Lesson 1.

Vision, Policy, Goal and Objectives of

Special Education
Pre-Test
Directions: Encircle the letter of the best answer.
1. It is a part of a school system‘s operation that requires certain teacher-pupil ratios in the
classroom and that uses special formulas to determine levels of funding for related services
personnel.
A. Special Education B. Inclusive Education
2. In 1987, National Commission Concerning Disabled Persons or NCCDP was established
however through Presidential Decree 1509 it was changed into NCWDP which stands?
A. National Council for the Welfare of Disabled Persons
B. National Commission on Welfare of Disabled Persons
3. He was the General Superintendent of Education in 1902 during the American Regime
A. Mr. Fred Atkinson B. Mr. Harry Louise Osias
4. The Philippine Association for the Deaf (PAD) was founded in what year?
A. 1926 B. 1916
5. She was the first Administrator and Teacher of the Insular School for the Deaf and Blind in
Manila, A special School.
A. Miss David Rice B. Miss Rose Williams
6. She was the first Filipino Principal of the School for the Deaf and Blind. (SDB)
A. Mrs. Ma. Villa Francisco B. Mrs. Teresita Ana Licaros
7. In 1954, Sight Savings Week was declared in?
A. 1st week of August B. 2nd week of September
8. When and where did the first National Seminar in Special Education was held?
A. SDB in Pasay City in 1962 B. SDB in Muntinlupa in 1965
9. With the Approval of R.A. No. 3562 in 1963, the training of DEC teacher scholars for blind
children started in what Philippine College?
A. Philippine Normal College B. Collegio de San Juan de Letran
10. In 1996, the third week of January was declared?
A. Autism Consciousness Week B. Mental Health Awareness Week
Objectives:
At the end of the lesson, students will be able to:
a. identify the different categories of children and youth with special needs;
b. explain the vision of government for children with special needs;
c. cite the policy of special education, its goals and objectives;
d. enumerate the milestones in the history and development of special education from 1970 to the
present time;
e. appreciate and gain inspiration from the lives of successful persons with disabilities.

CONTENT

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.
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)

Policy, Goal and Objectives

The policy on Inclusive Education for All is adapted in the Philippines to accelerate
access to Education among children and youth with special needs. Inclusive Education forms an
integral component of the overall education system that is committed to an appropriate education
for all children and youth with special needs.
The goal of the special education programs of the Department of Education all
over the country is to provide the children with special needs appropriate educational services
within the mainstream of basic education. The two-pronged goals includes the development of
key strategies in 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.
Special Education aims to:
1. provide a flexible and individualized support system for children and youth with
special needs in a regular class environment in schools nearest the student’s home.
2. provide support services, vocational programs, and work training employment
opportunities for efficient community participation and independent living.
3. implement a life-long curriculum to include to early intervention and parent education,
basic education and transition programs on vocational training or preparation for college and;
4. make available an array of 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 disadvantaged children in far-flung areas, depressed areas and
undeserved barangays.

Historical Perspectives
Historically, the interest to educate Filipino Children with Disabilities was expressed
more than a century ago in 1902 during the American Regime. The General Superintendent of
Education Mr. Fred Atkinson, reported to the Secretary of Public Instruction that Deaf and Blind
Children were found in a census of a school aged children in Manila and nearby provinces. He
proposed that these children be enrolled in school like the other children. However it was not
until 1907 when special education program formally started in the country. The Director of the
Public Education, Mr. David Barrows, worked for the establishment of the Insular School for the
Deaf and Blind in Manila. Miss Delight Rice, an American Educator, was the first administrator
and teacher of the Special School. At present the school for the Deaf is located in Harrison
Street, Pasay City while the Philippine National School for the Blind is adjacent to it on Polo
Road.
The Philippine Association of Deaf (PAD) composed mostly of hearing impaired
members and special education specialists was founded in 1926.
1927 Welfareville Children’s Village in Mandaluyong, Rizal.
In 1936 Mrs. Maria Villa Francisco was appointed as the First Filipino Principal of the
School for the Blind and Deaf (SDB).
1945, National Orthopaedic Hospital opened its School for Crippled Children
(NOHSCC)
 1949 Inaguration of Quezon City Science High School for gifted students. Also in this
year, the Philippine Foundation for the Rehabilitation of the Disabled (PFRD) was organized.
1950, PAD opened a school for children with hearing impairment.
1953 Elsie Gaches Village (EGV) was established in Alabang, Muntinlupa, Rizal to take
care of the abandoned and orphaned children and youth with physical and mental handicaps.
1954, first week of August was declared Sight Savings Week.
1955, private sectors supported the government’s program for disabled Filipinos and the
members Lodge No. 761 of the Benevolent and Protective Order of Elks organized the Elks
Cerebral Palsy Project Incorporated. Also in the same year, the first Parent Teacher Work
Conference in Special Education was held at the SDB.
1956, the first Summer Institute on Teaching the Deaf was held at the School of the Deaf
and Blind in Pasay City. The following School Year marked the beginning if the integration of
deaf pupils in regular classes.
In 157, the Bureau of Public Schools (BPS) and the Department of Education and Culture
(DEC) created the Special Education Section of the Special Subjects and Services Division. The
inclusion of Special Education in the structure of DEC provided the impetus of the development
of special education in all regions in the country. The components of the Special Education
program includes:
A. Legislation
B. Teacher Training
C. Census of Exceptional Children and youth in Schools and community
D. Integration of Children with disabilities in regular classes
E. Rehabilitation of residential and special schools materials production.
Baguio Vacation Normal School ran courses on teaching children with handicaps. Then
the Baguio City Special Education Center was organized in the same year.
1958, the American Foundation for Overseas Blind (AFOB) opened its regional office in
Manila. For many years AFOB assisted the special education program by DEC by providing
consultancy services in the Teacher Training and Program that focused on the Integration of the
Blind children in the regular classes and materials production at the Philippine Printing House
for the Blind.
In 1960, some private Colleges and Universities started to offer special education courses
in their Graduate School Curriculum.
1962, the Manila Youth and Rehabilitation Center (MYRC) was opened which the Center
extended services to children and youth who were emotionally disturbed and socially
maladjusted. DEC issued Circular No. 11 s. 1962 that specified “Qualifications of Special
Education Teachers.” Also in 1962 the experimental integration of the Blind Children at the Jose
Rizal Elementary School in Pasay City happened. In the same year, the First National Seminar in
Special Education was held in Pasay City.
The training of DEC Teacher Scholars at the University of the Philippines commenced in
1962 in the areas of hearing impairment, mental retardation and mental giftedness under R.A.
5250. In the same year, PGH opened classes for its school-age chronically ill patients.
With the approval of R.A. 3562 in 1963, the training of DEC Teacher Scholars for blind
children started at the Philippine Normal College. The Philippine Printing House for the Blind
was established at the DEC compound with the assistance of AFOB, UNICEF, and CARE
Philippines. In the same year, Manila Science High School for the gifted students was
established.
In 1965 marked the start of the training program for the School Administrators on the
Organization, Administration and Supervision of Special Education classes. The first Institute on
the Education and Training of the mentally retarded was sponsored by the Special Child Study
Center, Bureau of Public Schools and the Philippine Mental Health Association at the Ateneo de
Manila University.
In 1967, BPS organized the National Committee on Special Education. General Letter No. 213
regulating size of Special classes’ maximum effectiveness was issued the same year.
With the approval of R.A. No. 5250 in 1968 the teacher training program for teachers of
exceptional children was held in PNC for the next 10 years. Also in 1968 the first Asian
Conference on Work for the Blind was held in Manila.
In 1969 the Jose Fabella Memorial school was divided into five units and assigned different parts
of Metro Manila :
A. The Philippine Training School for Boys in Tanay, Rizal.
B. The Philippine Training School for Girls in Alabang, Muntinliupa
C. Reception and Child Study Center in Manila
D. Elsie Gaches Village in Alabang, Muntinlupa
E. Nayon ng Kabataan in Pasay City
1970, the School for the Deaf and the Blind which was established in 1907 was recognized in to
two separate residential Schools
A. Philippine School for the Deaf (PSD) stayed in the Original Building
B. Philippine National School for the Blind was built next to PSD.
Also in the same year, a special school was established in San Pablo City, the Paaralan ng Pag
ibig at Pag asa.
DEC issued a Memorandum on duties to the Special Education Teacher for the blind in
1971. In 1973, the Juvenille and Domestic Relations Court of Manila established Tahanan
Special School for socially maladjusted children and youth. Meanwhile, the first Asian
Conference on Mental Retardation was held in Manila under UNESCO National Commission of
the Philippines and the Philippine Association for the Retarded (PAR). Caritas Manila’s Special
School for the Retarded was organized by Rev. Fr. Arthur Malin, SVD.
In 1974, the First National Conference on the Rehabilitation of the disabled was held at
the Social Security Building in Quezon City. The Southeast Asian Institute for Deaf (SAID), a
private day school, was established in the same year. The Division of Manila City Schools
implemented the SILAHIS CONCEPT of Special Education in Public Elementary Schools. Six
Schools were chosen to organize special education programs for different types of exceptional
children. And up until today, the Silahis Centers continue to lead in the inclusion of exceptional
children in regular classes.
When the DEC was recognized into the Ministry of Education Culture (MEC) in 1975,
the special subjects and services division was abolished. The personnel of the Special Education
Section were divided into two. Half of them composed of the Special Education Unit of the MEC
while the other half was assigned to the Special Education Unit of the MEC National Capital
Region in Quezon City.
In 1976 the Proclamation 1605 declared 1977-1987 as the Decade of the Filipino Child.
The National Action Plan for Education was promulgated which included provisions for in and
out of school exceptional children.
In 1977, MEC issued Department Order No. 10 that designated regional and division
supervisors of special education programs.
In 1978 marked the creation of National Commission Concerning Disabled Persons
(NCCDP) later renamed National Council for the Welfare of the Disabled Persons (NCWDP)
through Presidential Decree 1509. MEC Memorandum No. 285 directed School Divisions to
organize special classes with a set of guidelines on the designation of Teachers who have no
formal training in Special Education.
In 1979, the Bureau of Elementary Education Special Education Unit conducted a two-
year nationwide survey of unidentified exceptional children who were in school.
In 1981, the United Nations Assembly proclaimed the observance of the International
Year of Disabled Persons. Three Special Education Programs were inaugurated:
A. The Exceptional Child Learning Center at the West City Central Schools Division of
Dumaguete City
B. The Zapatera Special Education Center at the Division of Cebu
C. The Deaf Evangelistic Alliance Foundation (DEAF) in Cavinti, Laguna
In 1983, Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to
Enhance the Mobility of Disabled Persons by requiring cars, Buildings, Institutions,
establishments and Public Utilities to install Facilities and other devices.” More SPED Centers
opened the next three years :
 *Batac Special Education Center in Division of Ilocos Norte
*Labangon Special Education Center Division of Cebu
*Northern Luzon Association’s Heinz Wolke School for the Blind at the Marcos
Highway Baguio City
*Pedro Acharon Special Education Center in the Division of General Santos City
*Legaspi City Special Education Center in Pag Asa Legaspi City
*Dau Special Education Center in the Division of Pampanga

In 1990, the Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established. In 1991, the First National Congress on Street Children was
held at La Salle Green hills in San Juan Metro Manila.
In 1993, DECS issued Order No. 14 that directed the Regional Office to organize the
Regional Special Education Council (RSEC). The years of 1993-2002 were declared as the Asia
and the Pacific Decade of the disabled Persons.
Three Conventions held in 1995
A. First National Congress on Mental Retardation at the University of the Philippines
Diliman, Quezon City
B. First National Convention on Deaf Education in Cebu City which was subsequentlty
held every two years
C. First National Sports Summit for the Disabled and Elderly
Also in 1995 the National registration Day for Disabled Persons was also held.
In 1996, the third week of January was declared as Autism Consciousness Week. The
First National Congress on Visual Impairment was held in Quezon City and subsequently held
every two years. And the First Seminar Workshop on Information Technology for the Visually
Impaired was held in Manila. The First Congress on the Special Needs Education was held in
Baguio City.
A number of events took place in 1997.
DECS Order No. 1 was issued which directed the Organization of a Regional Special
Education Unit and a Designation of a Regional Supervisor for Special Education. Similarly,
DECS Order No. 26 on the Institutionalization of SPED Programs in ALL schools was
promulgated.
The First Philippine Wheelathon-A-Race for Wheel Chair users was the main event of
th
the 19 National Disability Prevention and Rehabilitation Week.
 The SPED Mobile Training on Inclusive Education at the Regional Level was held with
funding from CBM.
The Urdaneta II Special Education Center was opened in the Division of Urdaneta City
and the Bayawan West Special Education Center in the Division of Negros Oriental.
The First Teacher Training Program for the Integration of Autistic Children was held in
Marikina City.

In 1998, DECS Order No. 5 “Reclassification of Regular Teacher and Principal Items to
Special Education Teacher and Special Schools Principal Item” was issued.
Palarong Pinoy may K was held at Philsports Complex in Pasig City. The La Union
SPED Center was opened in the Division of La Union.
The following events took place in 1990
 Philspada National SportsCompetition for the Diabled Persons in Cebu
 Second National Congress on Special Needs Education in Baguio
 DECS Orders No. 104 “Excemption of the Physically Handicapped from taking the
National Elementary Achievement Test (NEAT) and the National Secondary
Aptitude Test in the Public School System; No. 448 “Search for the 1999 Most
Outstanding Special Education Teacher for the Gifted; and Memorandum No. 457
National Photo Contest on Disability.
The following DECS Order were issued
*No. 11 “Recognized Special Education Centers in the Philippines”;
*No. 33 “Implementation of Administrative Order No. 101 directing the Department of
Public Works and Highways, the DECS and the Commission on Higher Education to provide
Architectural Facilities or Structural Features for disabled persons in all state Colleges and
Universities and other Public Buildings.”
*Memorandum No. 24 “Fourth International Noisee Awareness Day”
*No. 477 “National Week for the Gifted and Talented”

The Legal Bases of Special Education

Special Education in the Philippines is anchored on Fundamental
Legal Documents that present a chronology of events growth and
Development of the Program. The first legal basis of the care and protection of child with
disabilities was enacted in 1935.
Articles 356 and 259 of Common Wealth Act No. 3203 asserted “the Right of every child to live
in an atmosphere conducive to his physical, moral and intellectual development” and the
concomitant duty of the government “to promote the full growth of the faculties of every child.”

Republic Act No. 3562
Republic Act No. 5250
1973 Constitution Section 8,
Article XV
Presidential Decree No. 603
Presidential Decree No. 1509
The Education Act of 1982 /
Batas Pambansa Bilang 232
Section 24
Batas Pambansa Bilang 344
1987 Constitution, Article
XIV, Section 1 and 2
R.A. No. 6759
R.A. No. 7610
Presidential Proclamation No.
361
R.A. 9288
An Act to Promote Education for the Blind in the
Philippines
An Act Establishing A Ten-Year Teacher Training Program
for Teachers of Special and Exceptional Children
A complete, Adequate and Integrated system of Education
relevant to the goals of National development
Child and Youth Welfare Code
Creation of National Commission Concerning Disabled
Person (NCCDP) now National Council for the Welfare of
Disabled Persons (NCWDP)
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
and ethnic origin, political and other affiliations.
Special Education Service
The Accessibility Law, An Act to Enhance the Mobility of
Disabled Persons
1. The State shall protect and promote the right of all citizens
to quality education at all levels and shall take appropriate
steps to make such education accessible to all.
2. The State shall provide adult citizens, the disabled and out
of school youth with training in civics, vocational efficiency
and other skills.
White Cane Safety Day in the Philippines
An Act Providing for Strong Deterrence and Special
Protection Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for its Violation and
other purposes.
National Disability Prevention and Rehabilitation Week
Celebration (3rd Week of July)
The New Born Screening Act of 2004 (DOH)

Synthesis/ Generalization
Children and Youth with Special need had been always
been recognized as a legitimate beneficiaries of the Philippine
government’s reforms in Basic Education. For almost a century now,
the Department of Education through its SPED Division has been providing a broad framework
and standards in establishing and maintaining special programs both in public and private
schools in the country. In the past decades witnessed and continuous development of programs
for a wide range of exceptional children and youth together. Moves undertaken:
a. promote access, equity and participation of children with special needs education in the
mainstream of basic education
b. improve the quality , relevance, efficiency of SPED in schools and communities, and;
c. sustain SPED programs and services in the country.