SYNCHRONOUS ACTIVITY 2

Jusan V. Misolas
Prof. Jane Sandico
Foundations of Special and Inclusive Education
19 February 2023

LEGISLATIONS HIGHLIGHTS
DepEd order no. 43. s. 2013  A policy that recognizes the inclusiveness
IMPLEMENTING RULES AND REGULATIONS (IRR) OF REPUBLIC ACT NO. of the enhanced basic education, and
10533 OTHERWISE KNOWN AS THE ENHANCED BASIC EDUCATION ACT thus, stipulates the implementation of
OF 2013 program aiming to address the physical,
intellectual, psychological and cultural
needs of all learners, including the
following special groups; (1) gifted and
talented learners; (2) learners with
disabilities; (3) Muslim learners; (4)
indigenous peoples; and (5) learners
under difficult circumstances.

Senate Bill 1414  This is in response to the growing

INCLUSIVE EDUCATION FOR CHILDREN AND YOUTH WITH SPECIAL number of students with disabilities,
NEEDS ACT giftedness and talents in the Philippines,
whereas there is a lack of access to centers
and institutions that provide them with
special education and cater to their
different needs. The main goal of the bill
is to provide every Filipino child and
youth with access to inclusive education,
as well as the appropriate resources,
materials and equipment they need.
 creation of learning resource centers for
Filipino children with special needs to give
them a chance to learn regardless of their
circumstance
 centers will serve as source of appropriate
instructional materials, tools, devices,
gadgets, and equipment that educators
can use in their classrooms to ensure that
students with special needs are properly
supported and enabled to learn alongside
their peers
 addresses lack the necessary skills and
training to accommodate students with
exceptionalities
 SYNCHRONOUS ACTIVITY 2

Senate Bill No. 1298  An act that intends to provide free

THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) OF 2016
Senate Bill No. 996
INCLUSIVE EDUCATION FOR CHILDREN AND YOUTH WITH SPECIAL
NEEDS ACT OF 2016
appropriate public education to children
with disabilities. This act ensures that
free appropriate public education that
emphasizes special education and other
related services will be available for all
children with disabilities. It also
guarantees that there will be qualified
teachers and professionals available to
meet the needs of these children.
Moreover, it intends to make the public
aware about the issue of learning
disabilities in order to help in early
detection and to make sure that
appropriate measures will be take for
children with special needs to receive
quality education.
 aims to strengthen "mainstreaming" in
schools that incorporates children with
special needs in regular classrooms
 Autism, intellectual disability,
developmental delay, orthopedic
impairments, deaf, and blindness are among
the disabilities covered by the measure.
 implement "zero-reject policy" in public
schools as the bill mandates all public
schools in the country to have their own
SPED center and program
 provide public schools additional resources
for special education including the
establishment of SPED centers, hiring of
SPED teachers and other SPED services
 parental consent must first be given before
the conduct of initial evaluation on a child
with special educational needs and the use
of an "Individual Education Program", a
unique curriculum designed for a specific
disability.
 skills upgrade of teachers, increase of SPED
facilities and improvement of SPED
programs.
 parents' call to subject their children to the
said program.
 An act instituting inclusive education and
establishing special education centers
(SPED Centers) for children and youth
with special needs in all public school
divisions. It ensures that such SPED
Centers will be equipped with resources
such as facilities and personnel, especially
special education teachers and
specialists, necessary to provide care and
instruction to children and youth with
disabilities, giftedness and talents. It also
intends to promote inclusive education
and capacitate regular schools to

DepEd Order No. 42 s. 2017
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS
SYNCHRONOUS ACTIVITY 2
effectively handle children and youth
with disabilities, giftedness and talents.
 integrate millions of excluded special
needs children into the country's public
education system through a
comprehensive inclusive education policy
framework.
 prepare children and youth with special
needs (CYSNs) for full-time participation
and achievement in the regular classroom
setting of public schools.
 establishment of at least one Special
Education (SPED) Center per DepEd
division, which will be staffed by a full
complement of special education
specialists, therapists, and other child
development experts devoted to the full-
time task of developing the social and
academic capabilities of children and
youth with special needs
 mobile SPED teachers will be assigned to
roam the most remote and inaccessible
parts of the entire Philippines to identify
CYSNs and bring them to SPED Centers
for assessment, therapy, integration, and
mainstreaming
 expanded role of LGUs in special
education under the Inclusive Education
Act, especially the provision authorizing
LGUs to use the Special Education Fund
(SEF) to finance special education
programs
 mandates the government to provide
special equipment needed by CYSNs
either for free or at highly discounted
rates
 An order that intends to set our clear
expectations of teachers along the
different stages of their careers;
encourage teachers to actively partake in
continuing effort to attain proficiency;
and to provide a standard measure to
assess teacher performance, identify
their needs, and provide support for their
professional development. The PPST
shall serve as a basis in developing
learning programs for teachers in order
to capacitate them for the effective
implementation of the K to 12 Program,
as well as in the selection and promotion
of teachers.
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 sets out clear expectations of teachers

along well-defined career stages of
professional development from beginning
to distinguished practice;
 engages teachers to actively embrace a
continuing effort to attain proficiency;
and
 applies a uniform measure to assess
teacher performance, identify needs, and
provide support for professional
development
 serves basis for all learning and
development programs for teachers to
ensure that teachers are properly
equipped to effectively implement the K to
12 Program
 used for the selection and promotion of
teachers.
 basis of all performance appraisals for
teachers
 complements the reform initiatives on
teacher quality from pre-service education
to in-service training
 articulates what constitutes teacher
quality in the K to 12 Reform through well-
defined domains, strands, and indicators
that provide measures of professional
learning, competent practice, and
effective engagement
 makes explicit what teachers should
know, be able to do, and value to achieve
competence, improved student learning
outcomes, and eventually quality
education
 founded on teaching philosophies of
learner-centeredness, lifelong learning,
and inclusivity/inclusiveness, among
others
 promotes quality teachers that will
develop holistic learners who are steeped
in values, equipped with 21st century
skills, and able to propel the country to
development and progress

CHED Memo 74-77, s. 2017
POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF
ELEMENTARY EDUCATION (BEED), BACHELOR OF SECONDARY
EDUCATION (BSED), BACHELOR OF EARLY CHILDHOOD EDUCATION
(BECED), AND BACHELOR OF SPECIAL NEEDS EDUCATION (BSNED)
DepEd Order 21, s. 2019
POLICY GUIDELINES ON THE K TO 12 BASIC EDUCATION PROGRAM
SYNCHRONOUS ACTIVITY 2
 Series of memoranda that require that a
Professional Education course of
Foundation of Special and Inclusive
Education be taken by all teacher education
students in order to ensure that all teachers
have the basic knowledge in handing
learners with disabilities, giftedness and
talents.
 A department order that embedded
inclusive education in the K – 12 curriculum.
 Inclusion in this policy is the core principle,
the key standard and the principle of the
curriculum where the right of every Filipino
to quality, equitable, cultural – based and
complete education are promoted through
existing programs such as Special Education,
Indigenous Peoples Education, Madrasah
Education and Flexible Learning Options
(FLOs) including Alternative Delivery Modes
(ADMs) and the Alternative Learning
Systems (ALS).
 The DO also presented an Inclusive
Education Policy Framework for Basic
Education that provides an overall
framework of implementation for programs
that directly promote system, across the
governance levels of the Department, is
responsive to the needs and demands of
diverse learners.