Professional Documents
Culture Documents
Educ 104 Reviewer
Educ 104 Reviewer
Content:
1. Using reading materials at varying readability levels;
2. Putting text materials on tape;
3. Using spelling or vocabulary lists at readiness levels of students;
4. Presenting ideas through both auditory and visual means;
5. Using reading buddies; and
6. Meeting with small groups to re-teach an idea or skill for
struggling learners, or to extend the thinking or skills of advanced
learners.
Process:
1. Using tiered activities through which all learners work with the
same important understandings and skills, but proceed with
different levels of support, challenge, or complexity;
2. Providing interest centers that encourage students to explore
subsets of the class topic of particular interest to them;
3. Developing personal agendas (task lists written by the teacher
and containing both in-common work for the whole class and work
that addresses individual needs of learners) to be completed either
during specified agenda time or as students complete other work
early;
4. Offering manipulatives or other hands-on supports for students
who need them;
5. Varying the length of time a student may take to complete a task
in order to provide additional support for a struggling learner or to
encourage an advanced learner to pursue a topic in greater depth.
GROUP 1 1. Provide a flexible and individualized support system for
children and youth with special needs in a regular class
PHILOSOPHICAL FOUNDATION OF SPED AND environment in schools nearest the student’s home.
EFA
2. Provide support services, vocational programs, and
Special Education work training employment opportunities for efficient
-is providing education for especially abled students in an community participation and independent living.
exclusive manner. A special school is a school catering for
students who have especial educational needs due to 3.Implement a life-long curriculum to include to early
severe learning difficulties, physical difficulties, or intervention and parent education, basic education and
behavioral problems. transition programs on vocational training or preparation
for college.
Vision
-“The State, community and family hold a common vision 4. Make available an array of educational programs and
for the Filipino Child with Special Needs. By the 21st services: The Special Education Center built on “a school
Century, it is envisioned that he/she could be adequately within a school concept” as the resource center for
provided with basic education. This education should fully children and youth with special needs; inclusive education
realize his/her own potentials for development and in regular schools, special and residential schools,
productivity as well as being capable of self-expression of homebound instruction, hospital instruction and
his/her rights in society. More importantly, he/she is God- community-based programs; alternative modes of service
loving and proud of being a Filipino. delivery to reach the disadvantaged children in far-flung
areas, depressed areas, and undeserved barangays.
Policy
-The policy on Inclusive Education for All is adopted in Objectives
the Philippines to accelerate access to education among 1. To develop the maximum potential of the child with
children and youth with special needs. Inclusive education special needs to enable him to become self-reliant and
forms an integral component of the overall educational shall be geared towards providing him with the
system that is committed to an appropriate education for opportunities for a full and happy life.
all children and youth with special needs.
2. The development and maximization of learning
According to the Department of Education Handbook on competencies, as well as the inculcation of values to make
Inclusive Education intended that the child with special the learners with special need as useful and effective
needs will get full parental and community support for members of society.
his/her education without discrimination of any kind.
3. The integration or mainstreaming of learners with
Goal special needs into the regular school system and
-The goal of the special education programs of the eventually into the community.
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 DIFFERENCE BETWEEN SPECIAL EDUCATION
two-pronged goals include the development of key AND GENERAL EDUCATION
strategies in legislation, human resource development, Special education differs from General education in
family involvement and active participation of two ways:
government and non-government organizations. Likewise,
there are major issues to address on attitudinal barriers of 1. Different instructional methods are used.
the general public and effort towards the 2. Additional specialists are involved beyond general
institutionalization and sustainability of special education education classroom teachers.
programs and services.
Different instructional methods are used DIFFERENCE BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION
Accommodation - is a logical and useful adaptation to
teaching methods that allows students to acquire the same Special Education General Education
material in a more comprehensible way.
Serve the needs of Involves regular
Example: Sign language interpreters for students differently-abled classrooms
who are deaf. children
Does not need
Modification - adjusts the teaching material to make it less Can occur inside or additional
complex. outside regular professionals
Example: Special needs learners might get simpler classroom
All students are
and shorter homework in comparison to less Needs additional expected to follow
challenged students. professionals the same syllabus
Additional specialists are involved beyond general Uses Does not involve an
education classroom teachers. Accommodation individual child-
Specialized teachers and Modification centered approach
4.0 Assessment Observed that because disability was still mainly seen
as god's punishment, medicine started to become a
-Beginning special education professionals use multiple moral concern. Monks and priests, whose early
methods of assessment and data sources in making methods were humanitarian, took the role of doctors.
educational decisions.
As the plight of people with disabilities was viewed
as god’s punishment, no attempt was made to find out
Generalization the underlying cause of the disability.
-Special Education Professionals focus on the welfare and Lowenfeld (1975) reported that the german and
comfortability of the students with exceptionalities. Their slavic people of central europe continued to abandon
background, safety in their environment, learning and and kill people with disabilities who could not care
evaluation are highly prioritized to serve them a high- for themselves.
quality education, to ensure their understanding in
different subject areas, and provide a helping hand to
eliminate the obstruction to gain knowledge despite their RENAISSANCE PERIOD (1500-1700)
disability. During the period between 1500 and 1700, attitudes
began to change regarding disability and treatment
modalities. The asylums, unfortunately, offered no
GROUP 2 treatment or therapy, and instead functioned as
HISTORICAL AND LEGAL FOUNDATIONS OF prisons, some of which chained and caged
SPECIAL EDUCATION noncompliant or acting-out patients.
During the great witch hunts between 1480 and 1680 were nonviolent; however, if they were violent, they were
reported in the malleus maleficarum book known as locked up and essentially treated as criminals (deutsch,
the hammer of witches (kramer & sprenger, 1971), it 1949).
is estimated that between eight and 20 million people,
mostly women, were tortured and put to death as
witches in europe. A good portion of this population THE INDUSTRIAL REVOLUTION (1790-1870)
often had a mental illness, or a visible disability, or a The industrial revolution between 1790 and 1870
disfigurement. The book identified how to spot brought some interesting developments concerning
witches by their impairment or by giving birth to people with disabilities. First was the changing
children with impairments. infrastructure of the united states as urbanization
Despite some of the inhumane treatment that began to flourish, leading to the building of more
continued for people with mental illness and mental hospitals. This also led to greater advancements in
retardation, there were some positive steps toward treating people with various illnesses. Second, there
rehabilitating people with disabilities during this was mechanization and the development of factories,
period as well. Obermann (1965) cites how people primarily in these urban areas. Factory working
who were deaf were taught how to write during the conditions were often likened to those of present-day
15th century and later were taught how to speak and sweat shops, whereby workers were given few breaks,
read as well. Sand (1952) additionally notes how had to meet stringent quotas, and were supervised in a
people who were deaf, and blind were taught how to coercive, authoritarian manner (cheit, 1961; chubon,
communicate by forming letters on their arms. 1994)
With industrialization came a new type of prevalent
disability: Injured workers. Workers who were
EARLY AMERICA (1620-1800)
injured on the job were often customarily fired if they
In 1752, benjamin franklin aided the quakers in could no longer produce, leaving them without any
establishing the first colonial hospital in philadelphia recourse but to sue their employers as workers’
(miller, 1966). Although this hospital was designed to compensation legislation did not yet exist.
treat all disorders, including mental illness, the
As things for individuals with disabilities continued
quality of care was lacking (grob, 1973). A second
to progressively get better in most industrialized
hospital was built in 1791 in new york. A few years
nations, a philosophical problem with broad
later in 1798, the first marine hospital service was
implications started to surface. Up until this moment,
opened to treat merchant seamen with disabilities,
people with varied disabilities have received varying
and this eventually evolved into the u.s. Public health
degrees of care based on the nature of their
service (singer, 1928). In addition, during the 1760s
impairments.
and 1780s, the first three medical schools in the
united states were opened. Dr. Benjamin rush trained As things for individuals with disabilities continued
some 3,000 doctors during this period and believed to progressively get better in most industrialized
that disease could be driven from the body. Rush also nations, a philosophical problem with broad
believed in and practiced bleeding as a form of implications started to surface. Up until this moment,
treatment for fever. people with varied disabilities have received varying
degrees of care based on the nature of their
For the most part, however, disability was viewed as
impairments.
a moral problem, often bringing disgrace to families
who had a disabled loved one (chubon, 1994).
Physicians continued to be trained poorly or were “IF YOU HAVE A DISABILITY, I THINK MERELY
self-trained and often treated illnesses such as LIKING SOMEONE IS NOT ENOUGH. BECAUSE
influenza, yellow fever, and typhoid fever by having EVEN IF I SAY IT’S LOVE, IF OTHER PEOPLE SAY
patients drink different concoctions (miller, 1966). IT’S NOT, THEN IT’S NOT.”
This was also a period where “bleedings” Occurred
(weisberger, 1975). People with mental illness from -WOO YOUNG WOO
wealthy families were typically kept at home if they
HISTORY OF SPED IN THE PHILIPPINES ELKS ORGANIZED THE ELKS CEREBRAL PALSY
PROJECT INCORPORATED
1902 – AMERICAN REGIME
1956 - THE FIRST SUMMER INSTITUTE ON
•the general superintendent of education mr. Fred
TEACHING THE DEAF WAS HELD AT THE
atkinson, reported to the secretary of public
SCHOOL OF THE DEAF AND BLIND IN PASAY
instruction that deaf and blind children were found
CITY.
in a census of a school aged children in manila
and nearby provinces 1957 - THE BUREAU OF PUBLIC SCHOOLS (BPS)
AND THE DEPARTMENT OF EDUCATION AND
1907 – SPECIAL EDUCATION PROGRAM
CULTURE (DEC) CREATED THE SPECIAL
FORMALLY STARTED
EDUCATION SECTION OF THE SPECIAL SUBJECTS
•mr. David barrows, director of public AND SERVICES DIVISION
education, worked for the establishment of
THE COMPONENTS OF THE SPECIAL
insular school for the deaf and the blind in manila
EDUCATION PROGRAMS INCLUDED :
•miss. Delight rice, an american educator, was the
A. LEGISLATION
first administrator and teacher of the special
school B. TEACHER TRAINING
• the school for the deaf is located in harrison C. CENSUS OF EXCEPTIONAL CHILDREN
street, pasay city AND YOUTH IN SCHOOLS AND
COMMUNITY
• the philippine national school for blind is at polo
road D. INTEGRATION OF CHILDREN WITH
DISABILITIES IN REGULAR CLASSES
1927 – WELFAREVILLE CHILDREN’S VILLAGE IN
MANDALUYONG, RIZAL E. REHABILITATION OF RESIDENTIAL AND
SPECIAL SCHOOLS MATERIALS
1936 - MRS. MARIA VILLA FRANCISCO WAS
PRODUCTION
APPOINTED AS THE FIRST FILIPINO PRINCIPAL
OF THE SCHOOL FOR THE BLIND AND DEAF (SDB). 1958 – THE AMERICAN FOUNDATION FOR
OVERSEAS BLIND (AFOB) OPENED ITS REGIONAL
1945 - NATIONAL ORTHOPEDIC HOSPITAL
OFFICE IN MANILA
OPENED ITS SCHOOL FOR CRIPPLED CHILDREN
(NOHSCC) 1960 – SOME PRIVATE COLLEGES AND
UNIVERSITIES STARTED THE OFFER SPECIAL
1949 - INAUGURATION OF QUEZON CITY SCIENCE
EDUCATION COURSES IN THEIR GRADUATE
HIGH SCHOOL FOR GIFTED STUDENTS. ALSO IN
SCHOOL CURRICULUM
THIS YEAR, THE PHILIPPINE FOUNDATION FOR
THE REHABILITATION OF THE DISABLED (PFRD) 1962 - THE MANILA YOUTH AND
WAS ORGANIZED REHABILITATION CENTER ( MYRC ) WAS OPENED
1950 - PHILIPPINE ASSOCIATION FOR THE DEAF 1965- MARKED THE START OF THE TRAINING
(PAD) OPENED A SCHOOL FOR CHILDREN WITH PROGRAM FOR SCHOOL ADMINISTRATORS ON
HEARING IMPAIRMENT THE ORGANIZATION, ADMINISTRATION AND
SUPERVISION OF SPECIAL EDUCATION CLASSES
1953 – ELSIE GACHES VILLAGE (EGV) WAS
ESTABLISHED IN ALABANG, MUNTINLUPA, 1967 – BPS, ORGANIZED THE NATIONAL
RIZAL TO TAKE CARE OF THE ABANDONED AND COMMITTEE ON SPECIAL EDUCATION
ORPHANED CHILDREN AND YOUTH WITH
PHYSICAL AND MENTAL HANDICAPS.
1968-1971
1955 - PRIVATE SECTORS SUPPORTED THE
With the approval of R.A. No. 5250 in 1968 the teacher
GOVERNMENT’S PROGRAM FOR DISABLED
training program for teachers of exceptional children was
FILIPINOS AND THE MEMBERS LODGE NO. 761 OF
held in PNC for the next 10 years. Also, in 1968 the first
THE BENEVOLENT AND PROTECTIVE ORDER OF
(MEC) in 1975, the special subjects and services division
Asian Conference on Work for the Blind was held in was abolished. The personnel of the Special Education
Manila. Section were divided into two. Half of them composed of
the Special Education Unit of the MEC while the other
In 1969, the Jose Fabella Memorial school was divided half was assigned to the Special Education Unit of the
into five units and assigned in different parts of Metro MEC National Capital Region in Quezon City.
Manila:
A. The Philippine Training School for Boys in 1976 - 1980
Tanay, Rizal. In 1976, the Proclamation 1605 declared 1977-1987 as the
B. The Philippine Training School for Girls in Decade of the Filipino Child. The National Action Plan
Alabang, Muntinlupa for Education was promulgated whichh includeed
C. Reception and Child Study Center in Manila provisions for in and out of school exceptional children.
D. Elsie Gaches Village in Alabang, Muntinlupa
E. Nayon ng Kabataan in Pasay City 1977 when MEC issued Department Order No. 10 that
designated regional and division supervisors of special
1970- the School for the Deaf and the Blind whichh was education programs.
established in 1907 was recognized in to two separate
residential Schools. In 1978, marked the creation of National Commission
A. Philippine School for the Deaf (PSD) stayed in Concerning Disabled Persons (NCCDP) later renamed
the Original Building National Council for the Welfare of the Disabled Persons
B. Philippine National School for the Blind was (NCWDP) through Presidential Decree 1509. MEC
built next to PSD. Memorandum No. 285 directed School Divisions to
organize special classes with a set of guidelines on the
Also in the same year, a special school was established in designation of Teachers who have no formal training in
San Pablo City, the Paaralan ng Pag ibig at Pag asa. Special Education.
Meanwhile, DEC issued a Memorandum on duties to the
Special Education Teacher for the blind in 1971. In 1979, the Bureau of Elementary Education Special
Education Unit conducted a two-year nationwide survey
1973 - 1975 of unidentified exceptional children who were in school.
In 1973, the Juvenille and Domestic Relations Court of
Manila established Tahanan Special School for socially In 1980, the School for Crippled Children at the Southern
maladjusted children and youth. Meanwhile, the first Island Hospital in Cebu City was organized.
Asian Conference on Mental Retardation was held in
Manila under UNESCO National Commission of the 1981 - 1983
Philippines and the Philippine Association for the In 1981, the United Nations Assembly proclaimed the
Retarded (PAR). Caritas Manila's Special School for the observance of the International Year of Disabled Persons.
Retarded was organized by Rev. Fr. Arthur Malin, SVD. Three Special Education Programs were inaugurated:
A. The Exceptional Child Learning Center at the West
In 1974, the First National Conference on the City Central Schools Division of Dumaguete City
Rehabilitation of the disabled was held at the Social B. The Zapatera Special Education Center at the Division
Security Building in Quezon City. The Southeast Asian of Cebu
Institute for Deaf (SAID), a private day school, was C. The Deaf Evangelistic Alliance Foundation (DEAF) in
established in the same year. The Division of Manila City Cavinti, Laguna
Schools implemented the SILAHIS CONCEPT of Special Also in 1982, three special schools were opened: the Cebu
Education in Public Elementary Schools. Six Schools State College Special High School for the Deaf, the Siaton
were chosen to organize special education programs for Special Education Center in the Division of Negros
different types of exceptional children. And up until today, Oriental and the St. John Maria de Vianney Special
the Silahis Centers continue to lead in the inclusion of Education Learning Center in Quezon City.
exceptional children in regular classes.
In 1983, Batas Pambansa Bilang 344 enacted the
When the Department of Education and Culture (DEC) Accessibility Law, "An Act to Enhance the Mobility of
was recognized into the Ministry of Education Culture Disabled Persons by requiring cars, Buildings, Institutions,
establishments and Public Utilities to install Facilities and
mentally gifted. The private sector shall be given all the
other devices." In the same year, the Batac Special
necessary inducement and encouragement."
Education Center in the Division of Ilocos Norte was
organized batas pambansa no. 232 education act of 1982
Also, two special education programs were inaugurated in -"The State shall promote the right of every
1984: the Labangon Special Education Center Division of individual to relevant quality education regardless of
Cebu City and the Northern Luzon Association's Heinz sex, age, breed, socioeconomical status, physical and
Wolke School for the Blind at the Marcos Highway in mental condition, social and ethnic origin, political
Baguio City. and other affiliations. The State shall therefore
promote and maintain equality of access to education
And because of the success of special education programs as well as enjoyment of the benefits of education by
all around the Philippines, all its citizens."
More SPED Centers opened in the next three years: We all
have now the Pedro Acharon Special Education Center in
the Division of General Santos City, the Legaspi City SECTION 24 OF BATAS PAMBANSA NO. 232
Special, Education Center in Pag-asa Legaspi City, and
the Dau Special Education Center in the Division of “SPECIAL EDUCATION SERVICES”
Pampanga. "the State further recognizes its responsibility to provide,
within the context of the formal education system services
LEGAL BASES OF SPECIAL EDUCATION IN to meet special needs of certain clientele. These specific
PHILIPPINES AND US types shall be guided by the basic policies of state
embodied on General Provisions of this Act which include
Legal bases of special education in philippines the education of persons who are physically, mentally,
Commonwealth act no. 3203 articles 356 & 259 emotionally, socially, culturally different from the so-
“The Right of Every Child to Live in an Atmosphere called 'normal' individuals that they require modification
Conducive to his Physical, Moral and Intellectual of school practices/services to develop to their maximum
Development" and the Concomitant Duty of the capacity."
Government "to Promote the Full Growth of the Faculties
of Every Child."
1987 constitution article xiv section 1 and 2
Section 1. The State shall protect and promote the right of
1973 constitution sec. 8 article xv all citizens to quality education at all levels, and shall take
"A complete, adequate and integrated system of education appropriate steps to make such education accessible to all.
relevant to the goals of national development." Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate,
presidential decree no. 603 of 1975 constitution and integrated system of education relevant to the needs of
“child and youth welfare code” the people and society;
Article 3: "The emotionally disturbed or socially (2) Establish and maintain a system of free public
education in the elementary and high school levels.
maladjusted child shall be treated with sympathy and
Without limiting the natural right of parents to rear their
understanding and shall be given the education and care
children, elementary education is compulsory for all
required by his particular condition."
children of school age;
Article 74: "Thus, where needs warrant, there shall be at
(3) Establish and maintain a system of scholarship grants,
least special classes in every province, and if possible,
student loan programs, subsidies, and other incentives
special schools for the physically handicapped, the
which shall be available to deserving students in both
mentally retarded, the emotionally disturbed and the
(c) Make education learner-oriented and
public and private schools, especially to the
responsive to the needs, cognitive and cultural
underprivileged;
capacity, the circumstances and diversity of
(4) Encourage non-formal, informal, and indigenous learners, schools and communities through the
learning systems, as well as self-learning, independent, appropriate languages of teaching and learning,
and out-of-school study programs particularly those that including mother tongue as a learning resource.
respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school SEC. 3. Basic Education. — Basic education is intended
youth with training in civics, vocational efficiency, and to meet basic learning needs which provides the
other skills. foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-
RA 10533 “THE ENHANCED BASIC EDUCATION of-school learners and those with special needs.
ACT OF 2013”
SEC. 4. Enhanced Basic Education Program. — The
SECTION 1. Short Title. — This Act shall be known as enhanced basic education program encompasses at least
the “Enhanced Basic Education Act of 2013”. one (1) year of kindergarten education, six (6) years of
SEC. 2. Declaration of Policy. — The State shall elementary education, and six (6) years of secondary
establish, maintain and support a complete, adequate, and education, in that sequence. Secondary education includes
integrated system of education relevant to the needs of the four (4) years of junior high school and two (2) years of
people, the country and society-at-large. senior high school education.
Likewise, it is hereby declared the policy of the State that Kindergarten education shall mean one (1) year of
every graduate of basic education shall be an empowered preparatory education for children at least five (5) years
individual who has learned, through a program that is old as a prerequisite for Grade I.
rooted on sound educational principles and geared towards
Elementary education refers to the second stage of
excellence, the foundations for learning throughout life, compulsory basic education which is composed of six (6)
the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global years. The entrant age to this level is typically six (6)
communities, the capability to engage in autonomous, years old.
creative, and critical thinking, and the capacity and
willingness to transform others and one’s self. Secondary education refers to the third stage of
compulsory basic education. It consists of four (4) years of
For this purpose, the State shall create a functional basic junior high school education and two (2) years of senior
education system that will develop productive and high school education. The entrant age to the junior and
responsible citizens equipped with the essential senior high school levels are typically twelve (12) and
competencies, skills and values for both life-long learning sixteen (16) years old, respectively.
and employment. In order to achieve this, the State shall:
Basic education shall be delivered in languages
(a) Give every student an opportunity to receive understood by the learners as the language plays a
quality education that is globally competitive strategic role in shaping the formative years of learners.
based on a pedagogically sound curriculum that is
at par with international standards; For kindergarten and the first three (3) years of elementary
(b) Broaden the goals of high school education for education, instruction, teaching materials and assessment
college preparation, vocational and technical shall be in the regional or native language of the learners.
career opportunities as well as creative arts, sports The Department of Education (DepED) shall formulate a
and entrepreneurial employment in a rapidly mother language transition program from Grade 4 to
changing and increasingly globalized environment; Grade 6 so that Filipino and English shall be gradually
and introduced as languages of instruction until such time
when these two (2) languages can become the primary Multilingual Education (MTB-MLE) which starts
languages of instruction at the secondary level. from where the learners are and from what they
already knew proceeding from the known to the
For purposes of this Act, mother language or first unknown; instructional materials and capable
Language (LI) refers to language or languages first teachers to implement the MTB-MLE curriculum
learned by a child, which he/she identifies with, is shall be available;
identified as a native language user of by others, which (g) The curriculum shall use the spiral progression
he/she knows best, or uses most. This includes Filipino approach to ensure mastery of knowledge and
sign language used by individuals with pertinent skills after each level; and
disabilities. The regional or native language refers to the (h) The curriculum shall be flexible enough to
traditional speech variety or variety of Filipino sign enable and allow schools to localize, indigenize
language existing in a region, area or place. and enhance the same based on their respective
educational and social contexts. The production
SEC. 5. Curriculum Development. — The DepED shall and development of locally produced teaching
formulate the design and details of the enhanced basic materials shall be encouraged and approval of
education curriculum. It shall work with the Commission these materials shall devolve to the regional and
on Higher Education (CHED) to craft harmonized basic division education units.
and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to
avoid remedial and duplication of basic education subjects, RA 3562 “AN ACT TO PROMOTE THE
the DepED shall coordinate with the CHED and the EDUCATION OF THE BLIND IN THE
Technical Education and Skills Development Authority PHILIPPINES”
(TESDA).
provided for the formal training of special education
To achieve an effective enhanced basic education teachers of blind children at the Philippine Normal
curriculum, the DepED shall undertake consultations with College, the rehabilitation of the Philippine National
other national government agencies and other stakeholders School for the Blind (PNSB) and the establishment of
including, but not limited to, the Department of Labor and the Philippine Printing House of the Blind.
Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools
RA 5250 “AN ACT ESTABLISHING A 10-YEAR
associations, the national student organizations, the TEACHER TRAINING PROGRAM OF
national teacher organizations, the parents-teachers SPECIAL AND EXCEPTIONAL CHILDREN"
associations and the chambers of commerce on matters
affecting the concerned stakeholders.. provided for the formal training of teachers for deaf,
hard-of-hearing, speech handicapped, socially and
The DepED shall adhere to the following standards and emotionally disturbed, mentally retarded and
principles in developing the enhanced basic education mentally gifted and youth at the Philippine Normal
curriculum: College and the University of the Philippines
(a) The curriculum shall be learner-centered,
inclusive and developmentally appropriate; BATAS PAMBANSA 344 AN ACT TO ENHANCE
(b) The curriculum shall be relevant, responsive THE MOBILITY OF DISABLED PERSONS
and research-based;
(c) The curriculum shall be culture-sensitive; BY REQUIRING CERTAIN BUILDINGS,
(d) The curriculum shall be contextualized and INSTITUTIONS, ESTABLISHMENTS AND PUBLIC
global; UTILITIES TO INSTALL FACILITIES AND OTHER
(e) The curriculum shall use pedagogical DEVICES.
approaches that are constructivist, inquiry-based, Be it enacted by the Batasang Pambansa in session
reflective, collaborative and integrative; assembled.
(f) The curriculum shall adhere to the principles
and framework of Mother Tongue-Based
SECTION 1. In order to promote the realization of the SECTION 4. Any person violating any provision of this
rights of disabled persons to participate fully in the social Act or of the rules and regulations promulgated hereunder
life and the development of the societies in which they shall, upon conviction by a court of competent jurisdiction,
live and the enjoyment of the opportunities available to suffer the penalty of imprisonment of not less than one
other citizens, no license or permit for the construction, month but not more than one year or a fine of P2,000 to
repair or renovation of public and private buildings for P5,000 or both, at the discretion of the court: Provided,
public use. Educational institutions, airports, sports and That in the case of corporations, partnerships, cooperatives
recreation centers and complexes, shopping centers or or associations, the president, manager or administrator, or
establishments, public parking places, work-places, public the person who has charge of the construction, repair or
utilities, shall be granted or issued unless the owner or renovation of the buildings, space or utilities shall be
operator thereof shall install and incorporate in such criminally responsible for any violation of this Act and/or
building, establishment, institution or public utility, such rules and regulations promulgated pursuant thereto.
architectural facilities or structural features as shall
reasonably enhance the mobility of disabled persons such
as sidewalks, ramps, railings and the like. REPUBLIC ACT 7277 MAGNA CARTA FOR
PERSONS WITH DISABILITY
If feasible, all such existing buildings, institutions, SECTION 1. Title Two, Chapter III of the Republic Act
establishments, or public utilities to be constructed or No. 7277, as amended, is hereby further amended by
established for which licenses or permits had already been adding a new section denominated as Section 20-A to read
issued may comply with the requirements of this law: as follows:
Provided, further, that in case of government buildings, “SEC. 20-A. Mandatory PhilHealth Coverage. –
street and highways, the Ministry of Public Works and All persons with disability (PWDs) shall be
Highways shall see to it that the same shall be provided automatically covered under the National Health
with architectural facilities or structural features for Insurance Program (NHIP) of the Philippines
disabled persons. In the case of the parking place of any of Insurance Corporation (PhilHealth). Premium
the above institutions, buildings, or establishment, or contributions for all PWDs shall be paid by the
public utilities, the owner or operator shall reserve national government:
sufficient and suitable space for the use of disabled
persons. Provided, That the premium contribution of PWD member
in the formal economy shall be shared equally by their
employers and the national government. The funds
SECTION 2. In case of public conveyance, devices such necessary for the effective implementation of this Act s
as the prominent display of posters or stickers shall be
used to generate public awareness of the rights of the
hall be sourced from the National Health Insurance Fund
disabled and foster understanding of their special needs.
of PhilHealth earmarked from the proceeds of Republic
Special bus stops shall be designed for disabled persons.
Act No. 10351, otherwise known as ‘An Act Restructuring
Discriminating against disabled persons in the carriage or
the Excise Tax on Alcohol and Tobacco Products by
transportation of passengers is hereby declared unlawful.
Amending Sections 141, 142, 143, 144, 145, 8, 131 and
288 of the Republic Act No. 8424, Otherwise Known as
SECTION 3. The Minister of Public Works and the National Internal Revenue Code of 1997, as Amended
Highways and the Minister of Transportation and by Republic Act No. 9334, and for Other Purposes’, in
Communication, in coordination with the National accordance with pertinent laws and regulations.
Commission Concerning Disabled Persons, shall prepare
the necessary rules and regulations to implement the “The PhilHealth shall develop exclusive packages for
provisions of this Act. PWDs that will address their specific health and
development needs.”
REPUBLIC ACT 9442 AMENDMENT TO RA 7277-
RESOLVED FURTHER, that the senior citizen with
ADDITIONAL PRIVELEGES AND INCENTIVES;
disability cannot avail of benefits and privileges using
PROHIBITION OF RIDICULE AND
both the person with disability and senior citizen ID cards.
VILIFICATION
WHEREAS, Persons with disabilities are entitled to REPUBLIC ACT 10070 AMENDMENT TO RA 7277
privileges and incentives as provided by Republic Act no.
9442 and 10754 which can be availed by presenting the
disability card issued by the local government unit (LGU) ESTABLISHING INSTITUTIONAL MECHANISM
issuing facility or the National Council on Disability TO ENSURE THE IMPLEMENTATION OF
Affairs; PROGRAMS AND SERVICES FOR PERSONS
WITH DISABILITIES IN EVERY PROVINCE, CITY
WHEREAS, there is a practice in some LGU issuing AND MUNICIPALITY
facilities that refuse issuance of disability card to persons
with disabilities who are sixty (60) years old and above
because they are already senior citizens and will be Section 1. Section 40 of Republic Act No. 7277, as
catered by another program; amended, is hereby further amended to read as follows:
Sec. 40. Role of National Agencies and Local Government
WHEREAS, As a result of non-issuance of disability card Units.
and transfer to senior citizens program, there is difficulty
in collecting data on persons with disabilities, 60 years old
which is necessary for policy and program development (a) Local government units shall promote the
and reportorial purposes including compliance to establishment of organizations of persons with disabilities
international commitment such as the United Nations (PWDs) in their respective territorial jurisdictions.
Convention on the Rights of Persons with Disabilities; National agencies and local government units may enter
into joint ventures with organizations or associations of
WHEREAS, there is no legal basis limiting the issuance PWDs to explore livelihood opportunities and other
of person with disability ID to persons below to ages 59 undertakings that shall enhance the health, physical fitness
years old and below, as long as they have the disability as and the economic and social well-being of PWDs.
defined by Republic Act. no 7277 otherwise known as (b) Local government units shall organize and establish
Magna Carat for Persons with Disabilities; the following:
WHEREAS, disability is long-term and permanent which (1) Persons with Disability Affairs Office (PDAO)
can be experienced as a result of aging thus, an elderly PDAO shall be created in every province, city and
person, 60 years old and above can still avail of the person
with disability ID;
municipality. The local chief executive shall appoint
a PWD affairs officer who shall manage and oversee
WHEREAS, Furthermore, senior citizens with disabilities the operations of the office, pursuant to its mandate
have specific needs that are not covered by LGU programs under this Act. Priority shall be given to qualified
and services for elderly such as assistive devices, sign PWDs to head and man the said office in carrying out
language interpretation for Deaf elderly and other the following functions:
disability support services in participating in disability-
related activities; (i) Formulate and implement policies, plans
and programs for the promotion of the welfare
NOW THEREFORE, RESOLVED, AS IT IS of PWDs in coordination with concerned
HEREBY RESOLVED, the NCDA Board issued this
resolution to clarify that there is no age limit in the
national and local government agencies;
issuance of disability card and that senior citizens can still (ii) Coordinate the implementation of the
be issued with the ID to avail of privileges and incentives provisions of this Act, Batas Pambansa Blg.
provided by Republic Act no. 7277 and its amendment.
344, otherwise known as the Accessibility SEC. 2. References to the term “Disabled Persons” on the
Law, and other relevant laws at the local level; title and other sections of the same Act are hereby
(iii) Represent PWDs in meetings of local amended to read as Persons with Disabilities (PWDs).
development councils and other special
SEC. 3. Within three (3) years after the effectivity of this
bodies; Act, appropriate agencies, headed by the Department of
(iv) Recommend and enjoin the participation of Social Welfare and Development (DSWD), in consultation
nongovernment organizations (NGOs) and with the NCDA and relevant NGOs and POs, shall review
people’s organizations (POs) in the its implementation and recommend to Congress the need
implementation of all disability-related laws and to mandate the establishment of a PDAO in fourth (4th),
policies; fifth (5th) and sixth (6th) class municipalities.
(v) Gather and compile relevant data on PWDs in
their localities; SEC. 4. In order to effectively carry out the objectives of
(vi) Disseminate information including, but not Republic Act No. 7277, the National Government, through
limited to, programs and activities for PWDs, the DSWD, shall ensure that the annual budget includes
statistics on PWDs, including children with provisions to fund programs and provide support for
disability, and training and employment PWDs.
opportunities for PWDs;
(vii) Submit reports to the office of the local chief Local government units shall likewise ensure that the
executive on the implementation of programs and necessary fund from any available local revenues is
services for the promotion of the welfare of PWDs allocated for the implementation of this Act for the benefit
in their respective areas of jurisdiction; of PWDs in their jurisdictions.
(viii) Ensure that the policies, plans and programs
for the promotion of the welfare of PWDs are LEGAL BASES OF SPECIAL EDUCATION IN THE
funded by both the national and local government; UNITED STATES
(ix) Monitor fundraising activities being
conducted for the benefit of PWDs; The Individuals with Disabilities Education Act (IDEA)
(x) Seek donations in cash or in kind from local or a law that makes available a free appropriate public
foreign donors to implement an approved work education to eligible children with disabilities throughout
plan for PWDs, in accordance with existing laws the nation and ensures special education and related
and regulations; and services to those children.
(xi) Perform such other functions as may be
necessary for the promotion and protection of the The IDEA governs how states and public agencies provide
welfare of the PWDs. early intervention, special education, and related services
to more than 7.5 million (as of school year 2020-21)
(2) Focal Person eligible infants, toddlers, children, and youth with
In consideration of budget restraints, local chief disabilities.
executives of fourth (4th), fifth (5th) and sixth (6th) class
municipalities may, in lieu of the creation of a PDAO, REHABILITATION ACT OF 1973 SECTION 504
Section 504 of the Rehabilitation Act created and
designate a focal person who shall perform the functions extended civil rights to people with disabilities.
of the PDAO. Priority in appointment should be given to a
PWD with experience in providing services to PWDs. Section 504 has also provided opportunities for children
and adults with disabilities in education, employment and
The establishment of a PDAO or the appointment of a various other settings. It even allows for reasonable
focal person, as the case may be, should be done in accommodations such as special study area and assistance
consultation and coordination with the National Council as necessary for each student.
on Disability Affairs (NCDA), NGOs and POs.
EDUCATION FOR ALL HANDICAPPED
CHILDREN'S ACT OF 1975
(PUBLIC LAW 94-142)