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FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

The Legal Bases of Special Education in the Philippines

ARTICLE XIV of the 1987 Constitution provides general framework for education in the country. It shows the
state recognizes that importance for education, science and technology, cultural development, and sports and
wellness in the life of the state and of the people.

Section 1. presents the enduring commitment of the Philippines to provide quality education to all its citizens. A
commitment to build a nation with functionally literate, educated, and productive citizens. It is a statement that
shows how the country values the education and development of its citizens.

Section 2. discuss the commitment of the states to provide access to quality education for all levels from
preschool to tertiary. It elucidates the function of the state to develop an education system, that focuses on
formal education, non-formal education, alternative learning system, and indigenous learning system. To
support this provision, Section 2 states that the state will provide financial assistance and efficient student-
support system to deserving students.

REPUBLIC ACT NO. 10533

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING

ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.

SEC. 2. Declaration of Policy (A-C)) -

(a) Give every student an opportunity to receive quality education that is globally competitive based on a
pedagogically sound curriculum that is at par with international standards;

(b) Broaden the goals of high school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and
increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the
circumstances and diversity of learners, schools and communities through the appropriate languages of
teaching and learning, including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-school learners and those with special needs.

Republic Act No. 7610

June 17, 1992

AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION AGAINST

CHILD ABUSE, EXPLOITATION AND DISCRIMINATION, AND FOR OTHER PURPOSES

Section 1. Title. – This Act shall be known as the "Special Protection of Children Against Abuse, Exploitation
and Discrimination Act."

Section 3. Definition of Terms. –

(a) "Children" refers to person below eighteen (18) years of age or those over but are unable to fully take care of
themselves or protect themselves from abuse, neglect, cruelty, exploitation or discrimination because of a
physical or mental disability or condition;
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(b) "Child abuse" refers to the maltreatment, whether habitual or not, of the child which includes any of the
following:

(1) Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;

(2) Any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of a child as
a human being;

(3) Unreasonable deprivation of his basic needs for survival, such as food and shelter; or

(4) Failure to immediately give medical treatment to an injured child resulting in serious impairment of his
growth and development or in his permanent incapacity or death.

Republic Act No. 8371

October 29, 1997

AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS

CULTURAL COMMUNITIES/INDIGENOUS PEOPLES, CREATING A NATIONAL COMMISSION
ON INDIGENOUS PEOPLES, ESTABLISHING IMPLEMENTING MECHANISMS,
APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES

SECTION 1. Short Title. — This Act shall be known as “The Indigenous Peoples’ Rights Act of 1997”.

CHAPTER VI
Cultural Integrity

SECTION 30. Educational Systems. —

The State shall provide equal access to various cultural opportunities to the ICCs/IPs through the educational
system, public or private cultural entities, scholarships, grants and other incentives without prejudice to their
right to establish and control their educational systems and institutions by providing education in their own
language, in a manner appropriate to their cultural methods of teaching and learning. Indigenous children/youth
shall have the right to all levels and forms of education of the State.

PRESIDENTIAL DECREE No. 603

THE CHILD AND YOUTH WELFARE CODE
Article 3. Rights of the Child. - All children shall be entitled to the rights herein set forth without distinction as
to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors.
(1) Every child is endowed with the dignity and worth of a human being from the moment of his conception, as
generally accepted in medical parlance, and has, therefore, the right to be born well.

(2) Every child has the right to a wholesome family life that will provide him with love, care and understanding,
guidance and counseling, and moral and material security.

The dependent or abandoned child shall be provided with the nearest substitute for a home.

(3) Every child has the right to a well-rounded development of his personality to the end that he may become a
happy, useful and active member of society.
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The gifted child shall be given opportunity and encouragement to develop his special talents.

The emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding, and
shall be entitled to treatment and competent care.

The physically or mentally handicapped child shall be given the treatment, education and care required by his
particular condition.

(4) Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention,
and all the basic physical requirements of a healthy and vigorous life.

(5) Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and
the strengthening of his character.

(6) Every child has the right to an education commensurate with his abilities and to the development of his
skills for the improvement of his capacity for service to himself and to his fellowmen.

(7) Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as
well as social, for the wholesome use of his leisure hours.

(8) Every child has the right to protection against exploitation, improper influences, hazards, and other
conditions or circumstances prejudicial to his physical, mental, emotional, social and moral development.

(9) Every child has the right to live in a community and a society that can offer him an environment free from
pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and
attributes.

(10) Every child has the right to the care, assistance, and protection of the State, particularly when his parents or
guardians fail or are unable to provide him with his fundamental needs for growth, development, and
improvement.

(11) Every child has the right to an efficient and honest government that will deepen his faith in democracy and
inspire him with the morality of the constituted authorities both in their public and private lives.

(12) Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding,
tolerance, and universal brotherhood, and with the determination to contribute his share in the building of a
better world.

Article 10. Phases of Development. –

The child shall enjoy special protection and shall be given opportunities and facilities, by law and by other
means, to ensure and enable his fullest development physically, mentally, emotionally, morally, spiritually and
socially in a healthy and normal manner and in conditions of freedom and dignity appropriate to the
corresponding developmental stage.
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Access to Educational Opportunities

Article 74. Special Classes. –
Where needs warrant, there shall be at least special classes in every province, and, if possible, special schools
for the physically handicapped, the mentally retarded, the emotionally disturbed, and the specially gifted. The
private sector shall be given all the necessary inducement and encouragement to establish such classes or
schools.

REPUBLIC ACT No. 9344

AN ACT ESTABLISHING A COMPREHENSIVE JUVENILE JUSTICE AND WELFARE SYSTEM,
CREATING THE JUVENILE JUSTICE AND WELFARE COUNCIL UNDER THE DEPARTMENT
OF JUSTICE, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

THE ROLE OF THE DIFFERENT SECTORS

SEC. 13. The Educational System. –
Educational institutions shall work together with families, community organizations and agencies in the
prevention of juvenile delinquency and in the rehabilitation and reintegration of child in conflict with the law.
Schools shall provide adequate, necessary and individualized educational schemes for children manifesting
difficult behavior and children in conflict with the law. In cases where children in conflict with the law are
taken into custody or detained in rehabilitation centers, they should be provided the opportunity to continue
learning under an alternative learning system with basic literacy program or non- formal education accreditation
equivalency system.

REPUBLIC ACT NO. 7277

AN ACT PROVIDING FOR THE REHABILITATION, SELF-DEVELOPMENT AND
SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE
MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.
Section 1. Title. — This Act shall be known and cited as the "Magna Carta for Disabled Persons."
RIGHTS AND PRIVILEGES OF DISABLED PERSONS CHAPTER I EMPLOYMENT
Sec. 5. Equal Opportunity for Employment. —
No disable person shall be denied access to opportunities for suitable employment. A qualified disabled
employee shall be subject to the same terms and conditions of employment and the same compensation,
privileges, benefits, fringe benefits, incentives or allowances as a qualified able bodied person. Five percent
(5%) of all casual emergency and contractual positions in the Departments of Social Welfare and
Development; Health; Education, Culture and Sports; and other government agencies, offices or corporations
engaged in social development shall be reserved for disabled persons
Republic Act No. 9442

Full Title AN ACT AMENDING REPUBLIC ACT NO. 7277, OTHERWISE KNOWN AS THE
"MAGNA CARTA FOR DISABLED PERSONS, AND FOR OTHER PURPOSES"

PRIVILEGES AND INCENTIVES FOR THE PERSONS WITH DISABILITY

Section 6. Other Privileges and Incentives Persons with disability shall be entitled to the following:
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6.1 Discounts from All Establishments At least twenty percent (20%) discount from all establishments
relative to the utilization of all services in hotels and similar lodging establishments, restaurants and recreation
centers for the exclusive use or enjoyment of persons with disability

6.7 Educational Privileges. – Educational assistance to persons with disability, for them to pursue primary,
secondary, tertiary, post tertiary, as well as vocational or technical education in both public and private schools
through the provision of scholarships, grants, financial aids, subsidies and other incentives to qualified persons
with disability, including support for books, learning materials, and uniform allowance, to the extent feasible:
Provided, that persons with disability shall meet the minimum admission requirements set by the Department of
Education (DEPED), Commission on Higher Education Department (CHED), Technical Education and Skills
Development Authority (TESDA) and other entities engaged in the grant of scholarship and financial assistance
for the education of persons with disability. For the purposes of this rule, primary education shall include
nursery and kindergarten whether in private or public school. The source of funding in addition to the Private
Education Student Financial Assistance (PESFA) fund scholarship for the implementation of the above shall be
the one percent (1%) allocation for persons with disability in DEPED, CHED, TESDA and other training and
educational government agencies as required by General Appropriation Act, subject to the guidelines issued by
the DEPED, CHED and TESDA.

Republic Act No. 10665

AN ACT ESTABLISHING THE OPEN HIGH SCHOOL SYSTEM IN THE PHILIPPINES AND
APPROPRIATING FUNDS THEREFOR

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:

SECTION 1. .Short Title. – This Act shall be known as the “Open High School System Act”.

SEC. 6. Learners of the OHSS. – The OHSS shall be open to all youth and adults who have finished elementary
education, as well as high school qualifiers of the Philippine Educational Placement Test (PEPT) and the
Alternative Learning System (ALS) Accreditation and Equivalency (A&E) Test.
Republic Act No. 3562
“ An Act To Promote the Education of the Blind in the Philippines” on June 21, 1963 provided for
the formal training of special education teachers of blind children at the Philippine Normal College,
the rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of
the Philippine Printing House for the Blind.
Education act of 1982 or Batas Pambansa Bilang 232
“ the state shall promote the right of every individual to relevant quality education regardless of sex,
age, breed, socioeconomic status, physical and mental condition, social and ethnic origin, political
and other affiliations
Republic Act No. 9288
otherwise known as “The Newborn Screening Act of 2004 is based on the premise that a retarded
child could have been normal.
Republic Act No. 5250
“An Act Establishing a Ten-Year Teacher Training Program for Teachers of Special and
Exceptional Children.
Presidential Proclamation No. 361 (2000)
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.
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Batas Pambansa Bilang 344

“An Act to Enhance the Mobility of Disabled Persons” requires cars, buildings, institution,
establishments and public utilities to install facilities and other devices for persons with
disabilities.

In the US:

1. The Individuals with Disabilities Education Act (IDEA)

2. American with Disabilities Act 504
3. No Child Left Behind (NCLB) Act
4. Individuals with Disabilities Education Improvement Act (IDEA 2004)

It Matters to This One

As I walked along the seashore, this young boy greeted me.

He was tossing stranded starfish back to the deep blue sea.
I said, “ Tell me why you bother, why you waste your time this way. There’s a
million starfish, does it matter anyway?”

And he said, “It matters to this one. It deserves a chance to grow.

It matters to this one, I can’t save them all I know.
But it matters to this one. I’ll return it to the sea.
It matters to this one, and it matters to me.
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INPUT PROCESS OUTPUT

 Demographic Profile  Descriptive Correlational  Action Plan to Increase

 Age  Data Gathering Awareness of Financial
 Sex  Survey Questionnaire Literacy among the
 Marital Status  Data Analysis Faculty member at Data
 Department  T-Test Center College of the
 Length of Service  Frequency Philippines of Laoag
 Level of Awareness on  Percentage City, Inc.
Financial Literacy  Mean
 Self-Efficacy
 Goal Setting