FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Professional Education 224

SPECIAL EDUCATION IN THE PHILIPPINES

Module I

VISION, POLICY, GOAL and OBJECTIVES

OF SPECIAL EDUCATION

Materials Written by:

IMEE M. TALAUE
CEd Instructor
ACKNOWLEDGEMENTS
 UNIT OUTLINE

Module 1 Special Education in the Philippines: Vision Policy , Goal and

Objectives of Special Education set by the Department of Education is the first
module in Professional Education 224. The historical events in the implementation of
Special Education in the Philippines and its legal bases are included in this module.
The material is also accompanied by the students assessment such as quizzes, essays
and group work activities. There’s also a link attached for the slides presentation and
a Google Classroom created/developed to compile all materials and E-books materials
for your ready reference in each primary teacher college education classes.

This module shall deal with the philosophies, theories and legal bases of special
needs and inclusive education, typical and atypical development of children, learning
characteristics of students with special education needs (gifted and talented, learners
with difficulty seeing, learners with difficulty hearing, learners with difficulty
communicating, learners with difficulty walking/moving, learners with difficulty
remembering and focusing, learners with difficulty with self-care) and strategies in
teaching and managing these learners in the regular class.

The graduates of the Bachelor of Elementary Education/Bachelor of

Secondary Education/Bachelor of Physical Education and Bachelor of
Technology and Livelihood Education programs must be able to:
1. possess wide range of theoretical and practical skills of an effective delivery
instruction;
2. perform the necessary competencies needed in the different learning areas in
the elementary/secondary school;
3. conduct research of instruction;
4. undertake actual training in community development through extension
activities;
5. apply appropriate innovative and alternative teaching approaches
6. practice the professional and ethical requirements of the teaching profession;
7. demonstrate desirable Filipino value as a foundation for social citizenship
participation.
At the end of this module, the students shall be able to:
1. Identify the different categories of children and youth with special needs;
2. Explain the vision for children and youth 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 implementation of special education in the
Philippines; and
6. Discuss the legal bases of special education in the country.

Contents:

Topic Topic Title Page

Number
1 Vision for Children with Special Needs
2 Policy, Goal, Objectives of Special Education
3 Historical Perspective
4 The Legal Bases of Special Education
Further Reading
My Score
References

Planned Hours: 2 lectures (1 hour presentation, 1 hour student activities, 1-2 hours
student research and study)
Notes:
Module 1: Special Education in the Philippines: Vision Policy , Goal and
Objectives of Special Education
Topic 1: Vision for Children with Special Needs

Introduction

Special Education is the design and delivery of teaching and learning strategies
for individuals with disabilities or learning difficulties who may or may not be
enrolled in regular schools. Students who need special education may include students
who have hearing impairment or are deaf, students who have vision impairment or are
blind, students with physical disabilities, students with intellectual disability, students
with learning difficulties, students with behaviour disorders or emotional disturbance,
and students with speech or language difficulties. Some students have a number of
disabilities and learning difficulties.

There are students who require special education of some kind in most
elementary and primary school classes, and with changing social values, increased
acceptance and tolerance, and growth in the provision of services and resources for
special education across Philippines, it is likely that the numbers of students with
special educational needs attending regular schools will increase rapidly.
Consequently, it is essential that all teachers develop practical and effective special
educational skills so that they may ensure that all students in their classes, including
those with special educational needs, learn effectively.

The professionalization of special education continues to be pursued through

teacher and administrator training programs. Bold moves are undertaken to:
1) Promote access, equity and participation of children with special needs
education in the mainstream of basic education;
2) Improve the quality, relevance and efficiency of special education in schools
and communities; and
3) Sustain special education programs and services in the country.
Class Discussion
 What is the status of special education programs in the Philippines?
 How does the Department of Education sustain its special education programs in
the country?
 What are the significant events that have shaped the history of special education
in the last century:
A. In the early 1900’s until 1949
B. Th third quarter of the century
C. The last thirty years
 What is the importance of legislation in the development and sustenance of
special education programs?
 What are the laws that pertain to:
A. The inclusion of children with special needs in all programs and
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.

What will students learn in this topic?

 Students will identify the different categories of children and youth with special
needs;
 Students will explain the vision for children and youth with special needs;
 Students will discuss the policy of Inclusive Education for all;
 Students will enumerate the goal and objectives of special education;
 Students will cite important events relevant to the implementation of special
education in the Philippines; and
 Students will discuss the legal bases of special education in the country.
Description :
Vision for Children with Special Needs
The Department of Education clearly states its vision for children with special
needs in consonance with the philosophy of inclusive education, thus:
 Be adequately provided with basic education, to fully realize his/her potentials for
development and productivity as well as being capable of self-expression of
his/her rights in society.
 He/she is God-loving and proud of being a Filipino.
 He/She will get full parental and community support for his/her education
without discrimination of any kind.
 Should be provided with a healthy environment along with leisure and recreation
and social security measures.
(DepEd Handbook on Inclusive Education, 2000)

Topic 2 Policy, Goal and Objectives of Special Education

Policy of Special Education

The policy on Inclusive Education for All is adopted in the Philippines to
accelerate access to education among children and youth with special needs.

Inclusive education forms an integral components of the overall educational

system that is committed to an appropriate education for all children and youth with
special needs.

Goal of Special Education

The goal of special education programs of the Department of Education all over
the country is to provide children and youth with special needs appropriate
educational services within the mainstream of basic education. The two-pronged goal
includes the development of key strategies on legislation, human resource
development, family involvement, and active participation of government and non-
government organizations.
 Objectives of Special Education
There are major issues to address on attitudinal barriers of the general public and
effort towards the institutionalization and sustainability of the special education
programs and services.
Special education aims to:
1. provide a flexible and individualized support system for children and youth with
special needs in a regular class environment in school nearest the students’ home.
2. provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living.
3. implement a life-long curriculum to include early intervention and parent
education , basic education and transition programs on vocational training or
preparation for college, and
4. make available an array of educational programs and services:
 Special Education Center built on “a school within a school concept” as the
resource center for children and youth with special needs.
 Inclusive Education in regular schools
 Special and residential schools
 Homebound instruction
 Community-based programs
 Alternative modes of service delivery to reach the disadvantaged children
in far-flung towns, depressed areas and underserved barangays.

Topic 3 HISTORICAL PERSPECTIVES

The interest to educate Filipino children with disabilities was
expressed more than a century ago in 1902 during the American
regime. Mr. Fred Atkinson, General Superintendent of Education,
1902 reported to the Secretary of Public Instruction that deaf and blind
children where found in a census of school-aged children in
Manila and nearby provinces. He proposed that these children be
enrolled in school like the other children.
1907 Special Education Program formally started in the country. Mr.
David Barrows, Director of Public Education, worked for the
establishment of the Insular School for the Deaf and the Blind in
 Manila. Miss Delight Rice, American Educator, was the first
administrator and teacher of the special school. (at present, the
School for the Deaf is located on Harrison Street, Pasay City while
the Philippine National School for the Blind is adjacent to it on
Polo Road)
1926-1949
The Philippine Association for the Deaf (PAD) composed mostly of
1926 hearing impaired members and especial education specialists was
founded.
The government established the Welfareville Children’s Village in
1927
Mandaluyong, Rizal.
Mrs. Maria Villa Francisco was appointed as the first Filipino principal
1936
of the School for the Deaf and the Blind (SDB).
The National Orthopedic Hospital opened its School for Crippled
1945 Children (NOHSCC) for young patients who had to be hospitalized for
long period of time.
The Quezon City Science High School for gifted students was
1949
inaugurated.
The Philippine Foundation for the Rehabilitation of the Disabled (PFRD)
1949
was organized.
1950-1975
1950 PAD opened a school for children with learning impairment.
The Elsie Gaches Village (EGV) was established in Alabang,
1953 Muntinlupa, Rizal, to take care of abandoned and orphaned children and
youth with physical and mental handicaps.
1954 The first week of August was declared as Sight Saving Week.
 The private sector supported the government’s program for disabled
Filipinos. Members of Lodge No. 761 of the Benevolent and
Protective Order of Elks organized the Elks Celebral Palsy Project
Incorporated.
 The first Parent Teacher Work Conference in Special Education was
held at the SDB.
The First Summer Institute on Teaching the Deaf was held at the School
1956
for the Deaf and the Blind in Pasay City
  marked the beginning of the integration of deaf pupils in regular
classes.
 the Bureau of Public Schools (BPS) of the Department of Education
and Culture (DEC) created the Special Education Section of the
Special Subjects and Services Division.
 the inclusion of special education in the structure of DEC provided
the impetus for the development of special education in all regions
of the country.
1957  the components of the special education in all legislation, teacher
training, census of exceptional children and youth in schools and the
community, the integration of children with disabilities in regular
classes, 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

 the American Foundation for Overseas Blind (AFOB) opened its

regional office in Manila.
 AFOB- assisted the special education program of the DEC by
1958
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.
Some private colleges and universities started to offer special education
1960
courses in their graduate school curriculum.
1962  The Manila Youth and Rehabilitation Center (MYRC) was opened.
They extended services to children and youth who were emotionally
disturbed and socially maladjusted.
 DEC issued Circular No. 11 s, 1962 that specified the
“Qualifications of Special Education Teachers”
 PFRD sponsored the Pan Pacific Rehabilitation Conference in
Manila that convened international experts in the rehabilitation of
handicapped persons .
 was the Experimental 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.
 St. Joseph of Cupertino School for the Mentally Retarded, a private
school, was founded.
 the training of DEC teacher scholars at the University of the
Philippines commenced in the areas of hearing impairment, mental
retardation, and mental giftedness under RA 5250.
 the Philippine General Hospital opened classes for its school-age
chronically ill patients.
 with the approval of RA No. 3562 the training of DEC teacher
1963 scholars for blind children started at the Philippine Normal College.
 the Manila Science High School for gifted students was established.
The Quezon City Schools Division followed suit with the establishment
1964
of the Quezon City Science High School for gifted students.
Marked the start of the training program for school administrators on the
1965
organization, administration and supervision of special education classes.
BPS organized the National Committee on Special Education. General
1967 Letter No. 213, regulating the size of special classes for maximum
effectiveness was issued in the same year.
With the approval of RA No. 5250, the teacher training program for
teacher of exceptional children was held at the Philippine Normal
1968
College for the next ten years. In the same year, the First Asian
Conference on work for the Blind was held in Manila.
Classes for socially maladjusted children were organized at the Manila
1969
Youth Reception Center.
 The training of teachers for children with behavior problems started
at the University of the Philippines.
 The School of Deaf and the Blind established in 1907 was
recognized into two separate residential schools: the School for the
1970
Deaf (PSD) stayed in the original building and the Philippine
National School for the Blind (PNSB) was built next to PSD.
 A special School was established in San Pablo City, the Paaralan ng
Pag-ibig at Pag-asa
 DEC issued a memorandum on Duties of the Special Education Teacher
1971
for the Blind.
 The Juvenille and Domestic Relations Court of Manila established
the Tahanan Special School for socially maladjusted children and
youth
 The first Asian Conference on Mental Retardation was held in
Manila under the auspices of the UNESCO National Commission of
the Philippines and the Philippine Association for the Retarded
(PAR). Caritas Manila’s Special School for the Retarded was
organized by Rev. Fr. Arthur Malin, SVD.
1973
 The Juvenille and Domestic Relations Court of Manila established
the Tahanan Special School for socially maladjusted children and
youth
 The first Asian Conference on Mental Retardation was held in
Manila under the auspices of the UNESCO National Commission of
the Philippines and the Philippine Association for the Retarded
(PAR). Caritas Manila’s Special School for the Retarded was
organized by Rev. Fr. Arthur Malin, SVD.
When the DEC was reorganized into the Ministry of Education Culture
(MEC), the Special Subjects and Services Division was abolished. The
personnel of the Special Education Section was divided into two. Half of
1975
them, composed the Special Education Unit of the MEC while the other
half was assigned to the Special Education Unit of the MEC National
Capital Region in Quezon City.
1976-2000
 Proclamation 1605 declared 1977 to 1987 as the Decade of the
Filipino Child.
 The First Camp Pag-ibig, a day camp for handicapped children was
1976 held on Valentine’s Day in Balara, Quezon City
 The Juvenile and Domestic Relations Court in Quezon City
organized the Molave Youth Hall for Children with Behavior
Problems.
1977  MEC issued Department Order No. 10 that designated regional and
division supervisors of special education programs.
  West Visayas State College of Iloilo City started its teacher training
program and offered scholarships to qualified teachers.
 The Bacarra Special Education Center, Division of Ilocos Sur and
the Bacolod Special Education Center, Division of Bacolod City
opened.
 Marked the creation of the National Commission Concerning
Disabled Persons (NCCDP), later renamed National Council for the
Welfare of Disabled Persons or NCWDP through Presidential
Decree 1509.
 MEC Memorandum No. 285 directed schools divisions to organize
special classes with a set of guidelines on the designation of
teachers.
 University of the Philippines opened its special education teacher
1978
training program for undergraduate students.
 The Philippine Association for the Deaf started its mainstreaming
program in the Division of Manila City Schools.
 The Davao Special School was established in the Division of Davao
City while the Philippine High School for the Arts was organized in
Mt Makiling, Laguna.
 The second International Conference on Legislation Concerning
Disabled was held in Manila under the leadership of the PFRD
 The Bureau of Elementary Education Special Education Unit
conducted a two-year nationwide survey of unidentified exceptional
children who were in school.
1979  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 the Crippled at the Southern Island Hospital in Cebu
1980
City was organized.
The United Nations Assembly proclaimed the observance of the
1981
International Year of Disabled Persons.
1982 Three special schools were opened: the Cebu State College Special High
School for the Deaf , the Siaton Special Education Center in the Division
 of Negros Oriental and the St. John Maria de Vianney Special Education
Learning Center in Quezon City.
 Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act
to Enhance the Mobility of Disabled Persons by Requiring Cars,
Buildings, Institutions, Establishment and Public Utilities to Install
1983
Facilities and other Devices.
 The Batac Special Education Center in the Division of Ilocos Norte
was organized.
Two special education programs were inaugurated: the Labangon
Special Education Center Division of Cebu City, and the Northern Luzon
1984
Association’s Heinz Wolke School for the Blind at the Marcos Highway
in Baguio City.
More SPED Centers opened: the Pedro Achoran Special Education
Center in the Division of General Santos City, the Legaspi City Special
1987
Education Center in Pag-asa Legaspi City, and the Dau Special
Education Center in the Division of Pampanga.
The Philippine Institute for the Deaf (PID) an oral school for children
1990
with hearing impairment was established.
The first National Congress on Street Children was held at La Salle
1991
Greenhills in San Juan Metro Manila.
The Summer Training for Teachers of the Visually Impaired started at
1992
the Philippine Normal University.
DECS issued Order No. 14, that directed Regional Offices to organize
1993
the Regional Special Education Council (RSEC).
Were declared as the Asian and the Pacific Decade of the Disabled
1993-2002
Persons.
Three conventions were held:
1. the first National Congress on Mental Retardation at the University of
the Philippines in the Diliman Quezon City.
1995
2. the first National Convention on Deaf Education in Cebu City which
was subsequently held every two years.
3. the First National Sports Summit for the Disabled and the Elderly
1996 The 3rd week of January was declared as Autism Consciousness Week.
1997  DECS Order No. 1 was issued which directed the organization of
 Regional Special Education Unit and the Designation of a Regional
Supervisor for Special Education.
 DECS Order No. 26 on the Institutionalization of Special Education
Program in All Schools was promulgated.
DECS Order No. 5, Reclassification of Regular Teacher and Principal
1998 Items to Special Education Teacher and Special Schools Principal Item
was issued.
 Issuance of DECS Order No. 104 “Exemption of the Physically
Handicapped from Taking the National Elementary Achievement
Test (NEAT) and the National Secondary Aptitude Test (NSAT)”;
No. 108 “ Strenghtening of Special Education Programs for the
Gifted in the Public School System”’ No. 448 “Search for the 1999
Most Outstanding Special Education Teacher for the Gifted”; and
Memorandum No. 457”National Photo Contest on Disability.”
 DECS Order No. 11 were issued “ Recognized Special Education
1999
Centers in the Philippines”’ No.33 Implementation of
Administrative Order No. 101 directing the Department of Public
Works and Highways , the DECS and the Commission on Higher
Education to provide architectural facilities or structural features for
disabled persons in all state colleges, universities, and other public
buildings”. Memorandum No. 24, “Fourth International Noise
Awareness Day”; and No. 477, “National Week for the Gifted and
the Talented.”
.

Essay No. 1
Individual Work: Answer the question below. Give relevant examples to support
your answer. (minimum of 150 words)
What is the status of Special Education Programs in the Philippines? How
does the Department of Education sustains its Special Education Programs in the
country?
Homework: Please read slides pages 42-55 and do Essay No. 2
(Insert hyperlink Chapter 1 ppt)
Topic 4 The Legal Bases of Special Education
1935
Enacted the first legal basis of the care and protection of children with disabilities
Article 356 and 259 of Commomwealth Act No. 3203
asserted “the right of every child to live in an atmosphere conducive to his physical,
moral, and intellectual development” and the concomitant duty of the government “
to promote the full growth of the faculties of every child.”
June 21, 1963
Republic Act No. 3562, “An Act to Promote the Education of the Blind in the
Philippines”
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.
1968
Republic Act No. 5250, “An Act Establishing a Ten-Year Teacher Training
Program for Teachers of Special and Exceptional Children”
was signed into law in 1968. The law provided for the formal training of teachers
for deaf, hard-of-hearing, speech handicapped, socially and emotionally disturbed,
mentally retarded and mentally gifted children and youth at the Philippine Normal
College and University of the Philippines.
1973
The 1973 Constitution of the 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 Development.” the constitutional provision for the
university of educational opportunities and the education of every citizens as a
primary concern of the government clearly implies the inclusion of exceptional
children and youth.
1975
The 1975 Presidential Decree No. 603, otherwise known as the “Child and
Youth Welfare Code” was enacted. Article 3 on the Rights of the Child provides
among others that the “ emotionally disturbed or socially maladjusted child shall be
treated with sympathy and understanding and shall be given education and care
 required for his particular condition. Article 74 which provides for the creation of
special classes in every province, and if possible , special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed and the mentally
gifted.
1978
The 1978 Presidential Decree No. 1509, created the “National Commission
Concerning Disabled Persons (NCCDP)” It was renamed as National Council for
the Welfare of Disabled Persons (NCWDP).
1982
The Education Act of 1982 or Batas Pambansa Bilang 232, states that “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. The state shall therefore promote and
maintain equality of access to education as well as enjoyment of the benefits of
education by all its citizens.”
The Education Act of 1982 or Batas Pambansa Bilang 232, Section 24 “Special
Education Service” affirms that the state further recognizes its responsibility to
provide, within the context of the formal education system services to meet special
needs of certain clientele
1983
In 1983, Batas Pambansa Bilang 344, was enacted the “Accessibility 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.
1987
In 1987, Constitutions of the Philippines, cites the “rights of exceptional
children to education” in Article XIV Section 1, 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 citizen, the disabled and out-of—
school youth with training in civic, vocational efficiency and other skills.
1989
In 1989, RA 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 travelling.
1992
In 1992, RA 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.”
2000
In the year 2000, Presidential Proclamation No. 361 set new dates for the
National Disability Prevention and Rehabilitation Week Celebration on the 3rd
Week of July every year which shall culminate on the birth date of the sublime
Paralytic Apolinario Mabini.
2004
The year 2004, 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. A drop of blood can save the baby from mental retardation and death.
The test primarily checks for five metabolic disorders that could affect the health
of the child within the first few weeks of life. These are congenital hypothyroidism,
congenital adrenal hyperplasia, galactosemia, phenylketonuria and G6PD
deficiency.
Essay No. 2

Individual Work: Answer the question below. Give relevant examples to support your
answer. (minimum of 150 words)

What is the importance of legislation in the development and sustenance of

special education programs?

Research and Practical Activity

Research

Start clipping stories and articles from newspapers and magazines about people with
disabilities who became successful by going to school. Place that in your portfolio.
(At least 3 stories/articles)

Practical Activity

Touch base with children with special needs by visiting a special school or a special
education class in your community.
1. 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.
2. Talk to the pupils. Introduce yourself, then ask them about their school activities.
3. Write a brief narrative report on your visit. Include the information that you got
as well as your feelings about the activity.
Groupwork No. 1
In groups of four, do the following:
1. List the significant events that have shaped the history of special education in the
last century.
A. in the early 1900’s and 1949
B. the third quarter of the century
C. the last thirty years

2. Enumerate the laws that pertain to:

A. The inclusion of children with special needs in all programs and 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.
 Quiz No. 1.
Multiple Choices. Write only the letter of your choice in your answer sheet. Erasures
are not allowed. (1 point each)
1. Which of the following is not the vision for children with special needs?
Be adequately provided with basic education, to fully realize his/her potentials
A for development and productivity as well as being capable of self-expression of
his/her rights in society.
He/She will get full parental and community support for his/her education
B
without discrimination of any kind.
Should be provided with a healthy environment along with leisure and recreation
C
and social security measures.
To provide support services, vocational programs and work training,
D employment opportunities for efficient community participation and independent
living.

2. Which of the following is one of the objectives of Special Education?

A To accelerate access to education among children and youth with special needs.
To provide children and youth with special needs appropriate educational
B
services within the mainstream of basic education.
Provide a flexible and individualized support system for children and youth with
C special needs in a regular class environment in school nearest the students’
home.
Includes the development of key strategies on legislation, human resource
D development, family involvement, and active participation of government and
non-government organizations.

Which of these is not one of the educational programs and services stated in
3.
the objectives of Special Education?
A Inclusive Education in irregular schools
B Special and residential schools
C Homebound instruction
D Community-based programs

Who was the first person to propose children with disabilities to be enrolled
4.
in school like the other children in 1902?
A David Barrows
B Fred Atkinson
C Delight Rice
Maria Villa Francisco
D
5. Who was the first administrator and teacher of the special school?
A David Barrows
B Fred Atkinson
C Delight Rice
Maria Villa Francisco
D
 Who worked for the establishment of the Insular School for the Deaf and
6.
the Blind in Manila in the year 1907?
A David Barrows
B Fred Atkinson
C Delight Rice
Maria Villa Francisco
D

Who was the first Filipino Principal of the School for the Deaf and the
7.
Blind?
A David Barrows
B Fred Atkinson
C Delight Rice
Maria Villa Francisco
D

In 1982, these special schools were opened except for the one. Which of
8.
these does not belong to the said schools?
A Cebu State College Special High School for the Deaf
B Labangon Special Education Center Division of Cebu City
C Siaton Special Education Center in the Division of Negros Oriental
D St. John Maria de Vianney Special Education Learning Center in Quezon City.

In what year was the first legal basis of the care and protection of children
9.
with disabilities enacted?
A 1925
B 1935
C 1953
D 1963

Which Republic Act promotes the Education of the Blind in the Philippines
10.
on June 21, 1963?
A Republic Act 3562
B Republic Act 5250
C Republic Act 9288
D Republic Act 7610

Which of the following Number of Batas Pambansa enacted the

11.
“Accessibility Law, An Act to Enhance the Mobility of disabled Persons”?
A Batas Pambansa Bilang 112
B Batas Pambansa Bilang 321
C Batas Pambansa Bilang 232
D Batas Pambansa Bilang 344

12. Which Republic Act was known as the “Newborn Screening Act of 2004?
A Republic Act 9288
B Republic Act 5250
C Republic Act 6759
D Republic Act 7610
 Which Republic Act established a ten-year teacher training program for
13.
teachers of special and exceptional children?
A Republic Act 3562
B Republic Act 5250
C Republic Act 6759
D Republic Act 7610

Which Article of the 1987 Presidential Decree No. 603 known as the Child
14. and Youth Welfare Code provides for the creation of special classes in every
province?
A Article 3
B Article 47
C Article 73
D Article 74

Which of the following Presidential Decree created the National

15.
Commission Concerning Disabled Persons?
A Presidential Decree No. 1509
B Presidential Decree No. 232
C Presidential Decree No. 361
D Presidential Decree No. 603

Name:_____________________ Course/Year/Major:______________ Date:_______

My Scores
Category Score
Essay 1
Essay 2
Group work 1
Group work 2
Homework 1
Research and Parctical Activity
Quiz 1
Comments:

Signature
Teacher Remarks:
Further Readings:

*Republic Act 10533

http://www.gov.ph/downloads/2013/09sep/20130904-IRR-RA-10533-
BSA.pdf

*Republic Act 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.
http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

Republic Act 9422

An Act Amending Republic Act No. 7277 Otherwise Known as the “Magna
Carta for Disabled Persons and for Other Purposes.”

References:

Inciong, T.G. Quijano, Y.S. , Capulong, Y.T. (2020). Introduction to Special

Education. A Textbook for College Students-First Edition

*Friend, M and Bursuck W.D. (2012). Including Students with Special Needs. A
Practical Guide for Classroom Teachers- Sixth Edition

*Farell, M. Wiley-Blackwel (2009): Foundations of Special Education An

Introduction

*Books/Reading Materials were uploaded in our Google Classroom with class code ypyjw7f for
your ready reference.

For any questions, concerns and any further information, please do not hesitate to contact me by
email (imeetalaue14@gmail.com), facebook messenger or by posting comment in the stream of
our Google Classroom. Thank you!
Mrs. T.