intelligence;
2) there are different types of learning disabilities often accompanied by
attention disorders and problems in the social and emotional domains; 3)
and that learning disability reflects unexpected low achievement with
failure to respond to validated intervention. (Wolraich et. al., 2008).
Individuals with learning disabilities may exhibit different core cognitive
characteristics like problems in word reading, accuracy and fluency,
comprehension, math computation problems, mathematics fact retrieval,
procedural skills and problem solving. These students often require task
analytic instruction, which is organized, explicit and provides opportunity
for review.
A.2 The Learner with an Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder or ASD is a developmental disability
significantly affecting verbal and nonverbal communication and social
interaction, usually evident before age 3 that adversely affects a childs
educational performance. Other characteristics are often associated with
autism are engagement in repetitive activities and stereotyped
movements, resistance to environmental change or in daily routines, and
unusual responses to sensory experience. The term does not apply if the
childs educational performance is adversely affected because the child
has an emotional disturbance.
The underlying premise of this term is that there is a continuum or
spectrum of autistic conditions which includes a range of characteristics
from extremely withdrawn and low functioning cases at one end to socially
aware, articulate and intelligent individuals who nevertheless share the
core social and communicative impairments that are the hallmark of
autism. This discussion however, is limited to Asperger Syndrome (AS) or
High Functioning Autism (HFA) categories as they are more likely to enter
post secondary education and higher institutions.
11

The neurocognitive profiles in both groups (AS and HFA) are very
uneven. In the older adolescent or young adult pursuing higher education,
there will be specific deficits in verbal comprehension or general
understanding of both verbal and nonverbal concepts and relative
strengths in visual motor and visual spatial processing. Academic
problems related to inattention and lack of focus, an inability to complete
homework, and weak areas in problem solving, abstract conceptual
learning and generating creative solutions to complex problems have been
described (Prior, 2003). However, what often remains neglected are the
social impairments and poor understanding of social situations where rules
of social conduct are not appreciated. They may make inappropriate
comments on others looks, behavior and may intrude on other peoples
privacy or conversations giving an impression of being rude, inconsiderate
or spoiled (Attwood, 1998)
A.3 The Learner with Attention Deficit/Hyperactivity Disorder (AD/HD)
The diagnosis of AD/HD in the adolescent or young adult entering
post secondary education hinges primarily on reports of functioning during
childhood. (Barkley, 2006) Apart from the core symptoms of AD/HD, which
include inattention, hyperactivity and impulsivity, there should be clear
impairment across many domains. Adults with AD/HD are also prone to
suffer from a wide range of co morbid conditions some of which are
secondary to AD/HD related frustration and failure. Many psychiatric
disorders are also observed like various forms of depression, anxiety
disorders and obsessive-compulsive disorder.
AD/HD is considered a biologically based, educational disability where
there is a problem of sustaining attention, effort and motivation and
inhibiting behavior in a consistent manner over time. Hence, deficits in
specific skill areas (academic, social and organizational) are common
among students with AD/HD. It is often harder for students with AD/HD to
do the same academic work not because they lack the skill but because
they lack the structure and exhibit the same social behavior expected of
other students.
B. School Admission
Individuals with learning disabilities, including those who passed and qualified
in the Accreditation Equivalency Test being administered by the Bureau of
Alternative Learning System of the Department of Education shall be admitted in
any higher/post-secondary educational institution based on the following
considerations:
1. Pass the admission requirements of the school given appropriate
reasonable accommodation, such as but not limited to the following:
Flexibility in terms of time (additional time to answer) and rules (may be
allowed to stand up once in a while or get out of the room) to address the
problems of inattention and hyperactivity.
12

2. Upon passing the admission test, the School/University:

Require a medical and developmental assessment and clearance from
a medical professional (i.e. developmental pediatrician, child and
adolescent psychiatrist, neurologist)
Require further assessment by the schools licensed guidance
counselor and to present a more accurate psycho-educational
assessment or psychological assessment of the student with learning
disabilities from certified psychologist.
Organize a conference to be attended by student with learning
disabilities and his/her advocates (which may include his family,
medical professional developmental pediatrician/neurologist, child
and adolescent psychiatrist, SPED consultants, regular educators
and/or therapist) to discuss strategies on how to further support the
student
The usual practice is for the parent to write the school about their childs
condition. The letter usually comes with the neuro-developmental assessment
from developmental pediatrician and/or psychological assessment from certified
psychologist. Further assessment can be done by a licensed guidance counselor
and a case conference will be an ideal scenario.
Aside from the assessment of the student upon admission, the school
should require the parents for their child to undergo regular (per semester or per
year) psychological assessment from a clinical psychologist to check on how the
student is coping with and adjusting to college life. Screening for depression and
other co-morbidities coming from a clinical psychologist should be foremost.
C Auxiliary Aids and Services
The school will be given reasonable time to offer and/or to advise the
students to avail of the following services whenever and wherever available:
a. Non-teaching Staff
Nurse
Certified Psychologist
Physical therapist
Occupational therapist
Speech pathologist/therapist
Special Education (SPED) consultants
Medical professional (Psychiatrist, Neurologist, Family Physician)
Developmental Pediatrician
Licensed Guidance Counselors
b. Reasonable Accommodations in the School Library
Ready assistance to locate reference books and access to the
computer database.
13

Permission to take home reference materials on a longer time

schedule. Students may present person with disability identification
card if available, for the purpose.
Availability of a list of students with learning disabilities to make
them aware of the special considerations that should be provided to
them.
c. Provision of job placement referral services to assist in the vocational
exploration and career placement of students with learning disabilities.
In cases when the school cannot yet provide any of the abovementioned services, a networking and referral system should be established
initially to assist students with learning disabilities.
a. The school must have an active guidance and counseling program on a
regular (semestral/yearly) basis geared specifically to cater to the needs of
students with learning challenges, which may include a team conference in
tandem with concerned academic departments at the beginning and end
of term to provide key assistance points, and evaluate such assistance to
students with learning disabilities.
b. There must be a center for students with learning disabilities which would
serve as a venue to access and coordinate necessary services to cater to
their special needs, such as any of the following, but not limited to:
Therapy and other assessment services;
Tutorial, support group and peer counseling;
On-the-job training; and
Medication services in consultation with developmental pediatrician,
neurologist, and child and adolescent psychiatrist
Guidance counselors may also assign a coach for the student to remind
them of important dates and deadlines and to check on the students
activities.
The coach can be a friend of the student who is
knowledgeable about his/her condition.
c. Likewise, the center can also serve as a Resource Room/Library
extension where especially developed materials are kept for special
instructions. A Data Banking Center where records on assessment and
developmental progress of students with learning disabilities should be
kept with utmost confidentiality unless disclosure is deemed necessary
and beneficial to the students cause.
d. The school should provide and/or conduct periodic or annual sensitivity
training for all concerned school personnel and students on how to deal
with or assist a student with learning disabilities.
14

E. Curriculum and Learning Program

Basic Guidelines that underpin more targeted individual strategies include
the following (Prior, 2003):
A highly structured learning environment in which teachers take prime
responsibility for minimizing distractions
Using clear unambiguous language to tell the learner or student on what
he or she is supposed to do
Checking the learners understanding of instructions
Providing visual strategies
Providing opportunities for revision
Using behavior management strategies
Considering time extensions for completion of work or assignments
Arranging for a collaborative, practical approach between parents and
school staff.
Specific Curricular guidelines
When necessary, curricular modifications should be done in one or several
of the following areas: mode of instruction, course requirement, mode of
evaluation and needed tools and equipment as well as time and space in
the course of study of students with learning disabilities.
Consideration for submission of course works and requirements must be
agreed upon to accommodate students with learning disabilities within a
reasonable period of time prior to grading. Contract setting with the
students may be arranged to avoid abuse of the accommodations.
The school should offer parallel subjects/courses for those determined
inappropriate for students with learning disabilities to comply with the
minimum curriculum requirement.
Faculty are encouraged to explicitly write in the syllabus reasonable
modifications to accommodate students with disabilities.
The school shall provide reasonable accommodation to students with
disabilities, in terms of modified residency requirement and lesser
academic load to be determined together with the parents, teachers, and
professionals concerned.
There should be frequent monitoring of school programs so that
evaluations can be done formatively with response of students assessed
continuously.
15

F. Research and Development

The school should foster an environment that encourages faculty to initiate
and participate in research-related activities to create new knowledge that can be
utilized to develop pertinent instructional materials, programs and projects that
will assist students with learning disabilities to attain their optimum potentials.
G. Teacher Education, Training and Support
For General education teachers:
Have necessary exposure and training being provided by professional
organizations and established institutions though courses in special
education for specific learning challenges under his/her care.
Have an open and positive attitude towards students with learning
disabilities.
Have initiative to design and apply curricular approaches and strategies
that would facilitate the education of students with learning disabilities.
Willingly engaged in the process of working with students with learning
disabilities
Able to provide strategies for both education and behavior (social skills)
purposes.
Persons with other types of mental impairments such as those with down
syndrome, given reasonable accommodations shall likewise be admitted to
school/training center and/or program like vocational courses wherever he/she
deemed fit to study, in consultation and coordination with the parents of the
student/s, faculty and school/training center administrators, and other concerned
professionals.
16

STUDENTS WITH PHYSICAL DISABILITIES

A. Meet the Learner
Students with physical disabilities (with mobility impairments as a result of
accidents, diseases, (congenital disability/impairment) and heredity), can be
easily accommodated in higher educational/post-secondary institutions provided
school authorities properly address architectural barriers within the campus.
Batas Pambansa Blg. 344, also known as the Accessibility Law, requires that all
establishments be made accessible to enhance mobility of persons with
disabilities. While, proper implementation of the prescribed measurements for
ramps, handrails, and toilets are originally aimed to address the access needs of
persons with mobility impairments, it has been noted that such features equally
benefits the general population by providing greater conveniences and safety
particularly to elderly, children, pregnant women and the rest.
There are many shining examples of people with physical disabilities who
excel in their fields after gaining opportunity to pursue or finish higher education.
However, it is also quite alarming that there are still few people with physical
disabilities who are not able to enter higher/post-secondary educational
institutions because of lack of support from the administration in providing special
in-campus accommodations for them.
B. School Admission
Individuals with physical disabilities, including those who passed and qualified
in the Accreditation Equivalency Test being administered by the Bureau of
any higher/post secondary educational institution provided they pass and comply
with the admission requirements of the school and/or training center given
reasonable accommodations.

Students with physical disabilities may have personal assistant/s, given
appropriate training and orientation, from the school or family.

In order to provide the best help to students with physical disabilities, the
school should establish a Disability Services Unit (DSU) within the Office of
Student Affairs that will:
Provide access to all available programs and services in school and when
feasible the provision of accessible dormitories, transport, etc.
17

Initiate and institutionalize a referral program to address their special

needs such as appropriate PT and OT services, repair/purchase of
assistive devices, and social services for needy students. The DSU should
link with a competent physician who will held them to institute a schoolbased PT and OT services, including training of teachers and personnel.
Conduct special programs to encourage students to participate in various
school activities, be duly recognized and awarded; and
Conduct special training for counselors on guidance and counseling of
persons with disabilities in coordination with the schools guidance center.

Rest rooms, libraries, and other facilities must be in compliance with the
universal designs. These may include parallel bars and sofa beds at the student
lounge for therapeutic and/or relaxation purposes.
F. Curricular Program
The school/teachers should adopt curricular programs to enable the students
to comply with the academic requirements.
G. Research and Development
The school, through its Research Development Center should consider
pursuing research works on: 1) Piloting of Disability Service Office; 2)
Establishment of an Institute on Disability Studies; and other areas deemed
relevant and necessary.
H. Special Skills Training for Teachers
Teachers who have students with physical disabilities should have an
orientation:
On accessibility and other policies affecting persons with disabilities; and
sensitivity training in providing assistance; and
On how to deal with students with physical disabilities.
18

STUDENTS WITH VISUAL IMPAIRMENTS

A. Meet the Learner
Students with visual impairments can adjust to the existing learning
environment, whether tertiary or post-secondary given reasonable
accommodations. Visually Impaired learners may be totally blind, low vision,
color blind or those with light perceptions. Totally blind learners are those whose
only access to information is via tactile and descriptive audio. Low vision may still
benefit on enlarged prints and so with the color blind. Those with light perception
are as print disabled as the totally blind only that they are more mobile since they
may still perceive images and pathways.
B. School Admission
Visually impaired students, including those who passed and qualified in
the Accreditation Equivalency Test being administered by the Bureau of
any higher/post secondary educational institution in accordance with the general
admission requirements of the School given reasonable accommodation such as
the administration of test in Braille format or in oral-type.

In order to facilitate the learning of students with visual impairments, they may
have qualified readers to go with them in school upon arrangement with the
teacher and other concerned school personnel. They may also bring with them
other educational assistive devices such as Braille N Speak, recorder/player,
and/or laptop computers.
Students with visual impairments may prefer or to some extent require other
educational materials such as books and other references in taped, CD, and/or
Digital Accessible Information System (DAISY) format.
Production and
availability of these materials can be arranged in advance through the National
Library (Library for the Blind division), which is based in Manila and through other
non-government organizations like the Resources for the Blind and other
affiliates.
Tests or other examinations to be administered for students with visual
impairments may be prepared in soft/electronic copy. Considerable time to finish
the test to be administered for students with visual impairments may likewise be
provided.
19

The following open source/links once accessed may be useful to facilitate the
education of students with visual impairments:
free screen reader thunder (http://www.screenreader.net/)
jaws (http://www.freedomscientific.com)
window eyes (http://www.gwmicro.com/)
webAnyWhere Screen reader on the go

(http://webanywhere.cs.washington.edu/)
Dolphin Home (www.dolphinuk.co.uk/)
NVDA
www.nvda-project.org/ - Orca - GNOME Live!
http://live.gnome.org/Orca
Macintosh operating system

(www.apple.com/accessibility/voiceover/)

Students with visual impairments may seek counseling, medical and health,
referral and job placement assistance and other services during their stay in
school. The Office of Student Affairs and Services shall consider organizing a
group of volunteers to serve as readers for students with visual impairments and
render other forms of assistance.
The Accessibility Law or Batas Pambansa Blg. 344 requires the provision of
rough or corrugated pathways and other access features for the visually impaired,
however, with appropriate orientation and mobility training, students with visual
impairments can already manage themselves independently.
F. Curriculum Program
Given reasonable accommodations, students with visual impairments can do
adaptations to fulfill the requirements of the prescribed curriculum for every course.
Teachers are encouraged to be more descriptive in delivering lessons for every
subject, like visual aids for the seeing, tactile aids materials that could be touched
for visualization and ebooks/audio books that could enhance learning of students
with visual impairment. Physical Education (PE) subjects in every curriculum may be
modified to enable students with visual impairments to comply with requirements.
Revisions in the methodology shall be done from time to time according to

the needs of the visually impaired students.
20

G. Research and Development

The school can initiate applications and development of research projects on
the development of material appliances and technical aids for learners with visual
impairment as provided for in Section 17 of the Magna Carta for Persons with
Disabilities (RA7277) and on problems students with visual impairments
experience while in school.
Research areas/legal bases relevant to students with visual impairments can
also be obtained from various sources such as among others the Salamanca
Statement on Education, Biwako Millennium Framework for Persons with
Disabilities, mandates relevant to education of UNESCO, UN ESCAP, and other
UN and ASEAN organizations.
H. Special Training/Skills of Teachers

Teachers who are handling students with visual impairment should have
recognized the dynamics of a visually impaired person and should be conversant
about disability-related policies like the Accessibility Law or Batas Pambansa Blg.
344 and the Magna Carta for Disabled Persons (RA 7277), including its
amendments as provided for in RA 9442 through an appropriate orientation that
can be coordinated with and provided by concerned government and non
government organizations.
Teachers shall undergo training or at least have an overview of Braille reading
and writing, any computer screen reading soft wares, DAISY materials, and other
learning aids and assistive devices such as but not limited to Closed-Circuit
Television or CCTV.
21

GENERAL GUIDELINES ON THE ADMISSION OF

TRAINEES/STUDENTS WITH DISABILITIES
IN POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
POST SECONDARY EDUCATION (Non-Degree) is the stage of formal
education following the secondary level covering non-degree programs that have
varying duration for three (3) months to three (3) years concerned primarily with
developing strong and appropriately trained middle level skilled manpower
possessing capabilities supportive of national development.
The potential/target clienteles of tech-voc programs includes primarily the
high school graduates, secondary school leavers, college undergraduates and
graduates who want to acquire competencies in different occupational fields,
displaced workers who lost their jobs because of closure of establishments,
retrenchment or laying-off of workers, returning Overseas Filipino Workers
(OFW), currently employed persons and Persons with Disabilities (PWDs) who
want to learn new skills and knowledge and/or upgrade their skills.
ENROLMENT POLICIES
All students who want or are interested to enroll in technical
vocational education under post secondary programs either in a private or
public institution must have completed their secondary education.
Students with physical disabilities or have special needs should be
accepted in any courses or qualifications preferred by the applicant.
However, the acceptance shall be made only after clear assessment and
concurrence by all parties concern on the potential and peculiar problems
that may be encountered by the student in fulfilling the demand and rigors
during the actual learning process.
ASSESSMENT TOOLS AND PROCEDURES
All persons/students who want to pursue technical vocational
courses must undergo the assessment procedures required by the
learning/training institution. The assessment process may include the use
of assessment tools and/or other procedures the school/institution may
require.
It should be made clear that the result of the assessment should not
be used by the institution to declare or classify if the applicant to have
passed or failed in his application. Rather, it should be used merely as
reference to guide or find out what particular career, course or qualification
would best fit based on the capacity, interest, and inclinations revealed by
the result of the assessment instrument used.
22

In the absence of an internal assessment tool, the learning/training

institution should secure copy of the applicants National Career
Assessment Examination (NCAE) administered by Department of
Education. Or, asked them to undergo the Youth Profiling for Starring
Career (YP4SC) being used by TESDA to assess its applicants.
THE USE OF RECOGNITION OF PRIOR LEARNING (RPL)
Each training institution should establish a committee purposely to
review and deliberate to give due recognition on the applicants skills,
knowledge, expertise and technical skills based on evidences.
The Recognition of Prior Learning (RPL) is an assessment process
which gives accreditation or recognition of a persons technical skills and
knowledge acquired through exposure to relevant work experiences
related to the course/qualification being applied.
PROGRAM/COURSE QUALIFICATION
Any post-secondary TVET courses or qualifications must be
submitted for accreditation under the Unified TVET Program Registration
and Accreditation System (UTPRAS) of TESDA before it is offered to the
public by the institution. Once found to have complied with the
requirements prescribed in the Training Regulations, a Certificate of
Program Registration (CoPR) is issued.
METHODOLOGY/DELIVERY MODE OF INSTRUCTION
All post-secondary TVET courses/qualifications should adopt the
Competency-Based Training (CBT) mode. The CBT offers a clearly
defined set of competencies that should be acquired by the learner. More
importantly, it provides a built-in flexibility to respond on the capacity and
learning need of its student/trainee.
MANDATORY ASSESSMENT
The school/training center shall adopt the policy of mandatory skills
assessment to all trainee/students as a prerequisite to graduate from any
post-secondary technical vocational course/qualification. The mandatory
assessment must be conducted by an accredited and independent
assessor in the said qualification.
The conduct of mandatory assessment provides both the institution
and the student to measure the level of knowledge and skill
learned/acquired by student/trainee using a TESDA sanctioned
assessment instrument and procedures. However, the result of said
assessment should not preclude the student/trainee to be considered as
graduate after completion and compliance to its requirement.
23

GLOSSARY
Accommodations is aptly described in the Teaching Students who
have disabilities Resource and Guidebook (1995) Developed by the
Advisory Committee on Campus and Program Accessibility by the
Disabled of Brocke University Surgite, Ontario, Canada5
Accommodations are alterations made in the way information is
presented, in the deadlines students have to complete requirements, or in
the manner in which their knowledge of course material is examined.
Accommodations are recommended to enable students with disabilities to
demonstrate knowledge, without the interference of disability, to the extent
that this is possible. Accommodations are meant to create a fair
academic setting for students with disabilities, when compared to the
others in their classes, fair does not always mean equal, and they need
accommodations to be able to learn and to demonstrate their knowledge.
Thus, accommodations to remove barriers of communication and to
facilitate academic participation can make a difference in the students
ability to fulfill course requirements
Attention Deficit/Hyperactive Disorder - the essential feature of AttentionDeficit/Hyperactivity Disorder is a persistent pattern of inattention and/or
hyperactivity-impulsivity that is more frequent and severe than is typically
observed in individuals at a comparable level of development. (DSM-IV)
Autism Spectrum Disorder Note: Autism spectrum disorders and pervasive
developmental disorders are used synonymously. IDEA 2004 Definition of Autism. A
developmental disability significantly affecting verbal and nonverbal
communication and social interaction, usually evident before age 3 that
adversely affects a childs educational performance. Other characteristics
often associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or in daily
routines, and unusual responses to sensory experiences. The term does not
apply if the childs educational performance is adversely affected because the
child has an emotional disturbance. References. Lerner,J.W. (2005). Learning Disabilities:
th
Theories, diagnosis and teaching strategies.(10 ed.). Boston:Houghton Mifflin and Smith, D. (2007).
Introduction to Special Education. Boston:Allyn and Bacon.
Blind - those who have a visual acuity of 20/200 of 6/60 or less in the better
eye after maximum correction or who have a visual field which subtended an
angle of 20 degrees or less in the widest diameter
Cerebral Palsy - a static encephalopathy caused by an insult to the
premature brain, leading to a global dysfunction, which always includes
problems with motor function (movements).
http://www.cosc.brocku.ca/Faculty/Radue/disabilities/default.html
24

GLOSSARY
Communication - includes languages, display of text, Braille, tactile
communication, large print, accessible multimedia as well as written, audio,
plain-language, human-reader and augmentative and alternative modes,
means and formats of communication, including accessible information and
communication technology (UN-CRPD)
Deaf - a person who has an audiological impairment that makes him/her
unable to hear.
Disability - an evolving concept and that disability results from the
interaction between persons with impairments and attitudinal and
environmental barriers that hinders their full and effective participation in
society on an equal basis with others. (UNCRPD)
Discrimination on the basis of disability - any distinction, exclusion or
restriction on the basis of disability which has the purpose or effect of
impairing or nullifying the recognition, enjoyment or exercise, on an equal
basis with others, of all human rights and fundamental freedoms in the
political, economic, social, cultural, civil or any other field. It includes all forms
of discrimination, including denial of reasonable accommodation. (UNCRPD)
Hard of hearing - a person who can understand words only if spoken very
loud or close to the ear and has severe difficulties if there are other sources of
noise.
Inclusive education - a developmental approach to the learning needs of all
children, youth and adults, especially those who are vulnerable to
marginalization and exclusion. The principle of inclusive education was
adopted at the World Conference on Special Needs Education: Access and
Quality (Salamanca, Spain, 1994), restated at the World Education Forum
(Dakar, Senegal, 2000) and supported by the UN Standard Rules on the
Equalization of Opportunities for Persons with Disabilities.
Language - includes spoken and signed languages and other forms of non
spoken languages. (UNCRPD)
Learning Disability - (note: in IDEA, the term used is Specific Learning Disability) IDEA
2004 Definition. General. The term means a disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written that may manifest itself in imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia. Disorders not included.
The term does not include learning problems that are primarily the result of
visual, hearing, or motor disabilities of mental retardation, of emotional
disturbance, or of environmental, cultural or economic disadvantage. A
25

GLOSSARY
learning disability can cause a person to have trouble learning and using
certain skills. (Lerner, 2005) References. Lerner,J.W. (2005). Learning Disabilities: Theories,
diagnosis and teaching strategies.(10th ed.). Boston:Houghton Mifflin and Smith, D. (2007). Introduction
to Special Education. Boston:Allyn and Bacon.
Learning Disorder - is diagnosed when the individuals achievement on

individually administered, standardized tests in reading, mathematics, or
written expression is substantially below that expected for age, schooling, and
level of intelligence. (DSM-IV)
Limb Deficiency - any musculo-skeletal abnormalities in which the arms,
hands and legs are absent or missing. It may manifests with following
characteristics: 1) Clubfoot a child born with one or both feet deformed
looking like a golf club; 2) Club hand a child born with one or both hand
deformed; 3) Polydactylism a child born with extra fingers and toes; and 4)
Syndactylism a child born with webbed fingers or toes.
Low Vision - those who have significantly reduced vision with visual acuity of
less (worse) than 20/60 or 6/18 in the better eye or visual fields is less than 20
degrees in diameter. After treatment or with refractive correction, vision
cannot be corrected to normal. It also includes color blindness.
Peripheral Nerve Injury - an injury of a peripheral nerve caused by complete
or partial transection or compression resulting to weakness or paralysis and
sensory abnormalities of the affected extremity.
Poliomyelitis - an acute viral infection of the spinal cord, resulting in
weakness or paralysis, and decrease in muscle size and bulk of the affected
extremity. Sensation and bladder function is usually normal.
Potts Disease - also known as tuberculosis of the spine, which is caused by
a bacterial infection and may result in partial or complete paralysis. It may be
accompanied by spinal deformity (kuba).
Reasonable accommodation means necessary and appropriate
modification and adjustments not imposing a disproportionate or undue
burden, where needed in a particular case, to ensure to persons with
disabilities the enjoyment or exercise on an equal basis with others of all
human rights and fundamental freedoms (UNCRPD)
Universal design - the design of products, environments, programmes and
services to be usable by all people, to the greatest extent possible, without the
need for adaptation or specialized design. Universal design shall not
exclude assistive devices for particular groups of persons with disabilities
where this is needed. (UNCRPD)
26

RESOURCE CENTERS
AD/HD Society of the Philippines
Rm. 210 Center for Social Policy
Social Development Complex
Ateneo de Manila University
Katipunan Road, Loyola Heights, Quezon City
Tel. No.: 927-3463; 426-6001 loc. 4649
Autism Society Philippines, Inc.
Rm. 307 M.L. Building
47 Kamias Road, Quezon City
Tel. No.: 926-6941
E-mail : autism@edsamail.com.ph
Website : www.autismphils.org
Cerebral Palsied Association of the Philippines, Inc.
# 7 Santan Street, La Colina Subdivision
Barangay Fortune, Marikina City
Tel. No.: 448-9640
Telefax : 413-2083
E-mail : cpap_2003@yahoo.com
Commission on Higher Education
Office of Student Services
Higher Education Development Center Building
Carlos P. Garcia Avenue, University of the Philippines
Diliman, Quezon City
Tel. No.: 928-3561; 426-9891
Website : www.ched.gov.ph
De La Salle-College of Saint Benilde
School of Deaf Education and Applied Studies
2544 Taft Avenue, Manila
Tel. No.: 5267441 local 131
Telefax : 895-9642
Email: SDEAS.OPD@gmail.com
Website: www.dls-csb.edu.ph
Down Syndrome Association of the Philippines, Inc.
2nd Floor 6372, Agrifina Building
Camia corner Meleguas Streets
Guadalupe Viejo, Makati City
Tel. No.: 895-3606
Telefax : 895-9642
27

RESOURCE CENTERS
Philippine Society for Developmental and Behavioral Pediatrics
Room No. 6 Philippine Children's Medical Center Bldg.
Quezon Avenue, Diliman, Quezon City
Tel. No.: 924-6601 to 25 loc. 273
Fax. No.: 924-0840
Philippine Childrens Medical Center
Quezon Avenue, Diliman
Quezon City
Tel. No. : 924-6001 to 25
Philippine Federation for the Deaf
#27C Masikap Street
Barangay Piahan
Quezon City
Tel. No.: 435-1198
Resources for the Blind. Inc,
4th Floor, COTI Building
623 EDSA, Cubao
Quezon City
Tel. No.: 726-3021-24
Fax No.: 727-0077
E-mail : info@blind.org.ph
Website : www.blind.org.ph
The National Library (Library for the Blind Division)
T.M. Kalaw Street
Ermita, Manila
Tel. No.: 524-0498
Fax. No.: 524-2329
28

RELEVANT REFERENCES
BIWAKO Millennium Framework for Action Towards an Inclusive,
Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia
and the Pacific
C. Early detection, early intervention and education
1. Critical issues
24.
Available evidence suggest that less than 10 percent of children and youth with
disabilities have access to any form of education. This compares with an enrolment rate
of over 70 per cent for non-disabled children and youth in primary education in the Asian
and Pacific region. This situation exists despite international mandates declaring the
education is a basic right for all children and calling for the inclusion of all children in
primary education by 2015. Governments should ensure the provision of appropriate
education, which responds to the needs of children with all types of disabilities in the
next decade. It is recognized that there is wide variation in the response which
Governments in the Asian and Pacific region have made in providing education for
children with disabilities, and that children are currently educated in a variety of formal
and informal educational settings, and in separate and inclusive schools.
25.
The exclusion of children and youth with disabilities from education results in their
exclusion from opportunities for further development, particularly diminishing their access
to vocational training, employment, income generation and business development.
Failure to access education and training prevents the achievement of economic and
social independence and increases vulnerability to poverty in what can become a self perpetuating, inter-generational cycle.
26.
Infants and young children with disabilities require access to early intervention
services, including early detection and identification (birth to four years old), with support
and training to parents and families to facilitate the maximum development of the full
potential of their disabled children. Failure to provide early detection, identification and
intervention to infants and young children with disabilities and support to their parents
and caretakers results in secondary disabling conditions which further limit their capacity
to benefit from educational opportunities. Provision of early intervention should be a
combined effort of Education, Health and/or Social Services.
27.
Currently education for children and youth with disabilities is predominantly
provided in special schools in urban centers and is available to limited numbers of
children in many countries of the Asia and Pacific region. The Salamanca Statement and
Framework for Action on Special Needs Education recommend that inclusive education,
with access to education in the regular local neighborhood or community school,
provides the best opportunity for the majority of children and youth with disabilities to
receive an education, including those in rural areas. Exceptions to this rule should be
considered on a case-by-case basis where only education in special school or
establishment can be shown to meet the needs of the individual child. It is acknowledge
that in some instances special education may be considered to be the most appropriate
form of education for some children with disabilities. The education of all children,
including children with disabilities, in local or community schools assists in breaking
down barriers and negative attitudes and facilitates social integration and cohesion within
communities. The involvement of parents and the local community in community schools
further strengthens this process.
29

28.
Major barriers to the provision of quality education for children with disabilities in
all educational contexts include the lack of early identification and intervention services,
negative attitudes, exclusionary policies and practices, inadequate teacher training,
particularly training of all regular teachers to teach children with diverse abilities,
inflexible curriculum and assessment procedures, inadequate specialist support staff to
assist teachers of special and regular classes, lack of appropriate teaching equipment
and devices, and failure to make modifications to the school environment to make it fully
accessible. These barriers can be overcome through policy, planning implementation of
strategies and allocation of resources to include children and youth with disabilities in all
national health and education development initiatives available to non-disabled children
and youth.
29.
Governments in collaboration with other stakeholders need to provide sport,
leisure and recreational activities and facilities for persons with disabilities, as the
fulfillment of their basic rights to the improvement of life.
2. Millennium development goal
30.
In this priority area the millennium development goal is to ensure that by the year
2015, children everywhere, boys and girls alike, will be able to complete a full course of
primary schooling and that girls and boys will have equal access to all levels of
education.
3. Targets
Target 6.
Children and youth with disabilities will be an integral part of the
population targeted by the millennium development goal of ensuring that by 2015 all
boys and girls will complete a full course of primary schooling.
Target 7.
At least 75 per cent of children and youth with disabilities of school
age will, by 2010, be able to complete a full course of primary schooling.
Target 8.
By 2012, all infants and young children (birth to four years old) will
have access to and receive community-based early intervention services, which ensure
survival, with support and training for their families.
Target 9.
very early age.
Governments should ensure detection of childhood disabilities at a
See General Assembly resolution 48/96 of 20 December 1993 on Standard Rules on the
Equalization of Opportunities for Persons with Disabilities, annex, rules 6. Education, para. 8.
4. Action required to achieve targets
1.
Governments should enact legislation, with enforcement mechanisms, to
mandate education for all children, including children with disabilities, to meet the goals
of the Dakar Framework for Action and the millennium development goal of primary
education for all children by 2015. Children with disabilities need to be explicitly included
in all national plans for education, including national plans on education for all the Dakar
Framework for Action.
30

2.
Ministries of Education should formulate educational policy and planning in
consultation with families and organizations of persons with disabilities and develop
programmes of education, which enable children with disabilities to attend their local
primary schools. Policy implementation needs to prepare the school system for inclusive
education, where appropriate, with the clear understanding that all children have the right
to attend school and that is the responsibility of the school to accommodate differences
in learners.
3.
A range of educational options should be available to allow the selection of a
school that will best cater for individual learning needs.
4.
Adequate public budgetary allocation specifically for the education of children
with disabilities should be provided within the allocation budget.
5.
Governments in collaboration with others should collect comprehensive data
on children with disabilities, from birth to 16 years old, which should be used for planning
appropriate early intervention and educational provision, resources and support services,
from birth through school age.
6.
Five years targets should be set for the enrolment of children with disabilities
in early intervention, pre-school, primary, secondary and tertiary (post-school) education.
Progress towards meeting these targets should be closely monitored with a view to
achieving the goal of 75 per cent of children with disabilities in school by 2012.
7.
Ministries of Health and other concerned ministries should establish adequate
early detection and identification services in hospitals, primary health care, center and
community-based health care services, with referral systems to early interventions
services for all disabled infants and children (birth to four years old). Governments
should routinely screen high-risk pregnancies and high-risk newborn babies for early
detection of disabilities at birth or soon thereafter.
8.
Ministries of Health and Education should establish early intervention
services, in collaboration with other concerned ministries, self-help organizations, NGO
and community-based agencies, to provide early intervention, support and training to all
disabled infants and children with disabilities (birth to four years old) and their families.
9.
Governments, including Ministries of Education, should work in partnership
with NGOs at the national and local level to conduct public awareness campaigns to
inform families of children with disabilities, schools and local communities, of the right of
children and youth with disabilities to participate in education at all levels, in urban and
rural areas, and with particular emphasis on the inclusion of girls with disabilities where
there is a gender imbalance in school attendance.
10. The following measures should be taken, where appropriate, by Governments
in the region to improve the quality of education in all schools, for all children, including
children with disabilities, in special and inclusive educational contexts: (a) conduct
education and training for raising the awareness of public officials, including educational
and school administrators and teachers, to promote positive attitudes to the education of
children with disabilities, increase sensitivity to the rights of children and youth with
disabilities in regular schools; (b) provide comprehensive pre- and in-service teacher
training for all teachers, with methodology and techniques for teaching children with
diverse abilities, the development of flexible curriculum, teaching and assessment
strategies; (c) encourage suitable candidates with disabilities to enter the teaching
31

profession; (d) establish procedures for child screening, identification and placement,
child-centered and individualized teaching strategies and full systems of learning and
teaching support, including resource centers and specialists teachers, in rural and urban
areas; (e) ensure the availability of appropriate and accessible teaching materials,
equipment and devices, unencumbered by copyright restriction; (f) ensure flexible and
adaptable curriculum, appropriate to the abilities of individual children and relevant in the
local context; (g) ensure assessment and monitoring procedures are appropriate for the
diverse needs of learners.
11. Governments should implement a progressive programme towards achieving
barrier-free and accessible school transport by 2012.
12. Government should encourage programmes of research at tertiary institutions
to develop further effective methodologies for teaching children and youth with diverse
abilities.
13. Organizations of and for disabled persons should place advocacy for the
education of children with disabilities as high priority item on their agenda.
14. Regional cooperation needs to be strengthened to facilitate the sharing of
experiences and good practices and to support the development of inclusive education
initiatives.
32

RELEVANT REFERENCES
UNITED NATIONS
CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES
Article 24
Education
1. States Parties recognize the right of persons with disabilities to education. With a
view to realizing this right without discrimination and on the basis of equal
opportunity, States Parties shall ensure an inclusive education system at all
levels and lifelong learning directed to:
(a) The full development of human potential and sense of dignity and selfworth, and the strengthening of respect for human rights, fundamental
freedoms and human diversity;
(b) The development by persons with disabilities of their personality, talents
and creativity, as well as their mental and physical abilities, to their fullest
potential;
(c) Enabling persons with disabilities to participate effectively in a free
society.
2. In realizing this right, States Parties shall ensure that:
(a) Persons with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities are not
excluded from free and compulsory primary education, or from secondary
education, on the basis of disability;
(b) Persons with disabilities can access an inclusive, quality and free primary
education and secondary education on an equal basis with others in the
communities in which they live;
(c) Reasonable accommodation of the individuals requirements is provided;
(d) Persons with disabilities receive the support required, within the general
education system, to facilitate their effective education;
(e) Effective individualized support measures are provided in environments
that maximize academic and social development, consistent with the goal
of full inclusion.
3. States Parties shall enable persons with disabilities to learn life and social
development skills to facilitate their full and equal participation in education and
as members of the community. To this end, States Parties shall take appropriate
measures, including:
(a) Facilitating the learning of Braille, alternative script, augmentative and
alternative modes, means and formats of communication and orientation
and mobility skills, and facilitating peer support and mentoring;
33

(b) Facilitating the learning of sign language and the promotion of the
linguistic identity of the deaf community;
(c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deafblind, is delivered in the most appropriate languages
and modes and means of communication for the individual, and in
environments which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take
appropriate measures to employ, teachers, including teachers with disabilities,
who are qualified in sign language and/or Braille, and to train professionals and
staff who work at all levels of education. Such training shall incorporate disability
awareness and the use of appropriate augmentative and alternative mode,
means and formats of communication, educational techniques and materials to
support persons with disabilities.
5. States Parties shall ensure that persons with disabilities are able to access
general tertiary education, vocational training, adult education and lifelong
learning without discrimination and on equal basis with others. To this end, States
Parties shall ensure that reasonable accommodation is provided to persons with
disabilities.
Note: Full text of the UN-CRPD may be accessed through the following website:
http://www.ncda.gov.ph
34

RELEVANT REFERENCES
MAGNA CARTA FOR DISABLED PERSONS
AND ITS IMPLEMENTING RULES AND REGULATIONS
(Republic Act No. 7277)
Chapter 2 Education
SECTION 12. Access to Quality Education The State shall ensure that disabled
persons are provided with adequate access to quality education and ample opportunities
to develop their skills. It shall take appropriate steps to make such education accessible
to all disabled persons. It shall be unlawful for any learning institution to deny a disabled
person admission to any course it offers by reason of handicap or disability.
The State shall take into consideration the special requirements of
persons in the formulation of educational policies and programs.
encourage learning institutions to take into account the special needs of
persons with respect to the use of school facilities, class schedules,
education requirements and other pertinent consideration.
disabled
It shall
disabled
physical
The State shall also promote the provision by learning institutions, especially
higher learning institutions, of auxiliary services that will facilitate the learning process for
disabled persons.
SECTION 13. Assistance to Disabled Students. The State shall provide
financial assistance to economically marginalized but deserving disabled students
pursuing post secondary or tertiary education. Such assistance may be in the form of
scholarship grants, student loan programs, subsidies, and other incentives to qualified
disabled students in both public and private schools. At least five percent (5%) of the
allocation for the Private Education Student Financial Assistance Program created by
virtue of R.A. 6725 shall be set aside for disabled students pursuing vocational or
technical and degree courses.
SECTION 14. Special Education. The State shall establish, maintain and
support a complete, adequate and integrated system of special education for the visually
impaired, hearing impaired, mentally retarded persons and other types of exceptional
children in all regions of the country. Toward this end, the Department of Education,
Culture and Sports shall establish special education classes in public schools in cities
and municipalities. It shall also establish, where viable, Braille and Record Libraries in
provinces, cities or municipalities.
The National Government shall allocate funds necessary for the effective
implementation of the special education program nationwide. Local government units
may likewise appropriate counterpart funds to supplement national funds.
SECTION 15. Vocational or Technical and Other Training Programs. The State
shall provide disabled persons with training in civics, vocational efficiency, sports and
physical fitness, and other skills. The Department of Education, Culture and Sports shall
establish in at least one government-owned vocational and technical school in every
province a special vocational and technical training program for disabled persons. It shall
develop and implement sports and physical fitness programs specifically designed for
disabled persons taking into consideration the nature of their handicap.
35

SECTION 16. Non-Formal Education. The State shall develop non-formal

education programs intended for the total human development of disabled persons. It
shall provide adequate resources for non-formal education programs and projects that
cater to the special needs of disabled persons.
SECTION 17. State Universities and Colleges. If viable and needed, the State
Universities or State College in each region or province shall be responsible for (a) the
development of material appliances and technical aids for disabled persons (b) the
development of training materials for vocational rehabilitation and special education
instructions: and (c) the research on special problems, particularly of the visuallyimpaired, speech-impaired, and orthopedically-impaired students, mentally retarded, and
multi-handicapped and others, and other elimination of social barriers and discrimination
against disabled persons, and (d) inclusion of the Special Education for Disabled (SPED)
course in the curriculum.
The National Government shall provide these state universities and colleges with
the necessary special facilities for visually-impaired, hearing-impaired, speechimpaired, and other orthopedically-impaired students. It shall likewise allocate the
necessary funds in support of the above.
RULE III
SECTION 1. Quality Education for Learners with Special Needs
1.1 Learning institutions under this rule shall admit all learners with special needs
whether in academic, vocational or technical courses and other training programs
except in the following instances:
a) If the learning institutions have already accepted learners with special needs and
further acceptance will render the teaching personnel and facilities less affective.
b) If the learning institutions do not meet the criteria set by the Bureau of SPED and
are not included in the financial assistance program except for government and
state owned learning institutions shall be encouraged and provided necessary
assistance to comply with the requirements of this rule and shall be subject to
monitoring, supervision and assessment.
c) Teacher training institutions are enjoined to include basic SPED courses at the
undergraduate and graduate levels of education and in other related areas.
These courses shall equip teachers with the skills needed to modify content and
the teaching approaches used in ordinary classrooms so as to give curriculum
access to learners with special needs and in working with parents and the
specialists shall also be developed.
d) Teaching institutions shall offer scholarships programs to SPED teachers in
coordination with the Department of Education, Culture and Sports, Commission
on Higher Education and other government and non-government agencies.
These programs can be provided through alternative training models to include
but not limited to short term courses, distance education, mobile training, and
module instruction.
1.2 Formal Education
To provide learners with special needs to access to basic education, learning
institutions shall offer integrated education.
36

In order to ensure that quality education is accessible, the following components

namely, curriculum, educational programs, teaching methods and services shall be
given importance by learning institutions:
1. For persons with visual impairment in the preparatory, elementary and early
secondary levels modified curriculum shall include but not limited to, sensory
training, special instruction in braille reading and writing, mathematics, orientation
and mobility, music and typing.
Preparation for integration and mainstreaming must be worked out in the early
years of schooling at the elementary level to assure that visually impaired
children just like other children with special needs except those possibly with
mental retardation are educated with their nonhandicapped peers to the fullest
extent possible. For post secondary vocational to tertiary levels they shall be
integrated and mainstreamed and undergo the regular curriculum. Learners with
visual impairment in these levels shall be given the necessary service such as:
reading, writing braille, record library services, orientation and mobility, optical
and medical services, counselling and other assistance.
2. For persons with hearing impairment, modified curriculum shall emphasize
communication and language development which is tailored to meet the learners
educational needs. The curriculum shall include special instruction in speech,
speechreading, auditory training and rhythm using total communication, multisensory and other approaches. They shall be referred to such support personnel
as sign language interpreters, audiologists, otologists, speech therapists, auditory
trainors and others as needed.
3. For persons with orthopedic handicaps, quality education shall be given in the
same manner as those in the regular education except that school facilities and
physical environment shall be in compliance with B.P. Blg. 344 and they shall be
allowed to attend classes in the ground floors of the school buildings whenever
possible. Class schedule and other pertinent considerations shall be made to suit
their learning requirements.
4. For persons with mental retardation, modified curriculum shall emphasize training
in self-care, socialization, motor, pre-vocational, vocational and other daily living
skills. For those with severe retardation, emphasis shall be on the development of
self-care skills.
5. For all types of learners with special needs, teaching strategies shall be creative,
multi-dimensional, multi-sensorial and shall involve active participation of the
learners.
6. For other types of learners with special needs:
a)
Those with behavior problems including those with autism, those with
learning disabilities and those with multiple handicaps, modified curriculum
shall include special activities and instructional techniques for the
normalization of behavior, functions and technical, academic skills to prepare
them for the world of work.
b)
For disabled gifted persons, the curriculum should emphasize the
development of communication skills, positive self-concept, high level
abstract thinking, social skills and independent living using creative teaching
principles and interdisciplinary approaches.
37

7. All SPED personnel involved in the education of learners with special needs
shall be technically trained. The DECS shall continuously review the possibility of
providing incentives to these personnel to attract others to join this profession
and prevent the fast turnover of the SPED teachers to high paying jobs.
With the above considerations, learners with special needs shall be afforded
appropriate types of special education programs suited to their needs to maximize their
potentials.
1.3 Non formal Education
Alternative special delivery systems to complement formal education shall include
but not limited to community-based, hospital-based, and other non-school based
programs and services for learners with special needs.
Radio, TV video, print and other distance teaching approaches shall be utilized to
reach out to those who cannot avail of institution-based programs and services.
The participation of persons with special needs, their parents and the community in
the delivery of programs and services to this special group must be enhanced
through the establishment of peer counseling, volunteerism, community awareness
and church support.
SECTION 2. Program Modification and Eligibility for Financial Assistance
2.1 Modified Facilities and Equipment for Learners with Special Needs
The following shall be the minimum requirements, which shall facilitate the
learning process of persons with disabilities:
a) For Academic Institutions
1. For persons with visual impairment sensory and tactile materials, braille
books and record materials, Braille writing, printing and reading machines,
orientation and mobility equipment.
2. For persons with hearing impairment group or individual hearing aids,
speech trainers, tape recorders and speech or language kit containing
auditory and language training materials.
3. For persons with orthopedic handicaps the requirements provided for by
B.P. 344 shall be complied with including adjustable desks or chairs and
adapted physical education apparatuses.
4. For persons with mental retardation facilities, equipment and
instructional materials for developing skills in self-care, socialization,
motor, cognitive and pre-vocational and vocational training.
5. Other types of learners with special needs: those with behavioral
problems including those with autism, those with learning disabilities and
those with multiple handicaps instructional devices and equipment for
behavioral modification, perceptual motor training, daily living skills,
language and speech and cognitive skills development.
38

b) Vocational and Technical Schools and Centers for Learners with Special Needs
To equip learners with special needs with vocational skills for gainful employment, on
the job or hands-on training and apprenticeship programs shall be encouraged.
1. For persons with visual impairment tools and machineries used must
have Braille marks and sound identifying features and other adaptations.
2. For persons with hearing impairment signal lights, signs and other
adaptations shall be incorporated in the tools and machineries.
3. For persons with orthopedic handicaps tools and machineries shall have
adapted devices which include but is not limited to the following:
Hand control for learners with special need s with non-functioning legs and
feet; control panels for those with non-functioning hands; and mouth control
device for those with non-functioning limbs. Height and size of the machines
shall be considered in making adaptations in the teaching-learning
environment.
4. For persons with mental retardation appropriate sheltered workshops,
work centers and other similar arrangements.
5. For other types of learners with special needs those adaptations
mentioned in numbers 1,2,3 and 4 as needed.
c) Special Education Centers for Learners with Special Needs
SPED Centers shall be established nationwide based on needs assessment and in
consultation with leaders of the disabled sectors.
2.2 Eligibility for Financial Assistance
a) Only those academic institutions and entities, vocational and technical
schools and centers and those offering other training programs with modified
facilities and equipment mentioned in Section 1 a and b of Rule III shall be
eligible for financial assistance under this rule.
b) All learners with special needs regardless of disability, age, sex, religion and
creed, shall be qualified for a financial assistance program provided they are
Filipino citizens and must have met the requirements set by the Bureau of
SPED in accordance with Section V and Rule IV.
SECTION 3. Scope
A.
B.
C.
The rules shall apply to all government agencies, national or local

Learners with special needs
Learning institutions, public or private, including rehabilitation agencies,
sheltered workshops, day care centers, and other institutions and entities of
similar nature. With regard to government agencies, it is the accountability of the
concerned public official directly involved in the formulation and approval of
programs in the province, city o r municipality and the head of agencies and
bureaus of the National Government.
39

SECTION 4. Enforcement
The Department of Education, Culture and Sports shall be responsible for the
implementation of these provisions in coordination with the Local Government Units,
Commission on Higher Education and Technical Education and Skills Development
Authority.
Republic Act No. 9442

AN ACT AMENDING REPUBLIC ACT NO. 7277,
OTHERWISE KNOWN AS THE MAGNA CARTA FOR DISABLED PERSONS
AND FOR OTHER PURPOSES
CHAPTER 8. Other Privileges and Incentives
(h) Educational assistance to persons with disability, for them to pursue
primary, secondary, tertiary, post tertiary as well as vocational or technical
education, in both public and private schools, through the provision of
scholarships, grants, financial aids, subsidies and other incentives to qualified
persons with disability including support for books, learning materials and uniform
allowance to the extent feasible: Provided, That persons with disability shall meet
minimum admission requirements;
40

RELEVANT REFERENCES
CHED MEMORANDUM ORDER
No.
23
Series of 2000
TO
All CHED Regional Directors

Presidents/Heads of Public and Private Higher
Education Institutions
SUBJECT
QUALITY EDUCATION FOR LEARNERS WITH

SPECIAL NEEDS
X-------------------------------------------------------------------------------------------------------X
In accordance with the provisions of Republic Act (RA) no. 7722, otherwise known as the
"Higher Education Act of 1994," and in compliance with the urgent request of the
National Council for the Welfare of Disabled Persons (NCWDP) chaired by the
Honorable Vice President Gloria Macapagal Arroyo, proper implementation of the
provisions of the Magna Carta for Disabled Persons and its Implementing Rules and
Regulations embodied in RA 7277, by all higher education institutions is hereby adopted:
1. Public higher education institutions (HEIs) shall admit all learners with special needs
whether in academic, vocational or technical courses and other training programs,
except those which have already accepted but whose facilities do not warrant
additional enrolees. Private HEIs meanwhile, are encouraged to do the same as part
of their educational service to qualified tertiary level students with special needs.
2. Teacher training institutions are enjoined to include Special Education (SPED)
courses at the undergraduate and graduate levels of education and in other related
areas, and to offer scholarship programs to qualified SPED teachers whenever
possible, in coordination with the Commission on Higher Education and other
government and non-government agencies.
3. To ensure that quality education is accessible to all learners with special needs and
to facilitate their learning process, the following modified facilities and equipment
shall be given importance by all HEIs as minimum requirements specified in RA
7277.
a) For persons with visual impairment
sensory and tactile materials, Braille books
and record materials, Braille writing, painting and reading machines, orientation
and mobility equipment.
b) For persons with hearing impairment group or individual hearing aids, speech
trainers, tape recorders and speech or language kit containing auditory and
language training materials.
c) For persons with orthopedic handicaps the requirements provided for on Rule II
of Batas Pambansa Bldg. 344 re: Accessibility Law, shall be complied with
41

including adjustable desks or chairs and adopted physical education

apparatuses.
d) For persons with mental retardation facilities, equipment and instructional
materials for developing skills in self-care, socialization, motor cognitive and prevocational and vocational training.
e) Other types of learners with special needs: those with behavioral problems
including those with autism, those with learning disabilities and those with
multiple handicaps instructional devices and equipment for behavior
modification, perceptual motor training, daily living skills, language and speech
and cognitive skills development.
4. In compliance thereof, CHEDROs are directed to closely monitor the implementation
of the aforecited provisions on quality education for learners with special needs, a
semestral report of which shall be submitted to the Commission, through the Office of
Student Services, 3/F NEC Bldg., UP Campus, Diliman, Quezon City.
5. Full support and cooperation are enjoined.
Pasig City, Philippines, August 11, 2000

(SGD.) ESTER ALBANO GARCIA
42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

PARTICIPATING AGENCIES
AD/HD Society of the Philippines
Association of Christian Schools, Colleges and Universities
Autism Society Philippines, Inc.
Bible Institute for the Deaf
Bureau of Alternative Learning System (Department of Education)
Bureau of Elementary Education (Department of Education)
Bureau of Secondary Education (Department of Education)
Catholic Educational Association of the Philippines
CAP College Foundation
Centro Escolar University
Cerebral Palsied Association of the Philippines, Inc.
College of Physical and Occupational Therapy
Commission on Higher Education - Office of Student Services
Cupertino Center for Special Children
De La Salle - College of Saint Benilde
Department of Science and Technology
Down Syndrome Association of the Philippines
Ilaw ng Lipunan Inc. (Baras, Rizal)
Life Haven, Inc.
LINK Center for the Deaf
Manila Christian Computer Institute for the Deaf Foundation
Metro Manila Federation of Agencies for the Deaf
Miriam College-Southeast Asian Institute for the Deaf (MC-SAID)
Miriam College
62

National Anti-Poverty Commission PWD Sector
National Vocational Rehabilitation Center
NOH-School for Crippled Children
Parents Advocates for Visually Impaired Children
Philippine Academy of Rehabilitation Medicine
Philippine Association of State Universities and Colleges (PASUC)
Philippine Childrens Medical Center
Philippine Council of Cheshire Homes for the Disabled
Philippine Deaf Resource Center, Inc.
Philippine Federation for the Deaf
Philippine National School for the Blind
Philippine Normal University
Philippine Registry of Interpreters for the Deaf
Philippine School for the Deaf
Philippine Society for Developmental and Behavioral Pediatrics
Rehabilitation Sheltered Workshop
Resources for the Blind, Inc.
Tahanang Walang Hagdanan
Technical Education and Skills Development Authority
The National Library (Library for the Blind Division)
Trichet Learning Center
Trinity University of Asia
University of the Philippines Special Education Area
UP- College of Allied Medical Profession
Women with Disabilities Leap to Economic Progress

63

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Guidelines in the Admission

Commission on Higher Education

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

Guidelines in the Admission of Students with Disabilities

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

CHED Memorandum Order (CMO) No. 23, Series of 2000. titled

Even though the number of students with disabilities is observed to be increasing,

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

DEAF AND HARD OF HEARING STUDENTS

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

A crucial aspect of accommodation is the presence of a qualified sign

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

D. Student Support Services

Guidance & Counseling Services including access to career planning.

Full access, participation and inclusion of

Facilitation of student interaction and networking among the deaf or

Facilitation of open communication between school/teachers and

E. Physical Plant, Equipment and Facilities

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

Adequate classrooms with acoustical treatment

F. Research and Development

G. Special Training/Skills of Teachers and support providers

Teachers and support providers (such as Guidance Counselors, note

In-service training for teachers to ensure that teachers and educators

Availability of experts and information on the above-stated topics can be

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

In order to best serve Deaf or hard of hearing students, teachers

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

STUDENTS WITH LEARNING DISABILITIES (LD),

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

2. Upon passing the admission test, the School/University:

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

Permission to take home reference materials on a longer time

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

E. Curriculum and Learning Program

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

F. Research and Development

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

STUDENTS WITH PHYSICAL DISABILITIES

C. Auxiliary Aids and Services

D. Student Support Services

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

Initiate and institutionalize a referral program to address their special

E. Physical Plant, Equipment and Facilities

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

STUDENTS WITH VISUAL IMPAIRMENTS

C. Auxiliary Aids and Services

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

window eyes (http://www.gwmicro.com/)

webAnyWhere Screen reader on the go

Dolphin Home (www.dolphinuk.co.uk/)

Macintosh operating system

D. Student Support Services

Revisions in the methodology shall be done from time to time according to

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

G. Research and Development

H. Special Training/Skills of Teachers

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES

GENERAL GUIDELINES ON THE ADMISSION OF

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES