cHAPTER

VISION, POLICY, GOAL, AND OBJECTIVES

OF SPECIAL EDUCATION

To the Course Professors and Students:

This chapter starts with the vision for children with special needs
followedby the policy, goal and objectives of special education set by the Depart-
ment of Education. An account of the historical events in the inmplementation of
special education in the Philippines as well as its legal bases are discussed in
detail
Course professors are encouraged to use visual aids in presenting the
different topics in this chapter.

At the end of the chapter, the students should be able to:

1. identify the different categories of children and youth with special needs;
2. explain the vision for children with special needs;
3. discuss the policy of Inclusive
Education for All;
4. enumerate the goal and objectives of special education;
5. cite important events relevant to the
in the Philippines; and
implementation of special education
6. discuss the legal bases of special education in the
country.
Children and youth with special needs have
always been
legitimate beneficiaries of the Philippine government's reforms inrecognized
as
basic educa-
tion. For almost a century now, the
Education Division has been
Department of Education through its Special
providing the broad framework and standards in
establishing and maintaining special education programs in both public and
private schools all over the
country. The past decades witnessed the continuous
development of programs for a wide range of exceptional children and
together. Likewise, the professionalization of special education youth
pursued through teacher and administrator continues to be
undertaken to: training programs. Bold moves are
(1) promote access, equity and participation of
special needs education in the mainstream of basic children with
education; (2) improve the
quality, relevance and efficiency of special education in
and; (3) sustain special education schools and communities
programs and services in the
country.
11
 Needs

Speclal
with

Vision
for
C h i l d r e n

its
vision for
childre w
chila

ation, thu
states

clearly i n c l u s i v e
cducati
Education of
The Department
of philosophy
VIsion f
with the
c o m m o n

hold a
needs in consonand
special and
family
century,
it S
CnVisÍoncd.
that
State,
community

needs. Bythe
21st education. This educ
he basic
ld with
Filipinochildv
special
provided
with d e v e l o p m e n t and De
lor
be adequately potentials right s
he she could his/her
own of his/her
in
fully realize self-expression
of bejn
being capable of
should
ion as well as Giod-loving
and prOuc a
ctvity
he/she is
More importantly,
sOCiety.
needs will get fl
Filipino. with special
envisioned that
the child Without discrimi.
It is also his/her education
support
for
provided with
parental and community
child should also be
This special
nation of any kind. recreation and
social security

along with leisure and

healthy environment
Inclusive
Handbook on Education
measures" (Department of Education
2000)
Education
Policy, Goal and Objectives of Special
The policy on Inclusive Educationfor All is adopted in the Philippines
to accelerate access to education among children and youth with special needs
Inclusive education forms an integral component of the overall educational 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 Educa
tion all over the country is to provide children with
educational services within the mainstream of basic
special needs appropriate
education. The two-pronged
goal includes the development of key strategies
on
legislation,
development, family involvement and active participation human resource
of government and not-
government organizations. Likewise, there are
nal barriers of the major issues to address on attitudi-
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
with special
needs in support
system for children and you
students' home,
a
regular class environment in theschools nearest u
2 provide support
2.
services, vocational
employment opportunities for programs and work
efficient
independent living, trainin
community participation a and
3
implement life-long curriculum to
a

includeprograms
cducation, basic educalion and transition on vocational trarent
early intervention
ingor and par
preparation
for college, and
12
 services: the
of educational programs and
4 make available an array
school within a school concept"
as
Fducation Center built on "a
Special inclusive
with special needs;
the resource center for children and youth
homebound
education in regular schools, special
and residential schools,
alter-
community-based programs;
instruction, hospital instruction and in
native modes of service delivery to reach
the disadvantaged children
areas and underserved
barangays.
far-flung tow ns, depressed
education
The past dccades saw the continuous development of special
those with mental
programs for a wide range of exceptional children and youth:
dis-
retardation. giftedness and talent, blindness, dcafness, language and speech
orders, crippling conditions, behavior problems, severe disabilities and physical
of the
impairments. The then Philippine Normal College and the University
D I V I s i o N OF CAPIZ

SCIENCEHIGH SCHOOL
PECIML

Figure 2. The SPED Science High School in the Division of Capiz

for Students Who Are Gifted and Talented

Siaroa0

The SPED Center in Dapa Central Elementary School, Division of

Surigao del Norte Siargao,
13
 to work han
continue
in
state tertiary
i n s t i t u t i o n s ,

the professionalization of
hand .
Philippines,both
Department of
Education to
enhance

special ca
teacher
training program
through their
Historical Perspectives

ipino children with

Filipin
the interest
to educate
expressed more than a century ago in 1902 during the . merican re
Historically,

General Superintendent of Education, Mr. Fred Atkinson, reported to the

sabititie
Instruction that
children were
deaf and blind children were found
for
ih aa Ctt
of Public
tary Manila and nearby provinces. He ne g
children in
school-aged the other children. th
children be enrolled in school like it However,t as
was nt
1907 when the special education program formally started in
Director of Public Education, Mr.
David Barrows, worked for the ees count
the Insular School for the Deaf and the Blind in Manila. Miss
American educator, was the first administrator and teacher of the c Delight RRoe
At present the School for the Deaf is located on Harrison Street, Pasaur
y City
special stu
the Philippine National School for the Blind is adjacent to it on
Polo R
ad
1926 to 1949
The Philippine Association for the Deaf
ing impaired members and special education (PAD) composed mostlyaf
specialists was founded in 196
following year in 1927, the government established the
Village in
Mandaluyong, Rizal. In 1936, Mrs. Maria Villa Welfareville Chil
as the first
Filipino principal of the School for the Francisco was apoine
1945, the National the Blind Deaf and
Orthopedic Hospital opened
(NOHSCC) for young patients who had to be its School for Crippled
(SDB)
time. In 1949, the Chilie
Quezon City Science hospitalized for long penod
gurated. In the same year, the High School for gifted
Disabled (PFRD) was Philippine students was
Foundation for the Rehabilitation
organized. ofs
1950 to 1975
In
Elsie 1950, PAD opened a school for
Gaches
to take Village (EGV) was establishedchildren with hearing
care of
abandoned and in 1953 in impairme
mental orphaned children and Alabang, Muntinlup.
declaredhandicaps.
as
The
following
Sight Saving Week. year in 1954, the first youth with pnys
The wee.
week of August *
pinos. In 1955,private sector
members of supported the
of Elks organized Lodge No. government's
the First the Elks 761 of the program for disabledh
for a
SDB.
Parent Teacher Cerebral Palsy
Work Project and Benevolent
Pro e
Incorporated.
Conference in Special In
Education waud s
Same y s

14
 In 1956, the First Summer Institute on Teaching the Deal was held at the
School for the Deaf and the Blind in Pasay City. The following sehool year marked
the beginning of the
integration of deaf pupils in regular classes.
In 1957, the Bureau of Public Schools (BPS) of the Department of Edu-
cation and Culture
(DEC) created the Special Education Section of the Specal
Subjects and Services Division. The inclusion of special education in the
of DEC
provided the impetus for the development of special education structure
in
at
regions of the country. The components of the special education program included
legislation, teacher training, census of exceptional children and youth in schools
and the
community, the integration of children with disabilities in regular elasses,
rehabilitation of residential and special schools and materials
production. Baguio
Vacation Normal School ran courses on teaching children with handicaps. The
Baguio City Special Education Center was organized in the same year.
In 1958, the American Foundation for Overseas Blind
its regional office in Manila. For
(AFOB) opened
many years AFOB assisted the special education
program of the DEC by providing consultancy services in the teacher training
program that focused on the integration of blind children in regular classes and
materials production at the Philippine Printing House for the Blind.
In 1960, private colleges and universities started to offer special
some
education courses in their graduate school curriculum. In 1962, the Manila Youth
and Rehabilitation Center (MYRC) was opened. The center extended services to
children and youth who were emotionally disturbed and socially maladjusted. In
the same year, DEC issued Circular No. 11 s. 1962 that
specified the "Qualifica-
tions of Special Education Teachers." Also in 1962, PFRD sponsored the Second
Pan Pacific Rehabilitation Conference in Manila that convened international
experts in the rehabilitation of handicapped persons. Another milestone in 1962
was the eaperimental integration of blind children at the Jose Rizal Elementary
School in Pasay City. The First National Seminar in Special Education was held at
SDB in Pasay City in 1962. It was also in 1962 when the St. Joseph of Cupertino
School for the Mentally Retarded, a private day school, was founded.
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, the Philippine General
Hospital opened classes for its school-age chronically ill patients.
With the approval of R.A. No. 3562 in 1963, the training of DEC teacher
scholars for blind children started at the Philippine Nomal College. The Philip-
pine Printing House for the Blind was established at the DEC compound with the
assistance of the American Foundation for Overseas Blind, UNICEF and CARE
Philippines. In the same year, the Manila Science High School for gifted students
was established. In 1964, the Quezon City Schools Division followed suit with
the establishment of the Quezon City Science High School for gifted students.
The year 1965 marked the start of the training program for school admin-
istrators on the organization, administration and supervision of special education

15
 Trainn
Education
and

Center, the
the
elasses. TheFirst
nstitute

the
on
the

Special
Child Study
A s s o c i a t i o n
at the A.
the Bureau of
Aten
Retarded sponsored by Health
tee on
Specval
fot rtar t
Mental Committe
National

Philippine the
Schools and the
the
ofspecial classes
organized cla
1967, BPS regulating the
Univeiu size

UniverINIty. In 213
tion. Gienera e t t e r No. year.
issuued in tne* 1968 the teacher trainjr
ctteetiveness was in 1968
R.A. 52S
No.
approval of
With the approval o was was held
thePhili
at the
held at Nomal Philippine
tor teachers of ceptional
children
Asian
the FirstAsian
Conference on
the next ten ears. In the ycar,
same Work
Blind was held in Manila. children were organized g
maladjusted
1969,
In classes for socially Fabella Memorial School
Manila Youth Reception Center. The Jose
of Metro Manila:
was dve
assigned to different parts the Prilip
nto five units and
Rizal; the Philippine
Trainin ing School fo
Training Sehool!tor Boys in Tanay,
Muntinlupa; Reception and Child
Srudy
Srud Cema
Marillac Hills, Alabang,
Alabang and Nayon ng Kabataan in Pas
Pasay
Kabataan in
Manila; Elsie Gaches Village in
for avior problems. s
children with
The train1ng of teachers
In the same year, the School for
the University ofthe Philippines in 1970. the
and the Blind established in 1907 was reorganized into twO separate rae y
schools: the School for the Deaf (PSD) stayed in the original buildino
Philippine National School for the Blind (PNSB) was built next to PSD. A
olo City,
the same year, a special school was established in San Pablo City, the
the Paaral
Paaral
Pag-ibig at Pag-asa.
DEC issued a memorandum on Duties of the Special Education Tes
for the Blind in 1971. In 1973,theJuvenileand Domestic Relations Court of M
established the Tahanan Special School for socially maladjusted children
and yos
Meanwhile, in the same year, the First Asian Conference on Mental Retardat
was held in Manila under the
auspices of the UNESCO National Commissign
the Philippines and the
Philippine Association for the Retarded (PAR). Canta
Manila's Special School for the Retarded was
SVD.
organized by Rev. Fr. Arthur Ma
In 1974, the First
National Conference on the Rehabilitation of t
Disabled was held at the Social
Asian Institute for Deaf
Security Building in Quezon City. The Southz
(SAID), private day school, was established in the sa
a
year. The following year, the Division
of Manila
Silahis Concept of Special City Schools implementeda
Education in public
were chosen to elementary schools. Six SCD
organize special education programs
exceptional children. Until today, the Silahis for the different
Centers
types
sion of
exceptional children in regular classes. continue to lead in the i
When the DEC was
reorganized into the
(MEC) in
Special Subjects and ServicesMinistry of Education
1975, the
personnel of the Special Education Section Division was abolisheu
composed the Special Education Unit were divided into two. Halt
of the MEC while the other 01
ha
16
 National Capital Region
MEC
the Special
Education Unit of the
assigned to
Quezon City.

the
1976 to 2000 Decade of
to 1987 as the
1977
1605 declared whicn
In 1976, Proclamation Education was promulgated
for
National Action Plan
same
Filipino Child. The children. In the
in-and-out-of-school
exceptional held on
included provisions for children was
for handicapped
year, the First Camp
Pag-ibig, a day camp Juvenile and
Domestnc

City. Meanwhile, the

Day in Balara, Quezon for Children
Valentine's
the Molave Youth Hall
Relations Court in Quezon City organized
with Behavior Problems.
regionar
Order No. 10 that designated
In 1977, MEC issued Department West Visayas stare
of special education programs. The
and division supervisors offered scholarships
started its teacher training program and
College of Iloilo City of llocos
Bacara Special Education Center, Division
to qualified teachers.
The
Bacolod City opened
the Bacolod Special Education Center, Division of
Sur and
in the same year.
Commission
creation of the National
The year 1978 marked the
Council for the
later renamed National
Concerning Disabled Persons (NCCDP), Presidential Decree 1509. MEC
Welfare Disabled Persons or NCWDP through
of with a
divisions to organize special classes
Memorandum No. 285 directed school
in
of teachers who have no formal training
set of guidelines on the designation
education. In the same year, the University of the Philippines
opened its
special students. Meanwhile,
special education teacher training program undergraduate
for
started its mainstreaming program in the
the Philippine Association for the Deaf
School was established in
Division of Manila City Schools. The Davao Special
School for the Arts was
the Division of Davao City while the Philippine High
Second International Conference on
organized in Mt. Makiling, Laguna. The the
Legislation Concerning Disabled was held in Manila under the leadership of
PFRD.
In 1979, the Elementary Education Special Education Unit
Bureau of
conducted a two-year nationwide survey of unidentified exceptional
children who
were in school. The Caritas Medico-Pedagogical Institution for the Mentally
Retarded was organized. The Jagna Special Education Center in the Division of
Bohol was organized.
The School for Crippled Children at the Southern Island Hospital in Cebu
City was organized in 1980. In 1981, the United Nations Assembly proclaimed
the observance of the International Year of Disabled Persons. Three special
education programs were inaugurated: the Exceptional Child Learning Center at
the West City Central School Division of Dumaguete City, the Zapatera Special
Education Center at the Division of Cebu, and the Deaf Evangelistic Alliance
Foundation (DEAF) in Cavinti, Laguna.

17
 opened:
the Cebu College Spe
State Colleoa
inthe
In 1982, three special schools were E
Eddu
ucca
atti
ioon
n
Centerin
Center
Divisic
tthen
EducationLea
Special

Leamicessimg
Siaton
S iaton
cial High School for the Deaf, the
.DCat, Vianney Special
Maria de
of Negros
of Oriental and the St. John Pambansa Bilang 344 enactedthe Acce
Negros Oriental
Center in Quezon City. In 1983, Batas isabled Persons by
Persons
Mobility of Disabled Requiri
bility Law, "An Act to Enhance the and Public
Establishments
Utilities toi Fa Install Faci
Cars, Buildings. Institutions, Eaucation Cente
enterin
the Batac Special
Other Devices." In thesame year,
cs and
the Division of llocos Norte was organized.
In 1984, two
special education,
pro- cation
Education Center Division of C
were inaugurated: the Labangon
Special
rams Association's Heinz Wolke
forthe Blin
School the
Blind
and the Northern Luzon the next th
ity SPED Centers opened
the Mancos Highway in Baguio City. More ee
Center in the Division of Gener
ears: the Pedro Acharon Education
Special neral
Santos City. the Legaspi City Special Education Center in Pag-asa Legaspi Cih
and the Dau Special Education Center in the Division of Pampanga.
ity,
990, the Philippine Institute for the Deaf (PID) an oral school f
for
children with hearing impairment was established. The following year, the Firt
National Congress on Street Children was held at La Salle Greenhills in San Juan
Metro Manila. In 1992, the Summer Training for Teachers of the Visually
Impaired started at the Philippine Normal University. The program was sponsored
by the Department of Education Culture and Sports (DECS), the Resources for
Blind Incoporated
the
(RB) and the Christoffel Blindenmission (CBM).
In 1993, DECS issued Order No. 14 that directed regional offices to
the orga-
nize
Regional Special Education Council (RSEC). The years 1993 to 2002
were declared as the
Asian and the Pacific Decade
onventions were held in 1995: the First National of the
Disabled Persons. Three
at the Congress on Mental Retardation
University of the Philippines in Diliman, Quezon
Convention on Deaf Education in Cebu City; the First National
two years; and the City which was
subsequently held every
First National Sports Summit
The National for the Disabled and the
Registration Day for Persons with Disabilities was held Elderly.
The Summer this
Training of Teachers for Children with year too.
at the
Philippine Normal University with Hearing Impairment started
Blindenmission (CBM). funding
from the Christoffel
In
1996, the third week of
ness Week. Likewise, the First January declared as Autism Conscious-
was
in
Quezon City and National Congress on Visual
shop on
subsequently held
Information Technology every two years. The Impairment was held
for the First
Seminar Work
sponsored by the RBI. The First Visually Impaired was held in Manila
in Baguio City. Congress on Special Needs
Education was he
A
number of events took
which directed the place in 1997. DECS
organization of a Order No. 1 was issued
ignation of a Regional Supervisor torRegional Special Education
No. 26 on the Special Unit and the De
Institutionalization of Special Education. Similarly, DECS
was
promulgated. First Philippine Education Programs in AIl Oru
The
for WheelchairSchoo
was the main
NationalWheelathon-a-race
event of the 19th
Disability Users
Prevention and Rehabilitatio
18
 Education at the Regional LevC
Thc SPED Mobile Training on Inclusive
Wcek. Urdaneta lI Special Education
Centerwa
Was held with funding from CBM. The
and the Bayawan West Special Educatio
opened in the Division of Urdaneta City
enter in the Division of Negros Oriental.
The First Teacher Training Progra
in Marikina City.
for the Integration of Autistic Children was held
Teacher and
"Reclassification of Regular
In 1998, DECS Order No. 5
and Special Schools Principal ltem
Principal ltems to Special Education Teacher in Pasig uy
Issued. Palarong Pinoy May K was held at Philsports Complex
was Division of La Union.
The La Union Special Education Center was opened in the
National Sports
Thefollowing events took place in 1999: the Philspada
Competition for the Disabled in Cebu City; the Second National Congress on Spe
DECS Orders
C1al Necds Baguio City; issuance of the following
Education in
the Nationa
No. 104 "Exemption of the Physically Handicapped from Taking
Elementary Achievement Test (NEAT) and the National Secondary Aptitude 1esSt
Gifted
(NSAT)": No. 108 "Strengthening of Special Education Programs for the
in the Public School System"; No. 448 "Search for the 1999 Most Outstanding
"National
Special Education Teacher for the Gifted"; and Memorandum No. 457
Photo Contest on Disability."
The following DECS Orders were issued: No. 11 "Recognized Special
Education Centers in the Philippines"; No. 33 "Implementation of Administrative
Order No. 101 directing the Departmentof 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, universities and other
public buildings"; Memorandum No. 24 "Fourth International Noise Awareness
Day": and No. 477 "National Week for the Gifted and the Talented.

PLOT ELEMENTARYENTER SCHOOL

SAN FRANCISCO
CATA}N ( LEARNIN{
ECIAL E

Figure 3. The Special Education Learning Center of San Francisco Pilot

Elementary School Division, Agusan del Sur

19
 Education

of Special
The Legal Bases
documents that presentta chronology of events
is
anchored
fundar
o
onn

p i n e s on the growth and develon.

Philippines
P hi lip nildren
damental lega
fundamens.

in the
Special cducation
non ofchildren
documents that protection

the program. The first legal basis

of the care and

259 of
Commonwealth Ac With
wealth A
every child to liveand
3203 asserted "the right of1935. Articles 356
in an atmosphere conduciva
duty to
of t
disabilities was enacte in
and the
concomitant
duty ofhis
development" child."
physical, moral and intellectual
growth ofthe faculties
ofevery
promote the full
S c C n t to
the Education the of
Republic Act No. 3562, "An Act To Promote
the formal raining
Blind
ofsDec.
in the Philippines" on June 21,
1963 provided for ecial
the Philippine
Normal College, thereh
reha
teachers of blind children at
cducation School for the Blind
(PNSB) and the estoi
stab.
bilitation of the Philippine National
lishment of the Philippine Printing House for
the Blind.
a Ten- Year Teacher Trai
Republic Act No. 5250, "An Act Establishing
ng Program for Teachers of Special and Exceptional Children
was signed in.to
law in 1968. The law provided for the formal training of teachers for deaf, hard
o1-hearing, speech handicapped, socially and emotionally disturbed, mental
retarded and mentally gifted children and youth at the Philippine Normal College
and the University of the Philippines.
The 1973 Constitution ofthe Philippines, the fundamental law of the land
explicitly stated in Section 8, Article XV the provision of "a complete, adequate
and integrated system of education relevant to the goals of national developmemt
The constitutional provision for the
universality of educational opportunities and
the education of every citizen as a
primary
concern the of govenment clearly
implies the inclusion of exceptional children and youth.
In
1975, Presidential Decree No. 603, otherwise known as the
Youth Welfare Code was enacted. Child and
Article 3 on the Rights of the Child
among others that "the emotionally disturbed or provides
be treated with socially maladjusted child shall
sympathy and
understanding and shall be given the
education and
care
required by his particular condition." Equally
provides for the creation of special classes. important is Article 74 which
shall be at least Thus, "where needs warrant, there
special classes in every province, and if
for
physically handicapped, the mentally retarded, possible, special schools
the
and the mentally the emotionally disturbeu
gifled. The private sector
shall be
ment and encouragement." given all the necessary induce
In
1978, Presidential Decree No.
Concerning Disabled Persons (NCCDP). It1509 created the National CommiIOu
the Welfare of was renamed as
Disabled Persons National Council o
(NCWDP).
The Education Act of
1982 or Batas
"uhe state shall
promote right of every individual
the Pambansa Bilang 232 states
regardless of sex, to relevant tna
age, brecd, socioeconomic quality educato
tion, social and ethnic
origin, political and otherstatus, physical and mental con
affiliations. The State shall there
20
 or
education as well as enjoyment
fore promote and maintain equality of access to

the benefits of education by all its citizens."

law aflirms that "the
Section 24"Special Education Service" of the same context of the
the
State further recognizes its responsibility to provide, within
education services to meet special needs of
certain clientele. These
TOmal system
on General
Specific types shall be guided by the basic policies of state embodied
education of
of this Act which include: (2) "special education, the
ovisions different
who are physically, mentally, emotionally, socially, culturally
persons
from the s0-called 'normal' individuals that they require modification of school

practices/services to develop to their maximum capacity.

In 1983, Batas Pambansa Bilang 344 was enacted. TheAccessibility Law,
"An Act to Enhance the Mobility of Disabled Persons" requires cars, buildings,
institutions, establishments and public utilities to install facilities and other
devices for persons with disabilities.
The 1987 Constitution of the Philippines cites the rights of exceptional
children to education in Article XIV. Section I declares that 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. Section 2 emphasizes
that "the State shall provide adult citizens, the disabled and out-of-school
youth
with training in civics, vocational efliciency and other skills."
In 1989, R.A. No. 6759 was enacted. The law declared
August 1 of each
year as "White Cane Safety Day in the Philippines." Blind persons use the cane in
traveling.
In 1992, R.A. No. 7610 was enacted. The law is "An Act Providing for
Strong Deterrence and Special Protection Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for Its Violation and Other Purposes."
In the year 2000, Presidential Proclamation No. 361 set new dates for the
National Disability Prevention and Rehabilitation Week Celebration on the third
week of July every year which shall culminate on the birth date of the Sublime
Paralytic Apolinario Mabini.
The year 2004 ushered in a landmark legislation spearheaded by the
Department of Health. Republic Act No. 9288 otherwise known as "The Newborm
Screening Act of 2004" is based on the premise that a retarded child could have
been normal. A drop ofblood can save the
baby from mental retardation and death.
Newborm screening is a very simple test that should be given to the
four hours after birth. If the test is given too late, the
baby twenty-
baby can either die or even-
tually be severely retarded. Newborn screening is a blood test wherein a blood
sample will be taken from the heel of the child. The sample, which is dropped in
a
special paper, is then sent by the hospital to a centralized testing center which is
run by the National Institute of Health at
its head oftice at the
Philippines in Manila. The test primarily checks for five metabolic University of the
disorders that
could affect the health of the child within the first few
weeks of life. These are
congenital hypothyroidism, congenital adrenal hyperplasia, galactosemia,
phenylke-
21
 these
disorder ers may cause
undetected,

tonuria and G6PD ciency.

If gone
anemia oreven
death for the child
the child can grow
severe
cataracts,
severe mental retardation, enough,
early
However, if these disorders a r e
diagnosed
test and the
24-hour
window canliteral
window can literal be
a nomal, healthy human being.
The to be positive for
Ifa baby is shown
death. and more tests wi
between life and informed wil be
C tterence be immediately
the disorders, the parents will diagnosed, proper treat
Once properly
done to the child the test.
to confim The baby can theno
to correct
the disorder. go o
and care can be given to the baby
to live a happy and normal life.
The Philppine STAR S 7
SUNDAY, JANUARY 15, 2006

HOSPITALS
ANNOUNCEMENT TO ALL
AND BIRTHING FACILITIES
Act of 2004)
No. 9288 (Newborn Screening
Compliance with Republic Act RA 9288
Implementing
Pursuant to Rules and Regulations

Newborn Screening System

shull ensure thul every
e . The National Comprehensive the opportunity to undergo
newborn screening and
in the Philippines is ofered
uby horn conditions that can lead to mental
retardalion and dealh if
inus be spardfrom heritable
undetected and unreated.
HEALTH UNITS. HEALTH
21-a ALL HOSPITALS, BIRTHING FACILITIES, RURAL
Sec.
CENTERS AND OTHER COLLECTING UNITS throughout the conury shall have NBS

Specimen Collection kits at all times.

Sec. 24 The DOH through the Bureau of lleulth Facilities and Services (BHFS) shall include,
others, the provision of NBS services in the licensing requiremenis for hospitals and
among
birthing Jacilities
The Newbom Screening Reference Center (NSRC) will send the final listoffacilities offering
Newbom Screcning to the Bureau of Health Facilities and Services -Department of Health
on January 31, 2006. For facilities that are not yet offering newborm screening services.
please contact your respective DOH Newbom Screening regional coordinators or NSRC
for assistance or you may call tel. nos. (02) 711-6982 / 711-9572 (DOH), (02) 522-4396
(NSRC) or visit www.nsre-nih.org.ph for further details.

Amessage from the Departnent ofHcalth and the National Institutes ofHealth-UP Manila.

14-years old. May karamdaman.

Sana na-newborn screen.
Sana naagapan.

pa-newborn sereening d baby.

Masgtonong va plhakamalapll na ospltal o
tying-Bn.

A Public Service of the

Figure 4. Newborn Screening

22
Read and Respond
Test on Content Knowledge the
from this chapter by answering
lest how much you have learned

following questions. How

the Philippines?
education programs in
What is the status of special its special education programs
does the Department of Education sustain
in the country?
2.
L I s t the significant events that have shaped
the history of special educa
tion in the last century:
a. in the early 1900s until 1949
b. the third quarter of the century
C. the last thirty years
and sustenance
3. What is the importance of legislation in the development
of special education programs?
4. Enumerate the laws that pertain to:
and
a. the inclusion of children with special needs in all programs
concerns of the government.
b. the education of children with special needs
c. the participation of the home, parents and the community in special
education activities
d. commemoration of significant events

Reflection and Application of Learning

Discuss the vignettes about successful exceptional youth with your
classmates. What characteristics of these children and youth impress you
most? Why?
2. Gain firsthand experience about special education programs in the
Philippines by doing the following activities:
Touch base with children with special needs by visiting a special school
or a special education class in your community.
Ask the special education teacher about the types of exceptionality
or disabilities of his/her students, their characteristics and how well
they are doing in school.
Talk to the pupils. Introduce yourself, then ask them about their
school activities.
Write a brief narrative report on your visit. Include the information
that you got as well as your personal feelings about the activity.
Invite your classmates to form learning circles. Share the report with
each other.
3. Start clipping stories and articles from newspapers and magazines about
people with disabilities who became successful by going to school. Share
the vignettes with your classmates.

23