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Guiding Principles, Policies and Legal Bases of Special Education in the Philippines
Transcript of Guiding Principles, Policies and Legal Bases of Special Education in the Philippines
1926 to 1949
1950 to 1973
1976 to Present
General Superintendent of Education
- reported to the Secretary of Public Instruction that deaf and blind children were found in a census of school-aged children in Manila and nearby provinces
- proposed that deaf and blind children be enrolled in schools like the other children
- worked for the establishment of the Insular School for the Deaf and Blind in Manila
At present, the
Philippine School for the Deaf
is located on Harrison Street, Pasay City.
Philippine Association for the Deaf was founded
The Government established Welfareville Children's Village in Mandaluyong.
The National Orthopedic Hospital opened a school for crippled children
Quezon City Science High School was inaugurated for gifted students
Elsie Gaches Village was established to take care of abandoned, orphaned and youth with physical and mental disabilities
first week of August was declared as Sight Saving Week
First Parent Teacher Work Conference in Special Special Education was held
The Bureau of Public Schools (BPS) of the Department of Education, Culture and Sports (DECS) created the Special Section of the Special Subjects and Services.
Manila Youth Reception Center (MYRC) was opened for the socially maladjusted and emotionally disturbed
Training program for school administration on the organization, administration and supervision of special education classes.
R.A. NO. 5250: Teacher training program for exceptional children started at PNU
UNESCO & Philippine Association for the Retarded: First Asian Conference on Mental Retardation was held in Manila
Molave Youth Home for Children with Behavioral Problem was organized in Quezon City
UN: International Year of Disabled Person
Autism Society of the Philippines was organized
DECS Order No. 26: Institutionalization of Special Education Program in all Schools
DECS Order No. 11: " Recognized Special Education Centers in the Philippines
History of Special Education in
History of Special Education in
Jean Marc Gaspard Itard
He became the first person to develop a student centered approach that emphasized the individual child.
He's working with Victor known as "The Wild Boy Of Aveyron"
In 1799, a wild boy was discovered in the woods of Southern France. Itard believed that the boy's mental deficiency was entirely due to lack of human interaction. He brought the boy who he named Victor to the National Institution for Deaf Mutes and devoted the next five years to an intensive, individualized education program.
A time when the private sector started supporting the government's program for Filipinos with disabilities
Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye
John F. Kennedy
created the President's Panel on
Lyndon B. Johnson
signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
36th President of the U.S.A.
35th President of the U.S.A.
Education for All Handicapped Children Act
Individuals with Disabilities Education Act
of Special Education
Commonwealth Act No. 3203
care and protection of children with disability
The Declaration of the Rights of the Child
The child with disability shall be given special treatment, education and care required of his particular condition
Republic Act Nos. 3562 and 5250
teachers, administrators and supervisors of Special education should be trained by the Ministry
"a complete, adequate and integrated system of education relevant to the goals of national development.."
Presidential Decree No. 603
Child and Youth Welfare Code
Policy Statement on the Decade of the Filipino Child
President Ferdinand E. Marcos said...
" There are real obstacles to satisfactory quality of life which is the right of every young man and woman. For the government to be able to provide equal protection and social justice to all, the impoverished, the disabled, the illiterate, the out-of-school, and the disadvantaged children and youth must be provided opportunities to a level that will enable them to adequately enjoy the programs and reforms available to all our people."
The International Year of Disabled Persons
"full participation and equality"
Philosophy, Goals and Objectives
equality of access to education by all its citizens
development and maximization of learning competencies and
inculcation of values
integration of learners with special needs into the regular school system and in the community
Policies and Guidelines for
Identification, Screening, Assessment and Evaluation of Children
shall be conducted as early as possible
appropriate assessment instrument should be used
a team approach shall be used
The team includes:
special education teachers
speech and physical therapists
it should cover some important aspects
basis for the appropriate educational placement
School Admission and Organization of Classes
Curriculum Content, Instructional Strategies and Materials
School Plant Facilities
Personnel Recruitment, Welfare and Development
Administration and Supervision
Parent Education and Community Involvement
There shall be enjoyment to formal and non formal education.
Only persons with special needs shall be eligible for enrolment in special.
assessment test for proper grade placement
All schools at the preschool, elementary , secondary and tertiary levels shall admit children and youth with special needs.
Class sizes at any given time shall be as follows:
Gifted/ Fast Learner
30 - 35
8 - 15
7 - 10
7 - 15
15 - 20
10 - 15
5 - 8
10 - 15
7 - 10
15 - 20
8 - 10
5 - 6
6 - 8
7 - 12
10 - 15
3 - 6
10 - 15
5 - 6
The Special education teacher shall be assisted by one or more teacher aide when necessity demands.
Placement in a special class shall be temporary.
Promotion shall follow the Promotion Policy.
Promotion Scheme for Gifted/ Talented/ Fast Learners:
Finishing the last three grades in the elementary grade in 2 years
The levels of instruction for the children with intellectual disability shall be as follows:
For the people with multiple disability, individualized promotion shall be adopted on a case to case basis.
Curriculum plans shall be research-based.
Modified curriculum shall be included:
Low cost and indigenous instructional materials shall be used.
For visual impairment:
Braille reading and writing
orientation and mobility
For hearing impairment:
auditory training and rhythm
For behavioral disorder:
special activities with emphasis on moral, civic and spiritual values
technical and academic training
For intellectual disability:
pre-vocational and vocational skills
For the Physical Disability:
Adequate physical facilities and equipments shall be provided.
Buildings and facilities shall be made accessible.
Education, welfare and training of personnel shall be given higher priority.
The hiring rate of special education teachers shall be at least two ranges higher than that of regular teachers.
Incentives shall be given to special education personnel.
master teacher position when they meet the requirements
awards for consistent outstanding performance for the last three years
priority in recommendations to related scholarships and fellowships
attendance to conference observations of special education programs in countries with more advanced programs in special education
It shall be encouraged as the major rehabilitation unit.
Community-based trainings shall be conducted
The Ministry of Education, Culture and Sports shall have the overall responsibility for the administration.
The Regional and Division Offices shall have the primary responsibility for the initiation and implementation of programs.
be alert to the behavioral signs and physical symptoms of difficulties in all children
provides lesson presentations which utilize all senses
arranges preferential seating
provides first-hand experiences
Resource Room Teacher
shares the responsibility for program planning and scheduling with the classroom teacher, principal, guidance counselor and other appropriate school personnel
interprets the child's need
sees that the child is provided with the necessary materials for full participation
confers 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
exchanges information about the child with the classroom teacher
Cooperating Classroom Teacher
maintains all school records for children in his class
be responsible for the overall educational program for each child
Special Class Teacher
interprets the child's needs and abilities to the regular classroom teacher
responsible for teaching the basic academic subjects with minimum integration with regular children in physical education for socialization purposes
JOHN SEDRICK VILLAFRANCA TABIO
Master of Arts in Special Education - 1