Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS Campus, EJC Montilla
City of Tacurong
Province of Sultan Kudarat
College of Teacher Education
2nd semester A.Y 2020-2021

Foundation of Special and Inclusive

Education
PROFED 604

Submitted by: Laika E. Ramirez

Student/BEEd 2- E
Submitted to: Prof. Dennis M. Valdez
Instructor
Assignment in Foundation of Special and Inclusive Education. From any available readings to
you, make a simple note on a document format for the following problems to be submitted
through the messenger chat group page on or before 11:59 pm of April 16, 2021.
1. State the (a) vision, (b) policy; (c) goal; and (d) objective/s set by the Bureau of Elementary
Education for the Inclusion of Filipino children with exceptionalities in the public and private
schools and institutions;
VISION FOR CHILDREN
WITH SPECIAL NEEDS
The Department of education clearly states its vision for children with special needs in
consonance with the philosophy of inclusive education, thus: “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”.

POLICY OF SPECIAL EDUCATION

The policy on Inclusive Education for all is adopted in the Philippines to accelerate
access to education among children and youth with special needs. “It is also envisioned that the
child with special needs will get full parental and community support for his/ her education
without discrimination of any kind. This special child should also be provided with a healthy
environment along with leisure and recreation and social security measures” (Department of
Education Handbook on Inclusive Education, 2000). Inclusive education forms an integral
component for the overall educational system that is committed to an appropriate education for
all children and youth with special needs.

GOAL OF SPECIAL EDUCATION

The goal of the special education programs of the Department of Education all over the
country is 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. Likewise, there are major issues
to address on attitudinal barriers of the general public and effort towards the institutionalization
and sustainability of special education programs and services.
 Provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living.

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 and transition programs on vocational training or preparation for college, and
 Make available an array educational programs and services: the Special Education Centre
built on “a school within a school concept” as the resource centre for children and youth
with special needs; inclusive education in regular 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.

2. Identify the significant events that have shaped the history of special education in the
Philippines:
a. From 1900 to 1949;
 1902 – The interest to educate Filipino children with disabilities was expressed through
Mr Fred Atkinson, the General Superintendent of Education.
 1907- Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.
 1927- The government established the Welfareville Children’s Village, a school for
people with mental retardation in Mandaluyong.
 1945- The National Orthopaedic Hospital School for the Crippled Children and Youth is
established.
 1949- Quezon City Science High School was inaugurated for gifted students.
b. From 1950 to 1975;
 1950- PAD opened a school for the children with hearing impairment.
 1953- The Elsie Gaches Village was established in Alabang to take care of the abandoned
and orphaned children and youth with physical and mental handicaps.
 1956- Special classes for the deaf in regular class were implemented.
 1957- The Bureau of Public Schools of the Department of Education and Culture created
the Special Education Section of the Special Subjects and Service Education.
 1960- Some private college and universities started to offer special education courses on
graduate school curriculum.
 1963- With the approval of R.A No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.
 1965- Marked the start of training programs for school administrators on the supervision
of special classes held at UP.
 1969- Classes for socially maladjusted children were organized at the Manila Youth
Reception Centre.
 1973- The juvenile and domestic Relations Court of Manila established the Tahanan
Special School for the socially maladjusted children and youth.
 1975- The Division of Manila City Schools implemented the Silahis concept of Special
Education in public elementary schools.
c. From 1976 to 2000;
 1979- The Bureau of Elementary Education Special Education unit conducted a two- year
nationwide survey if unidentified exceptional children who were in school.
 1980- The School for the Crippled Children at the Southern Island Hospital in Cebu City
was organized.
 1990- The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established.
 1992- The summer training for teacher of the visually impaired started at the Philippine
Normal University
 1993- DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)
 1995- The summer training for teachers of the hearing impaired was held at Philippine
Normal University
 1996- DECS Order No. 5 “Reclassification of Regular teacher and principal items to
SPED teacher and special school principal item”.
 1999- DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature of disabled persons in all state college,
universities and other buildings.
 2000- DECS Order No. 11, s. 2000- Recognized Special Education (SPED) Centres in
the Philippines.
d. From 2001 to present
 2002- An ongoing middle teacher- training program by the Department of Education and
the University of the Philippines trains regular and special education teachers on how to
educate children with special needs.
 2007- Special Education Act of 2007 identifies ten groups of children with Special
Needs.
 2009- DepEd under its wing had 217 SPED Centres that cater to the needs of children
with Special abilities. The department issued Braille textbooks to help especially visually
impaired children.
 2010- Special Education Act of 2010, An act establishing at least one Special Education
centre for each school division and at least three Special Education centres in big school
division for children with special needs, guidelines for government financial assistance
and other incentives and support.
 2012- DepEd has increased the funding for its Special Education program and is set to
open new centres
 2013- DepEd organized a National Conference for SPED Teachers to sharpen their skills.
3. List down enacted Philippine laws that pertain to:
a. The inclusion of children with special needs in all programs and concerns of
the government;
●The adoption of an Inclusive Education (IE) approach in the heart of the country’s educational
system is mandated by the 1987 Philippine Constitution, the Child and Youth Welfare Code (PD
603)
●Special Protection of Children against Child Abuse, Exploitation and Discrimination Act (RA
7610),
●Early Years Act (RA 10410)
●Enhanced Basic Education Act (RA 10533)
●Magna Carta for Disabled Persons amended by RA 9442 (RA 7277)
●Policies and Guidelines in Special Education. In the same manner, the country is signatory to
international documents adopting IE such as, the UN Conventions on the Rights of the Child
(1989),
●World Declaration on Education for All (1990),
●Incheon Strategy to make the Rights Real for PWDs in Aisa and Pacific, and the UNESCO
Salamanca Statement and Framework for Action on Special Needs Education (1994).

b. Education of those children:

●Republic Act (RA) 10533, otherwise known as the “Enhanced Basic Education Act of 2013.”
●Second is RA 10157, also known as the “Kindergarten Education Act,”
●Third is RA 10627, or the “Anti-Bullying Act of 2013.”
●The Governance of Basic Education Act of 2001

I. with blindness;
●RA 3562 – An Act To Promote The Education Of The Blind In The Philippines

ii. with low vision:

●Article XIV, Section I of the 1987 Constitution

iii. who are deaf:

●RA 11106 – An Act Declaring The Filipino Sign Language As The National Sign Language Of
The Filipino Deaf And The Official Sign Language Of Government In All Transactions
Involving The Deaf, And Mandating Its Use In Schools, Broadcast Media, And Workplaces.

iv. with mental retardation:

●Commonwealth Act No. 3203 legislated in 1935

v. with physical disabilities:

●Republic Act 7277 or the Philippine Magna Carta for Disabled Persons in 1992
 c. the participation of the home, parents and the community in special education activities;
and,
●RA 9155 “Governance of Basic Education Act of 2001” Section 1.2 The parents and the
community shall be encouraged for active involvement in the education of the child. The
participation, coordination between and among the schools, the local school boards, the Parent
Teachers Associations (PTAs) must be maximized

d. commemoration of significant events

●The National Historical Commission of the Philippines (NHCP) was created in 1972 initially as
the National Historical Institute to integrate the diverse functions of various historical agencies.
NHCP now, by virtue of R.A.10086, is responsible for the conservation and preservation of the
country’s historical legacies.

4. Research on the inspiring stories on Filipinos with disabilities you heard about who became
successful by going to school. Give emphasis on how these five (5) people have overcome their
disabilities?

1. Joseph Anggot - The loving son dedicated his success to his mother, recently proven that
nothing can stop someone from reaching his dreams-not even his disability. He took up Bachelor
of Secondary Education, Major in Mathematics, at the Western Mindanao State University –
External Studies in Zamboanga City.

2. Jomar Maalam – Although still a teenager, Jomar has already made waves in the country’s
biggest sporting event, Palarong Pambasa. He grew up swimming around the seas of Zamboanga
del Sur, alongside fishermen who were comfortable in the water. He made history as the first
amputee athlete to represent Region 9. Though he has no legs, he is a passionate athlete who
continues to push himself to compete with people with and without disabilities alike.

3.Brina Maxino – a 21-year-old AB History graduate and current assistant teacher, shares how
despite having Down Syndrome, she has been able to graduate with a college degree and several
special skills courses, while also serving as a Special Olympics Youth Ambassador. Although
Down Syndrome is a common disability in the country, it seems many still don’t recognize that
people with this disability can still live normal lives, especially if given proper education and
therapy.

4. Kristin Arce – deaf since she was born, Ana’s hearing disability didn’t stop her from
unstoppable yearning to learn. She was awarded class valedictorian at the Philippine School for
the Deaf and her success in the academe went on from there.
 5. Roselle Ambubuyog (Mathematician and Motivational Speaker) – Roselle was Ateneo de
Manila University’s first visually impaired student. Though she lost her sight as a child, she not
only managed to graduate from one of the top universities in the nation—she also won every
possible award that a graduating student could receive, including the highest honor of class
valedictorian.

5. Name some features in the practice of inclusive education for Filipino children and youth with
disabilities to ensure warm and accepting learning atmosphere in the regular classrooms.

●Respects the diversity of students

●Enables all students to take part in learning and fulfil their potential
●Ensures different students’ learning needs and preferences are met, regardless of their
backgrounds, learning styles or abilities
●Removes any barriers that prevent students from learning.

6. Identify some of the most appropriate instructional and learning materials and equipment for
special needs students to function efficiently especially individuals with:

a.mental retardation;

Learning environments where visual aids are used. This might include charts, pictures,
and graphs. These visual tools are also useful for helping students to understand what behaviors
are expected of them. For instance, using charts to map students’ progress is very effective.
Charts can also be used as a means of providing positive reinforcement for appropriate, on-task
behavior.

b. blindness and d. low vision

●Large Prints - Large print provides the same content as a standard print in larger font sizes.
Large print is typically defined as 16pt or 18 pt font size or larger.
●Braille Code - Braille is a tactile system of reading and writing that is made up of a series of
raised dots that is read by using one’s fingers to read from left to right over a
line of braille.
●Audio - The audio format provides content as speech to which the student listens. The audio
format may be presented as recorded human speech or synthesized electronic
speech.
●Digital Text - Digital text is presented on a computer or another device and is adjustable,
depending on the technology and/or the software that is used. Depending
on the tool used, the user can control how the content is presented about the
size, fonts, colors, and contrast to accommodate the needs of the user
●AIM Navigator - AIM Navigator is an interactive tool that facilitates the process of decision-
making around accessible instructional materials for an individual
student. The tool helps teams determine the need of AT; select the
format; consider the acquisition of formats; and select the supports for
use.

c. deafness;
●multimedia approaches for visual representation of lesson content. Power point presentations
and interactive white boards are preferable to traditional chalkboards. This is especially
important for students who rely on speech reading, sign language, Cued Speech, and/or listening
for receptive communication. Provide an enriched language environment that promotes a wide
range of meaningful experiences with opportunities for receptive, expressive (through the air)
and written language. Regardless of the communication modality used, make print an important
part of everyday routines, and emphasize the value of reading and writing in varied, meaningful
activities throughout the day.

e. language disorders;
●Allowing more time for a student to complete activities, assignments and tests.
●Having a student sit near you to easily meet her learning needs.
●Discussing possible areas of difficulty and working with the student to implement
accommodations.
●Always asking before providing assistance, and using positive reinforcement when the student
completes an activity independently.
●Using peer assistance when appropriate.
●Modifying activities or exercises so assignments can be completed by the student, but
providing the same or similar academic objectives.
●Creating tests that are appropriate for the student with speech impairment (for example, written
instead of oral or vice versa.)
●Providing scribes for test taking if a student needs assistance.
●Making sure the student understands test instructions completely and providing additional
assistance if needed.

f. crippling conditions; and, g. physical impairments.

●Encourage independence.
●Remove obstacles so that the student can move freely from lesson to lesson.
●Encourage support for the student from classmates.
●Consider physical access issues such as ramps, toilets, lifts and classroom layout.
●Incorporate advice from the occupational therapist in the student’s programme.
●Use computers and audio-visual aids in the student’s learning and teaching programme.
●Specialised equipment may also be necessary such as adapted keyboards, page turners, word
boards or special desks.
●If writing is difficult consider using a tape recorder.
●Encourage communication to prevent isolation.
●Teach social skills if necessary.
●Allow students extra time to complete tasks.
●If teaching Physical Education, note that slower-paced activities are better than those requiring
a fast response. Students will do better catching a bounced ball than a thrown one; kicking a
stationary ball than a moving one.
●Students may have a low self-image, therefore it is important to ensure that the student feels
included and is encouraged and praised.
●As students tend to become distracted quite easily minimise distractions in the classroom
environment.
●If students use wheelchairs, where possible place yourself at their eyelevel when talking to
them.
●Table-type desks with adequate leg space will need to be considered if the student has a
wheelchair.
●The board in the classroom may have to be lowered if the student is in a wheelchair.
●To facilitate students’ reading, use easels, portable reading racks or adjustable desks.

REFERENCES:
Vision, Policy, Goal and Objectives of Special Education in the Philippines
https//www.slidehare.net
a. from 1900 to 1949; b. from 1950 to 1975; c. from 1976 to 2000; d. from 2001 to present
htpps://prezi,com.xdlk_md_mob3