I.

Key Legal Bases for Special and Inclusive aiming to ensure access to education while
Education in the Philippines: meeting minimum admission requirements.

1. 1987 Constitution, Article XIV, Section 7. An Act Establishing the Open High
2: This foundational document establishes School System in the Philippines: This
the state's responsibility to protect and policy aims to broaden access to quality
promote the right to quality education for all education by providing an alternative
citizens, making elementary education secondary education program to overcome
compulsory. It further emphasizes the various constraints and encourage youth to
importance of non-formal, informal, and complete secondary education. This aligns
indigenous learning systems. directly with the 1987 Constitution.

2. Enhanced Basic Education Act of 8. An Act Providing for the

2013: This Act reinforces inclusiveness in Rehabilitation, Self-Development, and
basic education by outlining programs for Self-Reliance of Disabled Persons: This
diverse learners: law focuses on access to quality education,
- Programs for the Gifted and Talented special education, and the role of State
- Programs for Learners with Disabilities Universities and Colleges in supporting the
- Madrasah Program education of disabled individuals.
- Indigenous Peoples (IP) Education
Program II. Program Models and Approaches:
- Programs for Learners under Difficult 1. Early Intervention: Focuses on
Circumstances developing physical, cognitive, and
communication skills in young children.
3. Indigenous Peoples Rights Act (IPRA):
This act specifically addresses the 2. Mainstreaming: Two types are described:
educational needs of Indigenous Cultural - Partial mainstreaming: Students spend at
Communities/Indigenous Peoples least half their day in regular classes with
(ICCs/IPs), guaranteeing equal rights and additional support and specialized services.
opportunities for women and children, and - Full mainstreaming (inclusion): Students
mandating an integrated education system receive complete regular instruction and all
relevant to their needs. Sections 26, 27, necessary specialized services within the
and 28 are particularly relevant to general classroom.
education.
3. Transition Program: Prepares students
4. Child and Youth Welfare Code: This with disabilities for life after school by
code underlines the rights of all children to a focusing on daily living skills, personal and
well-rounded development, emphasizing social skills, and occupational guidance.
special attention for gifted, emotionally
disturbed, socially maladjusted, and III. Sustaining Programs:
physically or mentally handicapped children.
It highlights the right to education suited to The presentation highlights several efforts
individual abilities. Article 3 and Article 12 to sustain special and inclusive education
are most relevant. initiatives:

5. Republic Act No. 7610 (Special - Establishment of Special Education

Protection of Children Against Abuse, Centers nationwide.
Exploitation, and Discrimination Act): - Provision of Special Education (SPED)
This act, particularly Article IX, focuses on materials.
the survival, protection, and development of - Allocation of funds.
children within Indigenous Cultural - Implementation of the National IP
Communities (ICCs), emphasizing access Education Policy.
to education.
This PowerPoint presentation outlines the
6. Magna Carta for Persons with components of a comprehensive inclusive
Disability (RA 7277), as amended: This education program for children with special
law provides educational privileges for needs in the Philippines, referencing
persons with disabilities, including Department Order No. 72, s. 2009. The
scholarships, grants, and financial aid, presentation emphasizes the need to
identify and serve children with disabilities - Resource room programs, where children
who lack access to education. are pulled out of regular classes for small
group/one-on-one instruction and
I. The Problem: interventions from a SPED teacher.

- Only 2% of the estimated 2.2 million 4. Accommodations and Curricular

children with disabilities in the Philippines Modifications:
receive special education services. - Adaptations and accommodations are
- Many of these children live in rural areas, implemented to optimize learning based on
and their parents may be unaware of individual needs.
available educational opportunities. - Modifications involve changes to the
teaching-learning process, including service
II. Inclusive Education as a Solution: delivery options like cooperative or team
teaching and consulting teacher programs.
- Inclusive education is presented as a - Support services from professionals,
strategy to increase participation rates specialists, parents, volunteers, and peers
among children with disabilities. are crucial.
- The Department of Education (DepEd) 5. Parent Involvement & Teacher and
aims to guarantee the right to appropriate School Organizational Development
education for all children within regular or (TS-OD):
inclusive classroom settings.
- Inclusive education embraces the - Parents play a vital role in children's
philosophy of accepting all children academic, moral, and spiritual development
regardless of their abilities or disabilities. through observation, volunteering, and
Support from school staff, students, parents, providing support to other parents.
and the community is essential. - Collaborative development of effective
programs by special education teachers,
III. Components of a Comprehensive regular teachers, administrators, and
Inclusive Program:: parents is essential, integrating the program
into the School Improvement Plan (SIP).
1. Childfind:
- A system for locating children with special
needs through family mapping surveys, This document appears to be lecture notes
advocacy campaigns, and collaboration with or a presentation on gifted and talented
health workers. learners, focusing on their identification,
- Children not enrolled in school are characteristics, and educational needs,
identified and visited by SPED teachers, particularly for those with disabilities. Here's
and parents are encouraged to enroll their a structured summary:
children in nearby SPED centers or schools.
- It's legally mandated to identify all children Chapter 3: Types, Characteristics, and
with disabilities who may be entitled to Identification of Gifted and Talented
special education services (birth to age 21). Learners

2. Assessment: - Importance of Recognition: Early

- A continuous process of identifying a identification is crucial to prevent negative
child's strengths and weaknesses using consequences such as frustration,
both formal and informal tools to determine behavioral problems (rebellion, acting out),
appropriate grade placement. and underachievement due to mismatched
- Existing SPED centers assist regular learning environments.
schools in the assessment process.
Characteristics of Gifted Learners: Three
3. Placement: Three options are highlighted: categories of characteristics are identified:
- Self-contained classes for children with - Intellectual: Exceptional reasoning,
similar disabilities (mono-grade or curiosity, rapid learning, abstract thinking,
multi-grade). complex thought processes, vivid
- Inclusion in general education classrooms imagination.
with support from regular and/or SPED - Non-intellectual: Resistance to rules,
teachers. dominance, argumentativeness, tuning out,
excessive competitiveness.
- Personality: Insightfulness, strong need for three tiers of RTI are described (Tier 1:
mental stimulation, perfectionism, a demand general education classroom, Tier 2: small
for explanations, sensitivity, intensity, group instruction, Tier 3: intensive
perseverance, self-awareness, intervention).
nonconformity, questioning authority,
introversion.
- Profiles of Gifted Learners: Six profiles are
described, illustrating the diversity within
giftedness:
1. The Successful: High achievers who
excel academically and socially.
2. The Creative: Divergently gifted, often
unrecognized and at risk of dropping out.
3. The Underground: Hides giftedness to fit
in.
4. The At-Risk: Giftedness unmet, leading
to defensiveness, anger, and self-esteem
issues.
5. Twice Exceptional: Gifted with a
simultaneous physical or emotional
challenge.
6. The Autonomous Learner: Adapts easily,
self-directed, and successful.
- Typical and Atypical Development: A table
(not fully reproduced here due to formatting
limitations) compares typical developmental
milestones across various domains
(cognitive, language, motor, social,
adaptive) for children aged 1-5, providing a
benchmark for identification.

Chapter 5: Trends and Issues in Teaching

Gifted and Talented Learners

- Gifted Learners with Disabilities ("Twice

Exceptional"): This section highlights the
challenges faced by learners who are both
gifted and have disabilities. Inconsistent
academic performance, attention difficulties,
poor social skills, and low self-esteem are
discussed. Examples of famous individuals
with both giftedness and disabilities are
provided.
- Gifted Learners with ADHD: The
presentation emphasizes the common
co-occurrence of giftedness and ADHD,
noting that giftedness doesn't prevent the
challenges associated with ADHD. The
mismatch between cognitive and
socio-emotional development is a key
challenge.
- Educational Considerations: The "double
disadvantage" faced by gifted learners with
disabilities is stressed, advocating for
recognizing and nurturing their talents while
providing compensatory learning strategies.
The Response to Intervention (RTI)
framework, a multi-tiered system of support,
is presented as a potential solution. The