Group Kay Sir Sico Full Groupings

Special Education
in Department of
Education
SUBMITTED TO:
Sir Rico Paulo Tolentino
SUBMITTED BY:
BSEDEN 3-1
Leader:
Pam Figueras
Members:
Maika Santos Buala
Albert Domingo Casipit
AR Dela Cruz
Jasmin Calaguas Gumasing
Ciaraleen Mesina
Rocel Perez Salang
John Karl San Pascual-Tejada
Special Education in Department of Education
DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special Education
(SPED) Program
The Department of Education (DepEd) through the Bureau of Elementary Education (BEE) and
the Bureau of Secondary Education (BSE) issues the enclosed Guidelines on the Utilization of
Support Funds for the Special Education (SPED) Program.
Posted on August 19, 2015
DO 46, s. 2014 - Guidelines on the Implementation of the Alternative Learning System for
Persons With Disability (ALS for PWD) Program
To further attain the goals of the Department of Education (DepEd) in relation to Education for
All (EFA) and Millennium Development Goals (MDGs), and in the effort to reach all types of
learners, this Department through the Bureau of Alternative Learning System (BALS) revitalizes
the ALS for Persons with Disability (ALS for PWD) Program which is also formerly known
as ALS for Differently-Abled Persons (ALS-DAP).
Posted on November 24, 2014
DO 98, s. 2011 - Revised Guidelines on the Utilization of the Financial Support Fund to the
Secondary Schools Special Education (SPED) Program
For School Year (SY) 2012-2013, the one hundred fifty three (153) secondary schools
implementing the Special Education (SPED) Program (focused on disabilities) which submitted
the enrolment data shall be granted Five Hundred Thousand Pesos (PhP500, 000. 00) subsidy for
the effective delivery of service to the students with exceptionalities.
Posted on December 16, 2011
DO 85, s. 2011 - Amendment to DepEd Order No. 69, s. 2011 (Guidelines on Sustaining
Special Education at the Elementary Level)
DepEd Order No. 69, s. 2011 entitled Guidelines on Sustaining Special Education at the
Elementary Level is amended by excluding Paragraph 4 as part of these guidelines.
Posted on November 3, 2011
DO 77, s. 2011 - Moving the Disability Agenda Forward

In order to move the disability agenda forward, the Department of Education (DepEd) in
collaboration with the disability sector and stakeholder representatives, has organized the
Advisory Council for the Education of Children and Youth with Disabilities (ACECYD).
Posted on October 5, 2011
DO 53, s. 2008 - Maximization of Trained Teachers and Administrators in Special

Education
Monitoring results of SPED-trained teachers and administrators signal the need to maximize the
training programs they have availed of. Enclosed are the guidelines set to maximize training
gains of these teachers and administrators.
Posted on July 5, 2008
DO 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines

Pursuant to DECS Order No. 26, s. 1997 entitled Institutionalization of SPED Programs in All
Schools, there should be at least one SPED Center organized in every school division.
Posted on February 11, 2000
DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools

In support to the implementation of the Republic Act 7277 (Magna Carta for Disabled Persons)
and to achieve the target set for the Asian and Pacific Decade of Disabled Persons (1993-2002)
that 75% of the 4 million children with disabilities should be provided equal educational
opportunities, special needs education shall be institutionalized in all schools.
Posted on March 7, 1997
DO 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional

Supervisor In-Charge of Special Education
In recognition of the global commitment of providing access to education, Article XIV of the
1987 Philippine Constitution and R.A. 7277, otherwise known as the Magna Carta for Disabled
Persons mandate the State to provide relevant education to the needs of people and the society.
In view of this, the education of the estimated 4 million Filipino children with special
educational needs should be addressed.
Posted on January 6, 1997
DO 14, s. 1993 - Regional Special Education Council
There is an urgent need to promote special education through more flexible modalities of
cooperation among the regional division offices, along with other government and
nongovernment agencies. Hence, the organization of a Regional Special Education Council
(RSEC) is desired in the absence of the education supervisor item for SPED in the field.
DO 87, s. 1992 - Utilization of Three Special Education Publications

In response to the felt need in the field for specific guidelines on the education of the gifted and
for instructional materials for the handicapped, three (3) Special Education (SPED) publications,
namely: (a) Handbook on Educating the Gifted; (b) Livelihood Education Instructional Materials
for Children with Special Needs; and (c) 1991 Revised Filipino Braille Code, have been
scheduled for dissemination during the orientation conferences in SPED to be held from August
to October 1992.
DO 117, s. 1987 - Policies and Guidelines for Special Education

Compliance with these policies and guidelines by all concerned is deemed necessary towards
providing equitable access to educational opportunities and achieving quality education.
Likewise, reinforcement of efforts of both government and non-government sectors in the
implementation of these is hereby enjoined.
Posted on December 5, 1987
http://www.deped.gov.ph/orders?search_api_views_fulltext=&page=1&f[0]=field_classification
%3A735
DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special Education
(SPED) Program
The Department of Education (DepEd) through the Bureau of Elementary Education (BEE) and
the Bureau of Secondary Education (BSE) issues the enclosed Guidelines on the Utilization of
Support Funds for the Special Education (SPED) Program.
DO 27, s. 2012 - Changes in and Additional Provision to DepEd Order No. 98, S. 2011
(Revised Guidelines on the Utilization of the Financial Support Fund to the Secondary
Schools Special Education (SPED) Program)
The Revised Guidelines on the Utilization of the Financial Support Fund to the Secondary
Schools Special Education (SPED) Program was issued through DepEd Order No. 98, s. 2011.
However, the format for the utilization of funds in Items a, b, c, d, e, f and g are hereby added
and/or corrected based on the format of the Department of Budget and Management (DBM).
Posted on April 10, 2012
DO 24, s. 2012 - Guidelines on the Utilization of the Support Funds for the Recognized
Elementary Special Education (SPED) Centers
With its commitment to give quality educational services to children with special needs, the
Department of Education (DepEd), through the Special Education (SPED) Division of the
Bureau of Elementary Education (BEE) has facilitated the granting of financial subsidy for the
School Year (SY) 2012-2013 to support the implementation for the 345 recognized Elementary
SPED Centers with an aggregate amount of One Hundred Eighty Million and Five Hundred
Thousand Pesos (PhP180,500,000.00).
DO 21, s. 2012 - Policies and Guidelines on the Implementation of the Universal

Kindergarten Education Program
The Department of Education (DepEd) shall continue with its commitment to the Millennium
Development Goals (MDGs) particularly MDG No. 2, which is to attain universal primary
education by 2015, and Education for All (EFA) objectives, particularly Critical Task No. 2, to
expand the coverage of the Early Childhood Care and Development (ECCD) Program to yield
more EFA benefits giving priority to those who are in vulnerable, disadvantaged and
underserved areas.
DO 2, s. 2012 - Guidelines on the Supply, Allocation, Delivery, and Distribution of

Centrally Procured Instructional Materials (IMS) for the Special Education (SPED)
Program at the Basic Education Level
The Department of Education (DepEd) through the Instructional Materials Council Secretariat, in
collaboration with the Bureau of Elementary Education, Bureau of Secondary Education, and the
Bureau of Alternative Learning System, shall provide instructional materials to Special
Education centers for children with special needs.
Posted on January 10, 2012
DO 52, s. 2010 - Implementation of the Science and Mathematics Equipment Project, FY
2010 in Support of the 2010 Secondary Education Curriculum
In support of the 2010 Secondary Education Curriculum and the strengthening of Science and
Technology Education in basic education, DepED through the National Science Teaching
Instrumentation Center (NSTIC) shall continue distributing packages of science and mathematics
equipment to the public schools to enhance the academic performance of students in Science and
Mathematics.
Posted on May 17, 2010
DO 50, s. 2010 - Strengthening Special Education Program at the Basic Education Level
The Special Education Program (SPED) is necessary to provide equitable access to basic
education by learners with exceptionalities. To strengthen the SPED at the secondary level, the
Department of Education through the Bureau of Secondary Education (BSE) shall provide
financial support to regular high schools offering SPED program across the country.
DO 49, s. 2010 - Guidelines for the Supply, Allocation, Delivery, and Distribution of
Centrally Procured Instructional Materials for the Special Education Program at the Basic
Education Level
The Instructional Materials Council Secretariat (IMCS), in collaboration with the Bureau of
Elementary Education (BEE), Bureau of Secondary Education (BSE), and the Bureau of
Alternative Learning System (BALS), shall provide instructional materials to SPED Centers for
children with special needs.
DO 13, s. 2009 - Fund Allocation for Special Education Centers

In order to strengthen the operation of existing Special Education (SPED) Centers in the
Philippines, the Department of Education (DepED) shall download Eighty Four Million Pesos
(PhP84M) to the two hundred seven (207) SPED Centers nationwide. The 207 SPED Centers
shall be provided an amount proportionate to the enrollment and exceptionalities being served.
Posted on February 11, 2009
DO 30, s. 2001 - Further Clarifying Certain Provisions of DECS, DBM and DILG Joir
Circulars Nos. 1, s. 1998 and 01-A, s. 2000 dated April 14, 1988 and March 14, s. 2000,
Respectively
Enclosed is a copy of DECS-DBM-DILG Joint Circular No. 01-B dated June 25, 2001, further
clarifying Sec. 2.0 of DECS-DBM-DILG Joint Circular No. 01-A dated March 14, 2000, to
include among priority items chargeable to SEF, the payment of salaries and authorized
allowances of teachers hired to handle new classes as extensions of existing public elementary
or secondary schools established pursuant to Section 2.1 of the said Joint Circular.
Posted on July 13, 2001
http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A212
SPECIAL EDUCATION
Special Education
An Educational Program/Service designed to meet the needs of children with special needs who
cannot profit from general or Regular Education because of disabilities or Exceptional
Disabilities.
Basic Philosophy of Special Education

Is derived from the premise that in a democracy, every individual is valuable in his own right and
should be afforded equal opportunities to develop his full potential. Equal Educational
opportunities do not mean the same educational experiences but rather Different experiences
based on the child`s unique needs. The right to education cannot be denied a person if only
because of his disabilities.
Goals and Objectives

The ultimate goal of special education shall be the integration or mainstreaming of learners with
special needs into the regular school system and eventually in the community.
Special education shall aim to develop the maximum potential of the child with special needs to
enable him to become self-reliant and shall be geared towards providing him with the
opportunities for a full and happy life.
The specific objectives of special education shall be the development and maximization of
learning competencies, as well as the inculcation of values to make the learners with special
needs a useful and effective member of society.
https://eedncr.wordpress.com/about-us/special-education/
Policies and Guidelines of Special Education in the Philippines

Maria Martha Manette Apostol Madrid, Ed.D. Professor Institute of Graduate Studies Panpacific
University North Philippines Urdaneta City, Pangasinan, Philippines martzmonette@yahoo.com
Article 1: Philosophy, Goals and Objectives

Section 1: The State shall promote the right of every individual to relevant quality education
regardless of sex, age, breed, socio-economic status, physical and mental condition, social or
ethnic origin, political and other affiliation. The State shall therefore promote and maintain
equality of access to education as well as the enjoyment of the benefits of education by all its
citizen. (BP Blg. 232)mental condition, social or ethic origin, political )
Section 2: Every child with special needs has a right to an educational program that is suitable to
his needs. Special education shares with regular education basic responsibilities of the
educational system to fulfill the right of the child to develop to his full potential.
Section 3: Special education shall aim to develop the maximum potential of the child with
special needs to enable him to become self-reliant and shall be geared towards providing him
with the opportunities for a full and happy life.
Section 4: The specific objectives of special education shall be the development and
maximization of learning competencies, as well as the inculcation of values to make the learners
with special needs a useful and effective member of society.
Section 5: The ultimate goal of special education shall be the integration or maintenance of
learners with special needs into the regular school system and eventually in the community.
Article 2: Definition and Scope

Section 1: Special education refers to the education of persons who are gifted or talented and
those who have physical, mental, social or sensory impairment and cultural differences so as to
require modifications of the school curricula, programs and special services and physical
facilities to develop them to their maximum capacity. These persons may be gifted/talented, fast
learner, mentally retarded, visually impaired, hearing impaired, with behavior problems,
orthopedically handicapped, with special health problems, learning disabled, speech impaired or
multiply handicapped.
Section 2: These policies and guidelines shall apply to all schools, centers and classes (national
or local, public or private, formal or non-formal) established under the educational system of the
Philippines for the education of children with special needs.
Article 3: Identification, Screening, Assessment and Evaluation of Children

Section 1: Identification, screening, assessment and evaluation of children with special needs
shall be conducted by the school and the community utilizing appropriate assessment
instruments.
1.1 Identification and assessment of every child shall be conducted as early as possible.
1.2 The team approach shall be used in the identification and assessment procedures. The team
shall be composed of persons with working knowledge and understanding of children with
special needs, such as the following:
1.2.1 parents/guardians/extended families, 1.2.6 Health workers
neighbors and friends 1.2.7 Social workers
1.2.2 Regular teachers 1.2.8 Psychologists
1.2.3 Special education teachers 1.2.9 Speech and physical therapists
1.2.4 Guidance counselors 1.2.10 law enforcement officers
1.2.5 School administrators 1.2.11 probation officers
1.3 Aspects to be covered in the identification, screening, assessment and education of children
with special needs shall cover the following aspects:
1.3.1 Physical:
1.3.1.1 height and weight 1.3.1.4 hearing
1.3.1.2 physical deformities 1.3.1.5 visual function
1.3.1.3 gross and fine motor coordination 1.3.1.6 oral hygiene and dental development
1.3.2 Psycho-social
1.3.2.1 family history
1.3.2.2 personality
1.3.2.3 behavior
1.3.3 Educational
1.3.3.1 learning disabilities
1.3.3.2 language and speech
1.3.4 Medical
1.4 Appropriate assessment instruments shall be developed or adopted in order to identify

handicapping conditions as early as possible.
1.5 Identification and assessment of children with special needs shall be a continuing process
1.6 The synthesis of identification and diagnostic information shall be the basis for the
appropriate educational placement of the child with special needs.
Article 4: School Admission and Organization of Classes

Section 1:Children with special needs shall enjoy equality of access to formal and non-formal
education.
1.1 Educational help for the handicapped child shall be made available as early as possible.
1.2 Every school division shall organize special classes and provide special services for children
with special needs. (PD 603)
1.3 All schools at the preschool, elementary, secondary and tertiary levels shall admit children
and youth with special needs.
1.4 Preschool education and postsecondary education for technical and vocational courses shall
be salient features of the formal education of children with special needs.
1.5 The school entrance age of a child with special needs to formal academic instruction shall
follow the current regulation of the Ministry of Education, Culture and Sports. He may be
admitted any time during the year, if circumstances warrant such admission. No age requirement
nor time limitation shall be imposed for attendance to non-formal education programs.
1.6 Only persons with special needs shall be eligible for enrolment in special schools
1.7 Special educational provisions shall be made in hospital schools during treatment periods of
handicapped children.
1.8 An assessment test to determine proper grade placement shall be administered to special
students who cannot present school credentials. Their admission shall be subject to the approval
of the regional director.
1.9 Over-aged students assessed by the Philippine Educational Placement Test but found
deficient in communication and other skills, shall be admitted provided that they shall undergo
remedial instruction in the areas of deficiency.
1.10 Admission requirements for regular students taking degree courses at the tertiary level shall
apply to students with special needs.
1.11 Adaptation in the administration of college entrance tests and other examinations given by
the Ministry of Education, Culture and Sports and other agencies shall be provided to meet the
needs of special students.
Section 2: For maximum efficiency, class size at any given time shall be as follows:
Exceptionality...One-Grade Gifted/Fast Learner...30-35...15-20
Level...Multi-Grade or Multi-Level Mentally retarded...8-15...8-10
Blind 7-10 5-6 Multiply Handicapped 5-8 3-6
Deaf 7-15 6-8 Speech Defective 10-15 10-15
Behavior Problems 15-20 7-12 Learning Disabled 7-10 5-6
Orthopedically Handicapped 10-15
10-15
2.1 Placement in a special class shall be temporary and not terminal, thus a continuous
assessment process is essential.
2.2 A maximum of only 2 children with the same or different type of handicapping condition
shall be integrated in a regular class at any given time.
2.3 An itinerant teacher shall have a case load of not more than five children with special needs.
2.4 The special education teacher shall be assisted by one or more teacher aide when necessity
demands and whenever possible.
Section 3: Promotion of children with special needs shall follow the promotion policy for the
regular grades.
3.1 The promotion from grade to grade or from level to level shall follow the promotion policy
for the regular grades.
3.2 The following modifications shall be made for special learners.
3.2.1 Promotion Scheme for Gifted/Talented/Fast Learners
3.2.1.1 Yearly progression 3.2.1.3 Finishing the last three grades in the
3.2.1.2 Acceleration elementary grades in 2 years
3.2.1.4 Advanced placement
3.2.2 The levels of instruction for the mentally retarded shall be as follows:
3.2.2.1 Preschool 3.2.2.4 Intermediate
3.2.2.2 Lower Primary 3.2.2.5 Advanced
3.2.2.3 Upper Primary 3.2.2.6 Post-Secondary
3.2.3 For the multiply handicapped, individualized promotion shall be adopted on a case to case
basis.
Article 5: Curriculum Content, Instructional Strategies and Materials

Section 1: Curriculum Content, Instructional Strategies and Materials
1.1 The following schemes or options may be adopted for Special Education Programs
1.1.1 Regular curriculum - the curriculum prescribed for regular children.
1.1.2 Modified curriculum - the curriculum prescribed for regular children with certain
adaptations to meet the needs of special children.
1.1.3 Special curriculum - the curriculum for children with special needs aimed primarily at
developing special adoptive skills to maximize their potentials.
1.2 Curriculum plans shall be research-based, tested successfully on a pilot basis before their
implementation on a bigger scale, and evaluated periodically. These plans shall be accompanied
by a variety of instructional materials.
1.3 The modified curriculum for the visually impaired shall include sensory training, special
instruction in Braille reading and writing, mathematics, orientation and mobility, Braille music,
and typing.
1.4 The modified curriculum for the hearing impaired shall emphasize communication and
language development based on the philosophy of Total Communication which is tailored to
meet the individual childs communication, and educational needs. The curriculum, in addition,
shall include special instruction in speech and speech reading, auditory training and rhythm. The
multi-sensory approach shall be maximized and speech/speech reading and sign language shall
be encouraged starting in Grade I.
1.4.1 Pilipino Sign Language shall be used in the education of the hearing impaired.
1.5 The modified curriculum for children with behavior problems shall include special activities
and instructional techniques for the normalization of behavior with emphasis on moral, civic and
spiritual values as well as training in livelihood, and technical and academic skills to prepare
them for the world of work.
1.6 The curriculum for the physically handicapped child shall include functional exercises.
1.7 The special curriculum for the mentally retarded shall emphasize training in self-care,
socialization, motor and pre- vocational and vocational skills. For the more severely ratarded
child, emphasis shall be on development of self-care skills.
1.8 Teaching strategies shall be creative and multi-dimensional. They shall make maximum use
of all remaining sense modalities and provide for active participation in the learning process.
1.9 All special schools shall strengthen their vocational and technical training programs.
Arrangements shall be made to enable the child with special needs to attend special courses
offered in the regular vocational schools whenever practical.
1.10 A community-based, home-based or any useful alternative special education delivery
system shall be established to reach those who cannot avail of regular institution-based
programs.
1.11 Effective guidance and counselling programs shall be developed and maintained.
Section 2: Instructional Materials

2.1 Low cost and indigenous materials shall be developed for the use of children with special
needs.
Section 1: Children with special needs shall be provided with a variety of educational patterns
and services
1.1 The assessed needs of each child shall be the primary consideration in determining his
particular program and services.
1.2 Programs may be organized in a variety of settings, namely:
1.2.1 Integration/Mainstreaming. This refers to the enrolment of a child with special needs in a
regular school with additional teaching/care resources. There are degrees of integration. In partial
integration, a child enrolled in a special class in a regular school is integrated with regular
children in non-academic activities like work education, physical education, arts, school
programs, etc. Later on, qualified children may be integrated gradually in one or more academic
subjects. In full integration (sometimes called "zero reject model"), the handicapped child sits in
the regular classes in all subjects, academic or non-academic.
Article 6: Organization Pattern

1.2.2 Resource Room Plan. Under this scheme, the child with special needs is enrolled in the
regular school program but goes to a resource room to use the specialized equipment either in a
tutorial situation or in a small group. The resource room teacher functions both as an instructor
and as a consultant. The usual procedure is for the resource room teacher to serve the area of
exceptionality in which she has had training. However, occasionally in small communities,
necessity may dictate that she serves children with a variety of learning disabilities. Such a
resource room service that does not constitute a complete program of special education should
not turn out to be a segregated plan.
1.2.3 Itinerant Teacher Plan. Under this plan, an itinerant or traveling teacher serves one or
more regular schools depending on how many pupils need special help. She gives direct and
consultative services to children. In addition, these specialists observe, diagnose, make referrals,
requisition textbooks and equipment, prepare instructional materials and evaluates performance.
1.2.4 Cooperative Class Plan (Part-Time Special Class Plan). In this plan, the child with
special needs is enrolled in a special class but receives some of his academic instruction in the
regular grades. In this way, the child is, to a varying extent, integrated into regular education.
1.2.5 Special Class Plan (Self-Contained/Segregated Plan). Under this plan, usually, pupils
with only one type of exceptionality label are enrolled in the special class. This plan is needed
for those with more severe problems which makes it impossible for them to learn in a regular
classroom setting. At times, they may be with their normal peers, but not usually in an academic
situation
1.2.6 Special Education Center. A growing alternative service delivery system is the Special
Education Center which holds classes for children with special needs within the regular school.
Itinerant, resource room services, special and cooperative classes are held in the special
education center. Classes range from three to more than twenty, depending upon the population
and affluence of the community. The school-within-a-school concept receives much support
from parents of the children themselves and from civic and social community organizations. The
Center is administered by a principal and operated according to the rules and regulations that
govern a regular school.
1.2.7 Special Day School. This type of school serves specific types of children with moderate to
severe disabilities. It offers a range of trained special educators and a comprehensive array of
medical, psychological and social services.
1.2.8 Residential School. The reason for placing a child in a residential school is based on the
premise that he can make greater progress in such setting than in any other. Residential schools
provide special education services that are qualitatively and quantitatively superior to those
available in local communities. They also offer comprehensive diagnostic and counselling
services, and vocational and recreational services.
1.2.9 Hospital Instruction. Provision of children confined to hospitals, sanatoria, and
convalescent homes is a service of special education. The types of children in need of hospital
instruction are the severely emotionally disturbed, the profoundly retarded who are bedbound,
the crippled, those with chronic and/or serious health disabilities, and recovering patients. Both
bedside tutoring and group instruction are made available to the above.
1.2.10 Homebound Instruction. This plan is provided by the local school system to serve the
chronically ill, usually the bedridden, the convalescents from operation, accident or temporary
illness, the disturbed, and the retarded pupils. Services are provided by either a full time itinerant
teacher who instructs each pupil in his own home about three times a week, or the regular class
teacher who instructs her temporarily homebound pupils.
1.2.11 Community-based Delivery System. This is a plan for children with special needs who
reside in distant communities and cannot avail of existing special education programs. They are
reached by teachers, para-teachers or volunteers trained to teach the basic 3 Rs and self-help
activities to prepare them for useful and independent living.
1.3 A combination of plans may be considered where special children are not concentrated in a
particular geographic area; where there are not enough children to justify employing more than
one teacher or where the spread is great; and/or where a variety of services is not feasible.
Examples of variation:
a) A Resource Room Plan may be established and the special teacher works part-time as an
itinerant teacher, since the children enrolled for the Resource Room Program can be scheduled to
attend the regular classroom when he is not in the building.
b) A plan such as the one described above may also be established when one special teacher
must meet the needs of children at both elementary and secondary levels.
c) The Cooperative Class Plan may be maintained for some pupils and other pupils scheduled
under the Resource Room PLan, particularly when a program is being changed from a
Cooperative Class Plan to a Resource Room Plan.
d) If the Cooperative Class Plan is being used, the special teacher could leave her class for a
portion of time to serve as an itinerant teacher when a provision is made for the children enrolled
in the Cooperative Class.
1.4 Appropriate referral system shall be established if the result of an assessment merits
residential school placement, e.g., for the child who lives too far from existing special education
services. Otherwise, homebound instruction shall be provided.
1.5 Special supportive services like readers, interpreters, notetakers, and others shall be provided
when necessary.
1.6 Special programs for the gifted, talented and creative shall be developed and maintained.
1.6.1 Special provisions for the gifted, talented and creative may take the following prototypes,
singly or in combination:
1.6.1.1. Grouping - clustering of small groups from different sections to be placed with a teacher
who can modify the curriculum to suit the gifted as in seminars, mini courses, a library period a
week, etc.
1.6.1.2 Vertical Acceleration - early school admission, double grade promotion, advanced
placement, tutoring; correspondence courses; independent study, acceleration by grade skipping
or time compression.
1.6.1.3 Horizontal Acceleration - mentorship wherein gifted students are paired with adults who
serve as their mentors in a subject of mutual interest; individual or group research projects;
honors classes; a core or block program for the integration of ideas from two or more subjects.
1.6.1.4 Guidance - individual conferences; community-sponsored programs; scholarship
societies; career and vocational counseling; peer facilitator.
Section 2: The goal of special education shall be integration or mainstreaming of children with
special needs.
2.1 Integration or mainstreaming of children with special needs shall be viewed as a
developmental process.
2.2 Special supportive services like readers, interpreters, notetakers, and other auxiliary services
shall be provided when necessary.
2.3 The school division shall extend such services as orientation and training of administrators,
teachers, other school personnel and regular popils on special education.
Article 7: School Plant Facilities

Section 1: Adequate physical facilities and equipment shall be provided to assure quality
education for all children with special needs.
1.1 The school system shall assign buildings and resource rooms and adapt physical facilities to
suit children with special needs.
1.2 The school system shall provide appropriate specialized equipment, instructional materials
and supplies.
1.3 Requirement for school site, school plants, physical facilities and classroom size shall be for
the purpose of securing permit for operation of special schools modified in accordance with the
type of exceptionality and enrolment size.
1.4 The minimum requirement for basic classroom equipment for children with special needs
prepared by the Ministry of Education, culture and Sports including medical and dental facilities
shall be complied with.
Section 2: Buildings and facilities shall be made accessible to persons with special needs.
2.1 Steps shall be taken to remove architectural barriers to and within buildings (walkways,
corridors, doors, washrooms and toilets) to enhance mobility of disabled persons.
Article 8: Personnel Recruitment, Welfare and Development

Section 1: For the effective implementation of the special education program, the education,
welfare and training of personnel shall be given high priority.
1.1 All personnel involved in the education of children with special needs shall have adequate
and appropriate educational background and training and personnel qualities specified as
follows:
1.1.1 Education and Work Experience
1.1.1.1 For a special education teacher
Bachelor of Elementary Education specializing in special education
Bachelor of Science in Elementary Education or Secondary Education, major in Special
Education
Bachelor of Science in Elementary Education or Secondary Education plus 18 units in
special education in the graduate level
Bachelor of Science in Elementary Education or Secondary Education plus 16 units in
special education with 4 years of very satisfactory experience in the regular schools
Bachelor of Science in Elementary or Secondary Education plus 14 units in special
education with 4 years of very satisfactory experience in the regular schools
Bachelor of Science in Elementary or Secondary Education plus 12 units in special
education with 6 years of very satisfactory experience in the regular schools
1.1.1.2 For Regional and Division Supervisors, coordinators, and administrators of special
schools and centers
Master of Arts with 18 units in special education or any related field
1.1.2 Civil Service Eligibility For security of tenure of all personnel, possession of an
appropriate civil service eligibility is required.
1.1.3 Personal Qualities Must demonstrate positive attitudes, desirable personal values and
commitment toward children with special needs.
1.2 In the absence of qualified teachers in the division,
equivalent experience or training in handling children with special needs and demonstrated
commitment shall be considered for appointment.
1.3 Teaching and non-teaching personnel working with children with special needs shall be
provided with on-going and various training opportunities to ensure staff competence.
1.4 Training programs shall be upgraded periodically to emphasize early identification,
screening, assessment and evaluation of children with special needs. It shall include courses in
psychology to develop the right attitudes toward handicapped persons.
1.5 The hiring rate of special education teachers shall be at least two ranges higher than that of
regular teachers.
1.6 Incentives shall be given to special education personnel through the following:
1.6.1 master teacher positions when they meet the requirements;
1.6.2 awards for consistent outstanding performance for the last 3 years;
1.6.3 priority in recommendations to related scholarships and fellowships;
1.6.4 attendance to conferences or observations of special education programs in countries with
more advanced programs in special education.
Article 9: Administration and Supervision
Section 1: The Ministry of Education, Culture and Sports shall have overall responsibility for the
administration and supervision of special education in the country.
1.1 The Bureau of Elementary Education through the Special Education Division shall provide
leadership and guidance over the Special Education program for learners with special needs in
the elementary level. The Bureau of Secondary Education and the Bureau of Higher Education
shall likewise establish a division or unit that shall provide similar functions and responsibilities
over learners with special needs in their respective levels.
1.1.1 Until such divisions or units are established, said Bureaus shall send a representative to an
ad hoc group based at the Bureau of Elementary Education to facilitate the administration and
supervision of the special education program in these upper levels.
1.2 The Special Education Division shall provide supervisory and consultative services to assist
regional and division offices develop and expand their program and to ensure quality and
continuity of services. It shall meet these responsibilities through the following main functions:
1.2.1 provision of a broad framework and minimum standards for use in establishing and
maintaining field programs for children with special needs;
1.2.2 supervision of programs for children with special needs. It shall provide assistance in
planning, establishing and maintaining such programs and for the interpretation of the needsof
such programs;
1.2.3 development and validation of prototype instructional materials for children with special
needs; and
1.2.4 consultation and coordination of services with other divisions and bureaus within the
MECS and with other national, public and private agencies for the proper development and
maintenance of programs in special education.
1.3 The implementation of these four functions shall be carried out by the Special Education
Division in the following ways:
1.3.1 provision of a broad framework and minimum standards;
1.3.1.1 development of policies and guidelines to serve as guide for the field in establishing and
maintaining programs for children with special needs;
1.3.1.2 cooperation with public and private agencies to insure the development of all services in
the best interests of gifted and handicapped children;
1.3.1.3 collaboration with other divisions and bureaus within the Ministry of Education, Culture
and Sports for the proper development and maintenance programs;
1.3.1.4 development and coordination of policies and procedures relative to the preparation and
monitoring of programs/reports to the Director, Bureau of Elementary Education.
1.3.2 supervision of programs for children with special needs. This is basically the responsibility
of the regional and division offices. It shall be carried out through the following means:
1.3.2.1 encourage schools to initiate and develop programs for children with special needs;
1.3.2.2 assist schools in the identification and diagnosis of such children. The Division of Special
Education shall encourage schools to conduct vision screening programs and to follow up these
programs by requiring that students who are identified as having vision problems be referred to a
qualified eye specialist for accurate diagnosis;
1.3.2.3 assist schools in the selection of teachers, suitable classroom facilities, and special
instructional materials and equipment needed by children with special needs;
1.3.2.4 interpret policies and regulations for the development and maintenance of programs;
1.3.2.5 plan and conduct workshops for teachers, school administrators and other interested
persons to provide an understanding of the program;
1.3.2.6 serve as in-service consultant to field programs; and
1.3.2.7 assist schools in the utilization of services available from other local and national
agencies.
1.3.3 development and validation of prototype instructional materials for children with special
needs. Such materials shall be managed and handled in accordance with existing rules and
regulations; and
1.3.4 consultation and coordination with public and private agencies. The following procedures
shall be used to complement this function:
1.3.4.1 consultation and coordination of activities with public and private agencies that have
responsibilities for the diagnosis, treatment and rehabilitation of children with special needs,
such as the National Commission Concerning Disabled Persons, the Ministry of Social Services
and Development and the Ministry of Health;
1.3.4.2 promotion and carrying out a program of cooperation and coordination with private
agencies having programs for such children;
1.3.4.3 consultation with institutions of higher learning with regard to recruitment of persons for
training as special education teachers and the development of programs in the area of special
education;
1.3.4.4 act in advisory capacity, upon request, to private groups maintaining programs for
children with special needs; and
1.3.4.5 serve as representative to regional, national and international professional organizations
dealing with children with special needs.
Section 2: The Regional and Division Offices shall have the primary responsibility for the
initiation and implementation of programs for children with special needs. The education of
these children is the responsibility of the total school system. The overall effectiveness of the
program will depend largely upon the leadership and cooperation of the regional/division
promotional and administrative staff and teachers.
2.1 Regional Director The Regional Director shall have overall responsibility for the
administration and supervision of special education in the region.
2.2 Chief of Elementary Education Division The Chief of Elementary Education Division shall
directly assist the Regional Director in the development and implementation of policies, plans
and programs in special education for the region. He may preferably assign one who had training
in special education the responsibility of supervising the program.
2.3 Schools Superintendent The Schools Superintendent shall have the overall responsibility for
the administration and supervision of special education in the division. He shall be assisted
preferably by a Division Supervisor who had training in special education whose responsibility
of the program shall include the following:
2.3.1 assisting in the integration of the program into the division or district total school program;
2.3.2 assisting the special education teacher in an itinerant program to arrange a workable
district-wide schedule
2.3.3 arranging with district supervisors/principals for adequate classroom facilities for the
special education program;
2.3.4 helping the special education teacher secure materials and equipment necessary to his
particular program;
2.3.5 providing assistance to special education teachers through the conduct of in-service
training, seminars and workshops
2.3.6 visiting the program periodically to gain a better understanding of the special education
teachers work;
2.3.7 arranging periodic conferences with the special education teacher;
2.3.8 assisting special education teachers to monitor records
2.3.9 scheduling opportunities for the special education teacher to discuss and explain his
program;
2.3.10 assigning special education teachers who are promoted as administrators to schools wih
the special education program; and
2.3.11 urging all administrators/supervisors of schools/districts who underwent training in
special education to organize special education in their respective schools/districts.
2.4 District Supervisor The District Supervisor shall have the overall responsibility for the
administration and supervision of special education in the district.
2.5 School Principal and Other School Administrators The principal and other school
administrators shall help maximally in the development and continuing success of an effective
special education program by:
2.5.1 creating within the school an atmosphere of acceptance of the program;
2.5.2 including the special education teacher in all staff activities and programs in the school;
2.5.3 coordinating the program with other programs offered by the school including guidance
services, physical education activities, music activities, home economics and other programs;
2.5.4 providing an adequately equipped room for a Resource Room, or on an adequate place for
the itinerant teacher, if this plan is used;
2.5.5 Securing necessary equipment and materials which are available within the school building
for the special education teacher;
2.5.6 making available to special education teachers pertinent data concerning the family
background, scholastic and other pertinent records of all children enrolled in the program;
2.5.7 assisting the special education teacher with scheduling classes for each child;
2.5.8 encouraging classroom teachers to consult with the special education teachers regarding
any problem which might arise in relation to the child in their classroom;
2.5.9 notifying the special education teacher (especially the itinerant teacher) in advance when
special activities or programs will prevent children from following their regular schedule;
2.5.10 visiting the special education program as he does the regular classroom program;
2.5.11 arranging for classroom teachers to visit periodically the class for children with special
needs; and
2.5.12 arranging for the special education teacher to talk with parents, teachers and other
community groups about his program.
Section 3: Teacher Responsibilities It is important to the effective functioning of a school

program for children with special needs to have full cooperation of all teachers in the school.
3.1 Classroom Teacher Of primary importance to the successful functioning of the child in the
regular classroom are the attitudes of people he meets, his self-regarding attitudes and the
attitudes he develops. The positive attitudes that are essential are most likely to develop where
accurate information is available. It is the responsibility of the special education teacher to
provide such information when possible; however, in some instances where there is no special
education teacher available, to following are suggested for the classroom teacher to do:
3.1.1 be alert to the behavioral signs and physical symptoms of difficulties in all children. Be
sure that proper referrals have been made and everything possible has been done to correct or
ameliorate the problems;
3.1.2 accept and provide for a wide range of individual differences on many dimensions among
the children with special needs;
3.1.3 view the physical, mental and social limitations of the child as only one of his attributes;
3.1.4 accept the child as much as you would any other child;
3.1.5 provide a setting for, and expect achievement of the pupil in terms of his scholastic aptitude
and other attributes;
3.1.6 provide lesson presentations which utilize all senses;
3.1.7 arrange preferential seating for the child in terms of his needs;
3.1.8 obtain assistance in the form of constructive consultation and specialized materials and
equipment from those who assume special responsibilities for the child;
3.1.9 help the child to develop concepts meaningful to himself and in line with his own reality;
3.1.10 if possible, provide first-hand experiences for the child rather than vicarious ones; and
3.1.11 do not expect the special education teachers to re-teach what has been taught in the
regular classroom. The itinerant teachers role is to facilitate learning (more than to teach directly)
through assistance to the regular teachers and to the child.
3.2 Responsibilities of the Resource Room Teacher The resource room teacher shall:
3.2.1 share the responsibility for program planning and scheduling with the classroom teacher,
principal, guidance counselor, and other appropriate school personnel;
3.2.2 interpret the childs needs to the classroom teacher and other school personnel who will be
working with him;
3.2.3 advise the classroom teacher as to the best seating arrangement for the visually impaired or
hearing impaired child;
3.2.4 interpret to the classroom teacher and other school personnel, practices and procedures
which make learning tasks easier for the child;
3.2.5 assume the responsibility for procuring texts, supplementary materials, educational aides
and equipment needed by the handicapped child; and
3.2.6 see that the child is provided with the necessary materials, in appropriate media, for full
participation in the regular classroom.
3.3 Responsibilities of the Itinerant Teacher The itinerant teacher shall:
3.3.1 share the responsibility for program planning and scheduling with teachers, principals,
guidance counselors and other school personnel;
3.3.2 confer with the classroom teacher in order to determine:
a) when the child needs help
b)how often he will work with the child
c) other matters related to his work
3.3.3 reinforce the work of the classroom teacher and do intensive teaching of certain phases of
a subject as the need arises;
3.3.4 consider the following in scheduling for:
a) working with the child with the least interruption of his class participation
b) keeping travel time to the minimum
c) conferring with teachers, parents and other personnel
d) preparing and delivering needed materials and equipment
3.3.5 maintain records and exchange information about the child with the classroom teacher on a
regular basis;
3.3.6 prepare a master schedule to be given to his superior and the principal of each building in
which he works;
3.3.7 work within the framework and policies of the schools in which he serves children;
3.3.8 understand the pertinent medical reports concerning the children;
3.3.9 prepare appropriate materials for the handicapped child being served; and
3.3.10 assist in the initiation of new services and coordinate existing ones for use in the
educational program; interpret to the general educators resources of value in the education of
children with special needs.
3.4 Responsibilities of the Cooperating Classroom Teacher The cooperating classroom teacher
shall:
3.4.1 maintain all school records for children in his class;
3.4.2 be responsible for the overall educational program for each child;
3.4.3 determine the amount of participation each child can manage in the regular classes
3.4.4 teach much of the subject matter and arrange with the classroom teacher and other school
personnel (principal, guidance counselor, and other appropriate school personnel for pupils to
participate in some of the activities of the regular classroom and of the entire school; and
3.4.5 see that the child has all the materials needed for participation in the regular class.
3.5 Responsibilities of the Special Class Teacher The special class teacher is responsible for
teaching the basic academic subjects with minimum integration with the non-handicapped in
physical education, for socialization purposes. He must interpret the childs needs and abilities to
the regular classroom teacher or any other school personnel. He must work closely with all
personnel in the school in planning a program which will be beneficial to these special children.
Article 10: Evaluation of Programs and Services

Section 1: The Ministry of Education, Culture and Sports shall develop and implement a system
of evaluating special education programs and services.
1.1 An internal and external evaluation of programs shall be conducted. It shall include an
investigation of all program components such as curriculum, staff development, physical
facilities, funding and research.
1.2 Private schools for children with special needs shall be accredited upon compliance with the
minimum standards that shall be prescribed by the Ministry of Education, Culture and Sports.
1.3 Results of evaluation and feedback shall be used for program improvement and decision-
making.
Section 2: The government shall provide through legislation, incentives for individuals,
governmental and non-governmental entities and agencies engaged in special education and as:
2.1 franking privilege
2.2 tax exemption
2.3 tax reduction
2.4 educational grants or scholarships and fellowships 2.5 loans from government financial
institutions
Section 3: Government assistance in job placement for beneficiaries of the special education
program shall be provided by:
3.1 allocating positions in government offices for them
3.2 creating positions for them through the establishment of skills training centers (faarmers
handicarft, etc.)
Article 11: Research and Special Studies

Section 1: Research relevant to the education of children with special needs shall be conducted to
provide empirical basis for the improvement of instruction at all levels.
1.1 Research on the theory and practice of special education in the country and abroad should be
given equal opportunity.
1.2 Specifically, researches should include:
1.2.1 theoretical and conceptual models in special education
1.2.2 identification, screening, assessment and evaluation of children with special needs;
1.2.3 programs and delivery systems
1.2.4 curricular content, instructional strategies and materials
1.2.5 program evaluation schemes
1.2.6 policy analysis
1.3 Research proposals shall come from all sectors of society, e.g., government ministries
including the Ministry of Education, Culture and Sports, non-government organizations, the
academic community, research centers and private persons.
1.4 A scheme for the dissemination and utilization of research findings should be evolved and
applied.
Section 2: Special studies shall be made in other areas not specified but needed in the
development of the special education program.
Article 12: Parent Education and Community Involvement

Section 1: Parents of children with special needs are valuable members of the educational team
in the program of rehabilitation for independent living of their children.
1.1 Parent education shall be a necessary component of the special education program. As early
as possible, parents shall be made aware of their childrens handicaps and the intervention
strategies needed to help facilitate each childs academic, social-emotional and communicative
development.
1.2 Parents shall be provided with information, and a process of sharing experiences
continuously with other parents experiencing similar problems.
1.3 Parents of children with special needs shall be directly involved in the planning of
educational and special services for their children. They shall be helped to develop confidence in
their abilities to cope with, care for and teach their disabled children.
.4 The family of the child shall be involved in the process of habilitation and rehabilitaion. It
shall be encouraged as the major rehabilitation unit.
1.5 The training of trainors from among community volunteers, including parents and family
members of children with special needs, in basic special education techniques as part of the
community-based or home-based rehabilitation services shall be conducted to promote programs
on early identification and intervention and to enhance home-school relationships.
Article 13: Linkages
Section 1: Linkages with government and non-government organizations shall be established,
maintained and expanded.
1.1 Special education shall be a component of all community- based, home-based and other
rehabilitation services. These shall be coordinated with medical, social and vocational
rehabilitation services.
1.2 All health, welfare and other community services, like parent- teacher organizations, socio-
economic clubs, and other groups which can help children with special needs and their families
shall be tapped.
1.3 Carefully designated pilot programs that shall demonstrate the effective collaboration of
education, medical, health care, and social services shall be undertaken.
1.4 A system of referral, collaboration and follow-up among various disciplines and services for
specific areas shall be established and intensified.
1.5 A directory or service information center that lists all rehabilitation services available in a
particular geographical areas and the types of children with special needs that can be served shall
be prepared and made available.
1.6 The school shall exert effort to link with the community in providing wholesome recreational
and other facilities that would enable children with special needs to interact with their normal
peers.
Article 14: Public Information, Education and Communication

Section 1: A nationwide information dissemination campaign on the prevention, early
identification and intervention of children with special needs shall be intensified
1.1 Mass media shall be utilized to make the public aware of the importance and availability of
services for children with special needs.
1.2 Short radio and TV messages that are easy to grasp shall be aired utilizing language that
parents and laymen can understand to change and improve public attitudes towards children with
special needs.
1.3 Information dissemination on special education services shall be the responsibility of the
Ministry of Education, Culture and Sports.
1.4 Guidelines to disseminate relevant information concerning educational programs for children
with special needs, as distinguished from other disciplines, shall be issued as often as necessary.
1.5 Annual celebration and activities on special weeks like Sight Saving, Hearing Conservation,
and others shall be publicized for the information of the public.
1.6 Data bank in special education shall be developed and maintained at the regional, division
and district levels.
Article 15: Funding

Section: The cost of educating children with special needs shall be borne by the national and
local governments
1.1 The national government shall provide for the items and salaries of special education
teachers and other school personnel.
1.2 The national government shall authorize the reclassification of the present items of personnel
presently involved in special education to special education items at all levels whenever
requirements are met.
1.3 The national government shall provide for the construction of appropriate buildings and the
procurement of special equipment, tools and supplies.
Article 15: Funding

1.4 The regional office shall allot funds for research and evaluation, the training of special
education personnel, the cost of special equipment, facilities and instructional materials ans
travel allowance of their own personnel. 1.5 The division office and local government units
shall allot funds for the travel allowance of itinerant teachers and division supervisor in-charge of
the program and, where possible, transportation of pupils. 1.6 The City and/or Provincial
school board shall provide for additional funds for facilities and instructional materials, and for
yearly inservice training of teachers and scholarship grants to qualified teachers and
administrators.
Article 16: Policy Support Legislation

Section 1: Legislative measures to strengthen the special education program shall be passed.
These shall be geared towards:
1.1 Maximization of (1) teacher salaries and other benefits, and (2) opportunities for professional
growth.
1.2 Provision of sufficient appropriation for continuing research, establishment of diagnostic
centers, facilities and supplies, etc.
1.3 Greater family and community involvement.
1.4 Establishment of special day and residential schools.
Article 17: Special Provisions

Section 1: Special schools shall provide the following levels of instruction by themselves or in
consortia with other institutions
- Preschool
- Elementary
- Secondary
- Continuing education for technical and vocational training if faculty and facilities are available
and upon approval by proper authorities. Short term courses only.
- Tertiary level
- Graduate level
Section 2: Special schools shall serve in a variety of alternative settings which may be one or
more of the following:
- Residential school
- Day school
- Hospital school
- Homebound instruction
- Rehabilitation Center (also for drug dependents and juvenile delinquents)
Section 3: Special schools shall expand their role from being primarily an educational institution
to that of a resource development and service center for the special education program in the
community.
Section 4: Criteria for admission to a government dormitory for children with special needs shall
take into account the following factors:
Age (at least 5 years old)
- Good health (as certified by a government physician)
- Financial status (preferably those with low family income as shown in the family income tax
returns)
- Distance of residence from school (inaccessible by transportation or travel is risky for the
pupil)
Section 5: The quality of instruction in special schools shall equal or be better than that of the
general school system, and closely linked to it.
Article 18: Special Provisions

Amendment Clause
Any revision or amendment of these policies and guidelines to be made by the implementing
offices shall be referred to the respective Divisions which shall in turn recommend its
promulgation to the Minister of Education, Culture and Sports.
Article 19: Effectivity

These policies and guidelines shall take effect immediately upon its approval by the Minister of
Education, Culture and Sports.
http://www.slideshare.net/MariaMarthaManetteMadrid/policies-and-guidelines-of-special-
education-in-the-philippines
Special education refers to the arrangement of teaching procedures, adapted equipment and
materials, accessible settings, and other interventions designed to address the needs of students
with learning differences, mental health issues, physical and developmental disabilities, and
giftedness. Provision of special education is inferred from two provisions of the 1987 Philippine
Constitution. Article II, Section 17 provides that the state must give priority to education, while
Article XIV, Section 1 guarantees that this education be accessible to all: appropriate steps must
be taken.
Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277, introduced some rules
on special education in the Philippines. Sec. 12 mandates that the "State shall take into
consideration the special requirements of disabled persons in the formulation of educational
policies and programs." On the other hand, learning institutions are encouraged "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." Specifically,
learning institutions are encouraged to provide "auxiliary services that will facilitate the learning
process for disabled persons."
Sec. 14 of RA 7277 provides that the State "shall establish, maintain and support 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."
However, AFAIK, there is still no comprehensive law which mandates special education in the
Philippines. There are two pending Senate bills: SB No. 517, the Please register to see links.,
introduced by Sen. Jinggoy Estrada, and SB No. 2020, the Please register to see links.,
introduced by Sen. Miriam Defensor Santiago. Both are still pending on the Committee Level.
Sen. Estrada's bill proposes the establishment of special education centers in strategic places to
be able to provide accessible services for children with special needs. It mandates that there
should be at least one Special Education Center for each school division, and at least three SpEd
Centers for school divisions with Children with Special Needs (CSN). Furthermore, it mandates
that the State shall institutionalize an adequate and relevant educational program for every child
with special needs (Sec. 2). The bill seeks to empower the parents of CSN, by providing them
with information about the full continuum of services and possible placement options (Sec. 3,
para. d). It further seeks to empower the teachers and other caregivers by providing them with
the capability to identify, refer and intervene with developmental disorders and disabilities (Sec.
3, para. e). (I hate the word "prevent" which is actually used in the bill.) But perhaps, the most
lofty ideal as identified by the bill is to "effectuate significant and positive changes in community
attitudes towards disability and the need to provide special education, care and other needs of
children with special needs. (Sec. 3, para. g)."
The putative Special Education Act of 2007 identifies ten groups of Children with Special Needs
(CSNs) (Sec. 4, para. f):
1. gifted children and fast learners 8. children with learning disabilities
2. mentally handicapped/mentally retarded (perceptual handicap, brain injury, minimal
3. visually impaired brain dysfunction, dyslexia and
4. hearing impaired developmental aphasia)
5. children with behavior problems 9. speech impaired
6. orthopedically handicapped 10. persons with autism
7. children with special health problems
Sen. Santiago's bill is substantially the same as Sen. Estrada's.
However, these two bills just legislates something which DepEd had apparently been doing as
early as 1997. In DepEd Order No. 27, s. 1997, all divisions where required to organize at least
one SPED Center to cater to children with special needs. DepEd also has Please register to see
links. Under its Bureau of Elementary Education.
The ultimate goal of special education in the public schools, according to the Special Education
Division of DepEd, is the integration or mainstreaming of learners with special needs into the
regular school system and eventually in the community, following the principles of The
Salamanca Statement on Principles, Policy and Practice in Special Education.
Out of 84.4 million Filipinos, approximately 5.486 million (13%) are individuals with special
needs. Around 4.8% are provided with appropriate educational services, but the 95.2% of those
with exceptionalities are unserved.
In 1995 to 1996 about 80,000 special needs children enrolled. 156,270 by school year 2004 to
2005: 77,152 were mentally gifted and 79,118 were children with disabilities:
40, 260 learning disabilities 760 orthopedically disabled

11,597 hearing impaired 5,172 children with autism
2,670 visually impaired 912 speech defectives
12,456 intellectually disabled 142 chronically ill
5,112 behavior issues 32 children with cerebral palsy
A very comprehensive review of the state of special education in the Philippines, in 1988, can be
found in Pascual and Gregorio's "A Case Study on Special Education in the Philippines".
http://eduphil.org/special-education-in-the-philippines.html
SPECIAL EDUCATION - EDUCATION FOR ALL!

SPECIAL EDUCATION
The White Paper on Education, Charting our Education Future (1995), states: ALL STUDENTS,
regardless of their personal circumstances, HAVE A RIGHT of access to and participation in the
education system, according to their potential and ability.
DEFINITION:
SPECIAL EDUCATION OR SPECIAL NEEDS EDUCATION
- is the education of students with special needs in a way that addresses the students' individual
differences and needs.
It also refers to the arrangement of teaching procedures, adapted equipment and materials,
accessible settings, and other interventions designed to address the needs of students with
learning differences, mental health issues, physical and developmental disabilities, and
giftedness.
VISION FOR CHILDREN WITH SPECIAL NEEDS

The State, community and family hold a common vision for the Filipino child with special
needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic
education. This education should fully realize his/her own potentials for development and
productivity as well as being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.
GOAL OF SPECIAL EDUCATION - to provide children with special needs appropriate

educational services within the mainstream of basic education.
The two-pronged goal includes the development of key strategies on legislation, human resource
development, family involvement and active participation of government and non-government
organizations.
1987 Philippine Constitution. Article II, Section 17 -provides that the state must give priority to
education.
Article XIV, Section 1 guarantees that this education be accessible to all: appropriate steps must
be taken.
Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277 Sec. 12 mandates that the
"State shall take into consideration the special requirements of disabled persons in the
formulation of educational policies and programs."
On the other hand, learning institutions are encouraged "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." Specifically, learning institutions are
encouraged to provide "auxiliary services that will facilitate the learning process for disabled
persons."
Sec. 14 of RA 7277 provides that the State "shall establish, maintain and support 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."
OBJECTIVES OF SPECIAL EDUCATION

Provide a flexible and individualized support system for children and youth with special needs in
a regular class environment in schools nearest the students home.
Implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college, and
Make available an array educational programs and services: the Special Education Center built
on a school within a school concept as the resource center for children and youth with special
needs; inclusive education in regular schools, special and residential schools, homebound
instruction, hospital instruction and community-based programs; alternative modes of service
delivery to reach the advantaged children in far-flung towns, depressed areas and underserved
barangays.
SPECIAL EDUCATION ACT OF 2007 IDENTIFIES TEN GROUPS OF CHILDREN WITH
SPECIAL NEEDS (CSNS):
1. gifted children and fast learners 8. children with learning disabilities
2. mentally handicapped/mentally retarded (perceptual handicap, brain injury, minimal
3. visually impaired brain dysfunction, dyslexia and
4. hearing impaired developmental aphasia)
5. children with behavior problems 9. speech impaired
6. orthopedically handicapped 10. persons with autism
7. children with special health problems
PRINCIPLES OF SPECIAL EDUCATION

students with special educational needs have a right to an appropriate education
the needs of the individual student are paramount in decisions relating to their education
parents should have an active role within the system
a continuum of educational services should be provided and, where practicable, appropriate
education should be provided in ordinary schools for all students with special educational needs
only in exceptional circumstances should a student have to live away from home to avail of an
appropriate education
the state should provide adequate resources to enable students with special educational needs to
avail of an appropriate education.
http://www.slideshare.net/jonnamayberci/special-education-education-for-all?qid=be5325dc-
c106-4201-8a2a-a245ac622d31&v=qf1&b=&from_search=2
HISTORY OF SPECIAL EDUCATION

Presentation Overview
Eight major events that have shaped special education today
Each of the following will be explained about each event:
How terminology has changed
Why students are now in the least restrictive environment
How societys view of special education has changed
Why the event is significant in shaping special education
Introduction Many events that have taken place in the past few decades have contributed
to the history of special education. Today, students with special needs are able to attend
school along with students who do not have disabilities. Unfortunately, this was not
always the case. This presentation will introduce parents to the history of special
education by discussing the efforts and legislations that helped it become what it is today.
Timeline of Major Events

Brown vs. Board of Education May 17, 1954
Bureau of Education for Handicapped January 1, 1965
PARC vs. Pennsylvania May 5, 1972
Mills vs. D.C. Board of Education July 8, 1972
Education for All Handicapped Children Act July 8, 1975
Individuals with Disabilities Act August 5, 1990
Americans with Disability Act August 5, 1990
No Child Left Behind July 8, 2001
Brown vs. Board of Education - 1954 In the Brown vs. Board of Education case decision, the
United States Supreme Court ruled that it was unlawful under the Fourteenth Amendment to
discriminate arbitrarily against any group of people (Friend & Bursuck, 2015).
(Tomberrigan.com)
Main Factors:
Change in Terminology
Segregation: a state or an action of setting something or someone apart from another group of
things or people (Kinshasa, 2006).
Students Placement in Least Restrictive Environment
The decision determined that no student regardless of their gender, race, or disability can be
excluded from general education.
Change in Societys View
Redefined the nations ideal of separate being equal
Significance in Shaping Special Education

Was a turning point in ending race relations in schools.
Allowed all students to have an equal opportunity at education (Dybwab, 1980)
Bureau of Education for the Handicapped - 1965 The Bureau of Education for the
Handicapped (now known as the Office of Special Education Program OSEP) was created after
Congress added Title VI to the Elementary and Secondary Education Act of 1965 (Peterson,
2007). The creation of the Bureau in 1965 indicated that advancements in special education were
finally being put in perspective, even though there were no mandates set in place for students
with special needs. (Cm200.k12.sd.us)
Main Factors:
Mandated - an authorization or command to act a certain way with a public issue usually given
by an electorate to his or her representatives.

PL 94-142 provided a provision that allowed students with special needs to be allowed the
opportunity to interact with students without disabilities (Jeffers, 1993).

Education for students with special needs still wasnt mandated.

Established state funded programs in the U.S.
The first Federal program created to support children's with special needs education
(Jeffers, 1993).
Pennsylvania Association for Retarded Children (PARC) vs. Pennsylvania - 1972 PARC vs.
Pennsylvania was the countrys first right-to-education suit. After the case quickly settled, a
consent decree was issued and the state agreed to provide children with mental retardation with
free public education (Friend & Bursuck, 2015). (Iowaacec.weebly.com)
Main Factors:
Class Action Suit: a lawsuit brought by a group of people but is represented by only one
member of the group (Wikipedia, 2015).
Consent Decree: a settlement or an agreement used between two parties to resolve a
dispute with a liability or an admission to guilt (Phelps & Lehman, 2005).
Protected Class: a person, or group of people, that cannot be targeted for discrimination
(Wikipedia, 2015).
Helped established the foundations and ideals of equal education that eventually led to the least
restrictive environment (LRE) principle and the Individuals with Disabilities Education Act (Lee,
2005).

Most people believed that children with disabilities were unable to fit in or learn with children
without disabilities.

The Courts decree laid the foundation for the establishment of the right to an education for all
children with disabilities (Public Interest Law Center of Philadelphia).
Mills vs. D.C. Board of Education - 1972 Much like the PARC case, Mills vs. D.C. Board of
Education was a class action lawsuit that represented students with disabilities that were
currently out-of-school. The case featured seven children with various disabilities (mental
retardation, physical impairments, behavior problems, epilepsy, and hyperactivity) that
represented over 18,000 students that were denied public education in Washington, D.C.
(Gargiulo, 2015). (timerime.com)
Main Factors:
Due Process Clause: a U.S. Constitution clause that represents a system of rights that are
based on ethical laws (Gargiulo, 2015).
Elementary and Secondary Education Act (ESEA): an act that provided federal funds for
the improvement of education of children with disabilities (Gargiulo, 2015).

Special services were given only if they were needed, but children with disabilities were
mainstreamed.

School districts denied education to students with disabilities due to a lack of funding.

The case determined that schools could not deny education to children with disabilities due to
funding issues (Gargiulo, 2015).
Education for All Handicapped Children Act (EAHCA) - 1975 Enacted by the United States
Congress in 1975, the Education for All Handicapped Children Act required all public schools
that were issued federal funds to provide children with disabilities with equal access to education
and one free meal a day (Jeffers, 1993). (thinglink.com)
Main Factors:
Individualized Education Program (IEP): written documents that manages the administration of
special education services to services to students with special needs who needs them (Beattie,
Jordan & Algozzine, 2006).

Children with disabilities were placed in the least restrictive educational environment possible
through mandates.

Society asked questions regarding what were the immediate impact on disabled children across
the country and exactly what factors led to the EAHCA (Jeffers, 1993).

Before the EAHCA, children with special needs were denied education, but it was later
mandated that all school districts were required to educate students equally.
Individuals with Disabilities Education Act (IDEA) - 1990 The Individuals with Disabilities
Act was originally passed as the Education for All Handicapped Children Act (EHCA). It
describes disability categories that make students eligible to receive special education and it
specifies the related services and supplementary services and aids students may be entitled to
(Friend & Bursuck, 2015). (lifespantherapies.com)
Main Factors:
Autism: defined as a developmental disability that affects social interactions and
verbal/nonverbal communication of children.
Cognitive Disorders: a category of mental health disorders that affects memory, learning,
problem solving, and perception.
Traumatic Brain Injury: an acquired brain injury that is caused by external physical forces that
results in psychosocial impairment or partial functional disability that affects the educational
performance of children (Knoblauch & Sorenson, 1998).
Students with disabilities have a right to be included in academic and extracurricular activities in
general education classrooms (Leal, Smith, Shank & Turnbull, 2002).
Schools across the country did not treat students with disabilities equally because they believed
that their abilities could not be measured academically (Turnbull, 2005).
Allowed transition services for students with disabilities. General education instructors were now
required to be members of the IEP team and parents were given the right to file suit if their
childs needs were not met.
Americans with Disabilities Act (ADA) - 1990 The Americans with Disabilities Act is a major
civil rights law that prohibits any discrimination that is based on an individuals disability in both
public and private sectors. It recognizes and protects the civil rights of individuals with
disabilities (Switzer, 2003). (utsd.edu)
Main Factors:
Reasonable Accommodation: making schools and facilities used by individuals with disabilities
usable.
Undue Hardship: an action that can require an expense or difficulty when considering factors
such as financial resources, size of employers and the structure or nature of an operation.

Provide the special education that the student needs.
Provide students with disabilities with equal education as students without disabilities.
Be as close as possible to the students home.
Create accommodations for disabled students (Switzer, 2003).

There was an initial unacceptance from society when making modifications in society.

The nations first comprehensive civil rights law that protects individuals with disabilities by
addressing the needs of students and other individuals with disabilities, and prohibiting
discrimination in schools, public services/accommodations, telecommunications, and
employment (Wrightslaw, 2004).
No Child Left Behind Act - 2001 The No Child Left Behind Act was enacted by former
President George Bush to make schools accountable for making sure all students succeeded. It
mandated all students to participate in standardized testing with any need accommodations in
order to assess their learning in reading, science, and mathematics (Gargiulo, 2015).
(weleavenochildleftbehind.wordpress.com/page/2/)
Main Factors:
Standards-based Education Reform: a system of assessment, instruction, academic reporting,
and grading that is based on whether or not a student demonstrates their understanding of the
skills and knowledge they are expected to learn at school (Abbott, 2014).
Provided parent guides for their students, fact sheets, toolkits for instructors, and publications.
Controversial views towards No Child Left Behind Act because some teachers believe that they
should not be evaluated based on their students scores.

Ensures that all students receive a high-quality education and to close any achievement gaps that
exists between students who have learning disabilities and students who does not.
The field of special education has come a long way to provide equal education, early
intervention, free public services for disabled students and their parents or guardians, and
mandates that are set in place to ensure that students with disabilities succeed both in and out of
their learning environments. Summary
References
Abbott, S. (2014). The glossary of education reform. Hidden Curriculum. Retrieved from
http://edglossary.org/hidden-curriculum .
Beattie, J., Jordan, L., & Algozzine, B. (2006). Making inclusion work: Effective practices for
all teachers. Thousand Oaks, CA: Corwin Press.
Dybwab, G. (1980). Avoiding the misconceptions of mainstreaming, the least restrictive
environment, and normalization. Exceptional Children, 47, 85-90.
Friend, M., & Bursuck, W. (2015). Including students with special needs: A practical guide for
classroom teachers (7th ed.). Upper Saddle River, NJ: Pearson.
Gargiulo, R. (2015). Special education in contemporary society (5th ed.). Thousand Oaks, CA:
Sage.
Jeffers, J.T. (1993). An analysis of selected federal court decisions regarding special education
administration: Public policy and principles. The University of Alabama at Birmingham.
Retrieved from http://search.proquest.com/docview/304046057?accounted=458 .
Kinshasa, K.M. (2006). An appraisal of brown v. board of education, Topeka, KS and the
Montgomery bus boycott. Western Journal of Black Studies, 30(4), 16-23. Retrieved from
http://search.proquest.com/docview/200338638?accounted=458
Knoblauch, B. & Sorenson, B. (1998). IDEAs definition of disabilities. Retrieved from
Education Resources Information Center Database.
Leal, D., Smith S., Shank, M., Turnbull, A., & Turnbull, R. (2002). Exceptional lives: Special
education in todays schools (3rd ed.). Upper Saddle River: Pearson Education.
Lee, S.W. (2005). Least restrictive environment. Encyclopedia of School Psychology. Sage
Publications. Peterson, J. (2007). History of special education: Historical events. Fort Schools.
Retrieved from
http://admin.fortschools.org/PupilServices/StaffInfo/A%20timeline%20Of%20special%20ed
ucation%20history.htm.
Phelps, S., & Lehman, J. (2005). Consent decree. Wests Encyclopedia of American Low (2nd
ed.) Detroit: Gale, 103-104.
Public Interest Law Center of Philadelphia (2015). Pennsylvania Association for Retarded
Citizens (PARC) v. Commonwealth of Pennsylvania. Retrieved from
http://www.pilcop.org/Pennsylvania-association-for-retarded-citizens-parc- commonwealth-of-
Pennsylvania/#sthash.zWDFghBy.dpbs.
Switzer, J.V. (2003). Disabled rights: American disability policy and the fight for equality.
Washington, D.C.: Georgetown University Press. Turnbull, H.R. (2005). Individuals with
disabilities education act reauthorization: Accountability and personal responsibility. Remedial
and Special Education, 2 6(6), 320-326. Retrieved from
http://search.proquest.com.ezproxy.appollolibrary.com/docview/236325852?accou ntid=458
Wrightslaw. (2004). Palaestra, 20, 55. Retrieved from
http://search.proquest.com/docview/213173656?accounted=458
http://www.slideshare.net/Aprilmoe82/history-of-special-education-april-
wellswk1?qid=be5325dc-c106-4201-8a2a-a245ac622d31&v=qf1&b=&from_search=7
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Special Education

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

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

DO 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines

DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools

DO 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional

DO 87, s. 1992 - Utilization of Three Special Education Publications

DO 117, s. 1987 - Policies and Guidelines for Special Education

DO 21, s. 2012 - Policies and Guidelines on the Implementation of the Universal

DO 2, s. 2012 - Guidelines on the Supply, Allocation, Delivery, and Distribution of

DO 13, s. 2009 - Fund Allocation for Special Education Centers

Basic Philosophy of Special Education

Goals and Objectives

Policies and Guidelines of Special Education in the Philippines

Article 1: Philosophy, Goals and Objectives

Article 2: Definition and Scope

Article 3: Identification, Screening, Assessment and Evaluation of Children

1.4 Appropriate assessment instruments shall be developed or adopted in order to identify

Article 4: School Admission and Organization of Classes

Article 5: Curriculum Content, Instructional Strategies and Materials

Section 2: Instructional Materials

Article 6: Organization Pattern

Article 7: School Plant Facilities

Article 8: Personnel Recruitment, Welfare and Development

Article 9: Administration and Supervision

Section 3: Teacher Responsibilities It is important to the effective functioning of a school

Article 10: Evaluation of Programs and Services

Article 11: Research and Special Studies

Article 12: Parent Education and Community Involvement

Article 14: Public Information, Education and Communication

Article 15: Funding

Article 15: Funding

Article 16: Policy Support Legislation

Article 17: Special Provisions

Article 18: Special Provisions

Article 19: Effectivity

Sen. Santiago's bill is substantially the same as Sen. Estrada's.

40, 260 learning disabilities 760 orthopedically disabled

SPECIAL EDUCATION - EDUCATION FOR ALL!

VISION FOR CHILDREN WITH SPECIAL NEEDS

GOAL OF SPECIAL EDUCATION - to provide children with special needs appropriate

OBJECTIVES OF SPECIAL EDUCATION

PRINCIPLES OF SPECIAL EDUCATION

HISTORY OF SPECIAL EDUCATION

Timeline of Major Events

Significance in Shaping Special Education

Students Placement in Least Restrictive Environment

Change in Societys View

Significance in Shaping Special Education

Change in Societys View

Significance in Shaping Special Education

Students Placement in Least Restrictive Environment

Change in Societys View

Significance in Shaping Special Education

Students Placement in Least Restrictive Environment

Change in Societys View

Significance in Shaping Special Education

Students Placement in Least Restrictive Environment

Change in Societys View

Significance in Shaping Special Education

Significance in Shaping Special Education

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