INTRODUCTION

TO
SPECIAL EDUCATION
 WHAT IS SPECIAL EDUCATION?

➢ It is the design of teaching and learning strategies for

individuals with disabilities or learning difficulties.
➢ It is also about attitude, because teachers need a
positive attitude to be effective special educators.
➢ It is also about understanding the different needs that
students have, including the different types of
disability and learning difficulties.
THE MOST EFFECTIVE
TEACHERS HAVE AN
ATTITUDE STATED AS:

“ALL OF MY STUDENTS WILL LEARN

WHEN I FIND THE RIGHT WAY TO
TEACH THEM.”
THE WORLD HEALTH ORGANIZATION (1980) DETERMINED
THE FOLLOWING DEFINITIONS, WHICH HAVE BEEN
GENERALLY ACCEPTED THROUGHOUT THE WORLD:

IMPAIRMENT- AN ABNORMALITY IN THE WAY ORGANS OR

SYSTEMS FUNCTION E.G., A MEDICAL CONDITION, EYE
DISEASE, A HEART PROBLEM

DISABILITY- THE FUNCTIONAL CONSEQUENCE OF AN

IMPAIRMENT E.G., AN INTELLECTUAL DISABILITY DUE TO
BRAIN IMPAIRMENT; LOW VISION; DEAFNESS
• CP EXAMPLE
• DAVID IS A 4-YR.-OLD WHO HAS A FORM OF CEREBRAL PALSY (CP) CALLED SPASTIC DIPLEGIA. DAVID'S CP CAUSES HIS LEGS TO BE
STIFF, TIGHT, AND DIFFICULT TO MOVE. HE CANNOT STAND OR WALK.
• IMPAIRMENT
• THE INABILITY TO MOVE THE LEGS EASILY AT THE JOINTS AND INABILITY TO BEAR WEIGHT ON THE FEET IS AN IMPAIRMENT.
WITHOUT ORTHOTICS AND SURGERY TO RELEASE ABNORMALLY CONTRACTED MUSCLES, DAVID'S LEVEL OF IMPAIRMENT MAY
INCREASE AS IMBALANCED MUSCLE CONTRACTION OVER A PERIOD OF TIME CAN CAUSE HIP DISLOCATION AND DEFORMED
BONE GROWTH. NO TREATMENT MAY BE CURRENTLY AVAILABLE TO LESSEN DAVID'S IMPAIRMENT.
• DISABILITY
• DAVID'S INABILITY TO WALK IS A DISABILITY. HIS LEVEL OF DISABILITY CAN BE IMPROVED WITH PHYSICAL THERAPY AND SPECIAL
EQUIPMENT. FOR EXAMPLE, IF HE LEARNS TO USE A WALKER, WITH BRACES, HIS LEVEL OF DISABILITY WILL IMPROVE
CONSIDERABLY.
• HANDICAP
• DAVID'S CEREBRAL PALSY IS HANDICAPPING TO THE EXTENT THAT IT PREVENTS HIM FROM FULFILLING A NORMAL ROLE AT HOME,
IN PRESCHOOL, AND IN THE COMMUNITY. HIS LEVEL OF HANDICAP HAS BEEN ONLY VERY MILD IN THE EARLY YEARS AS HE HAS
BEEN WELL-SUPPORTED TO BE ABLE TO PLAY WITH OTHER CHILDREN, INTERACT NORMALLY WITH FAMILY MEMBERS AND
PARTICIPATE FULLY IN FAMILY AND COMMUNITY ACTIVITIES. AS HE GETS OLDER, HIS HANDICAP WILL INCREASE WHERE CERTAIN
SPORTS AND PHYSICAL ACTIVITIES ARE CONSIDERED "NORMAL" ACTIVITIES FOR CHILDREN OF THE SAME AGE. HE HAS LITTLE
HANDICAP IN HIS PRESCHOOL CLASSROOM, THOUGH HE NEEDS SOME ASSISTANCE TO MOVE ABOUT THE CLASSROOM AND
FROM ONE ACTIVITY TO ANOTHER OUTSIDE THE CLASSROOM. APPROPRIATE SERVICES AND EQUIPMENT CAN REDUCE THE EXTENT
TO WHICH CEREBRAL PALSY PREVENTS DAVID FROM FULFILLING A NORMAL ROLE IN THE HOME, SCHOOL AND COMMUNITY AS
HE GROWS.
• LD EXAMPLE:
• CINDY IS AN 8-YEAR-OLD WHO HAS EXTREME DIFFICULTY WITH READING (SEVERE DYSLEXIA). SHE HAS GOOD VISION AND HEARING AND
SCORES WELL ON TESTS OF INTELLIGENCE. SHE WENT TO AN EXCELLENT PRESCHOOL AND SEVERAL DIFFERENT SPECIAL READING
PROGRAMS HAVE BEEN TRIED SINCE EARLY IN KINDERGARTEN.
• IMPAIRMENT
• WHILE NO BRAIN INJURY OR MALFORMATION HAS BEEN IDENTIFIED, SOME IMPAIRMENT IS PRESUMED TO EXIST IN HOW CINDY'S BRAIN PUTS
TOGETHER VISUAL AND AUDITORY INFORMATION. THE IMPAIRMENT MAY BE INABILITY TO ASSOCIATE SOUNDS WITH SYMBOLS, FOR
EXAMPLE.
• DISABILITY
• IN CINDY'S CASE, THE INABILITY TO READ IS A DISABILITY. THE DISABILITY CAN PROBABLY BE IMPROVED BY TRYING DIFFERENT TEACHING
METHODS AND USING THOSE THAT SEEM MOST EFFECTIVE WITH CINDY. IF THE IMPAIRMENT CAN BE EXPLAINED, IT MAY BE POSSIBLE TO
DRAMATICALLY IMPROVE THE DISABILITY BY USING A METHOD OF TEACHING THAT DOES NOT REQUIRE SKILLS THAT ARE IMPAIRED (THAT IS,
IF THE DIFFICULTY INVOLVES LEARNING SOUNDS FOR LETTERS, A SIGHT-READING APPROACH CAN IMPROVE HER LEVEL OF DISABILITY).
• HANDICAP
• CINDY ALREADY EXPERIENCES A HANDICAP AS COMPARED WITH OTHER CHILDREN IN HER CLASS AT SCHOOL, AND SHE MAY FAIL THIRD
GRADE. HER CONDITION WILL BECOME MORE HANDICAPPING AS SHE GETS OLDER IF AN EFFECTIVE APPROACH IS NOT FOUND TO
IMPROVE HER READING OR TO TEACH HER TO COMPENSATE FOR HER READING DIFFICULTIES. EVEN IF THE LEVEL OF DISABILITY STAYS SEVERE
(THAT IS, SHE NEVER LEARNS TO READ WELL), THIS WILL BE LESS HANDICAPPING IF SHE LEARNS TO TAPE LECTURES AND "READ" BOOKS ON
AUDIOTAPES. USING SUCH APPROACHES, EVEN IN ELEMENTARY SCHOOL, CAN PREVENT HER READING DISABILITY FROM INTERFERING WITH
HER PROGRESS IN OTHER ACADEMIC AREAS (INCREASING HER HANDICAP).
*** HTTPS://MED.EMORY.EDU/DEPARTMENTS/PEDIATRICS/DIVISIONS/NEONATOLOGY/DPC/IMPAIRMENT-MX.HTML
 USE OF LANGUAGE WHEN TALKING ABOUT
DISABILITY
AVOID EXPRESSION/WORDS SUCH AS USE…
THE CEREBRAL PALSIED PEOPLE WITH CEREBRAL PALSY
THE DEAF/DEAF PEOPLE WHO ARE DEAF/HARD
OF HEARING/HEARING IMPAIRED/
SPEECH IMPAIRED
EPILEPTICS PEOPLE WITH EPILEPSY
THE HANDICAPPED PEOPLE WITH DISABILITIES/
DIFFERENTLY ABLED
HIS HANDICAP IS… HIS DISABILITY IS…
THE DISABLED PEOPLE WITH DISABILITIES
A BLIND MAN/ A MAN WHO IS BLIND
A VICTIM OF BLINDNESS/ VISUALLY OR VISION IMPAIRED
BLIND
MENTAL RETARDATION/ INTELLECTUAL DISABILITY/
MENTALLY RETARDED DEVELOPMENTAL DISABLED
HE IS CRIPPLED/CRIPPLE HE HAS A PHYSICAL
DISABILITY/PHYSICAL
DISABLED
HE SUFFERS FROM HE HAS DOWN SYNDROME
DOWN SYNDROME
SHE IS WHEELCHAIR BOUND SHE USES A WHEELCHAIR
LAME/PARALYTIC WALKS WITH A CANE/USES
CRUTCHES
• PEOPLE WITH DISABILITIES DO NOT WISH TO BE KNOWN AS `A DOWN
SYNDROME PERSON’ OR `THE HANDICAPPED’, OR BY ANY SUCH TERM.
• THEY WISH TO BE RECOGNIZED AS VALUED MEMBERS OF SOCIETY, THAT
IS, PEOPLE, WHO HAVE A DISABILITY.
• THE PRINCIPLE TO BE FOLLOWED IS PEOPLE FIRST, DISABILITY SECOND
(FOREMAN, 2000).
• PEOPLE WITH DISABILITIES DO NOT WISH TO BE SEEN AS THE OBJECT OF
A PUNISHMENT OR BLIGHT, OR AS VICTIMS, EITHER. NOR DO THEY WISH
TO BE SEEN AS CONTINUALLY SUFFERING OR IN NEED OF SYMPATHY.
WHY IS IT IMPORTANT
TO STUDY SPECIAL
EDUCATION?
VISION, POLICY, GOAL
AND OBJECTIVES OF
SPECIAL EDUCATION
 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:
❑ IT IS ENVISIONED THAT HE/SHE COULD BE ADEQUATELY PROVIDED WITH BASIC
EDUCATION.
THIS EDUCATION SHOULD…
➢ FULLY REALIZE THEIR OWN POTENTIALS FOR DEVELOPMENT AND PRODUCTIVITY
➢BECOME CAPABLE OF SELF-EXPRESSION AND KNOWLEDGEABLE OF THEIR RIGHTS
➢BECOME GOD-LOVING AND PROUD OF BEING FILIPINOS
 BACHELOR OF INCLUSIVE AND SPECIAL NEEDS
EDUCATION RATIONALE
• THE TECHNICAL COMMITTEE ON SPECIAL EDUCATION RESPECTFULLY PROPOSES A CHANGE IN
THE PROGRAM NAME FROM BACHELOR OF SPECIAL EDUCATION TO BACHELOR OF INCLUSIVE
AND SPECIAL NEEDS EDUCATION. THE CONVENTION ON THE RIGHTS OF PERSONS WITH
DISABILITIES (CRPD) WAS SIGNED BY THE PHILIPPINES IN 2006 AND RATIFIED BY PHILIPPINE
CONGRESS IN 2008. AS A SIGNATORY TO THE CRPD, THE PHILIPPINE GOVERNMENT SHALL
ENSURE ACCESS OF PERSONS WITH DISABILITIES TO AN INCLUSIVE SYSTEM OF EDUCATION.
THIS ENTAILS PROVIDING EDUCATIONAL SUPPORT AND REASONABLE ACCOMMODATIONS TO
STUDENTS WITH DISABILITIES IN THE CONTEXT OF GENERAL EDUCATION. THE PRACTICE OF
SPECIAL EDUCATION IS NO LONGER LIMITED TO SPECIAL EDUCATION CENTERS BUT TO
GENERAL/REGULAR EDUCATION CLASSROOMS AS WELL, WHERE STUDENTS WITH DISABILITIES
LEARN SIDE BY SIDE WITH NON-DISABLED PEERS.
❑ It is also envisioned that the child with special education
needs will get full parental and community support for
his/her education without discrimination of any kind.

This special child should also be provided with a healthy

environment along with leisure and recreation and social
security measures.
 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
COMPONENT OF THE OVERALL EDUCATIONAL SYSTEM
THAT IS COMMITTED TO AN APPROPRIATE EDUCATION
FOR ALL CHILDREN AND YOUTH WITH SPECIAL NEEDS.
 GOAL OF SPECIAL EDUCATION
✓ TO PROVIDE CHILDREN WITH SPECIAL NEEDS APPROPRIATE
EDUCATIONAL SERVICES WITHIN THE MAINSTREAM OF BASIC
EDUCATION. IT INCLUDES THE…
A. DEVELOPMENT OF KEY STRATEGIES ON LEGISLATION
B. HUMAN RESOURCE DEVELOPMENT
C. FAMILY INVOLVEMENT
D. ACTIVE PARTICIPATION OF GOVERNMENT AND NON
GOVERNMENT ORGANIZATIONS
 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 SCHOOLS 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: THE 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,
HOSPITAL INSTRUCTION AND COMMUNITY-BASED PROGRAMS;
ALTERNATIVE MODES OF SERVICE DELIVERY TO REACH THE DISADVANTAGED
CHILDREN IN FAR-FLUNG TOWNS, DEPRESSED AREAS AND UNDERSERVED
BARANGAYS
 HISTORICAL PERSPECTIVES
1902 – THE INTEREST TO EDUCATE FILIPINO CHILDREN WITH
DISABILITIES WAS EXPRESSED THROUGH MR. FRED ATKINSON, THE
GENERAL SUPERINTENDENT OF EDUCATION
1907 – SPECIAL EDUCATION WAS FORMALLY STARTED IN THE
COUNTRY BY ESTABLISHING THE INSULAR SCHOOL FOR THE DEAF AND
BLIND IN MANILA.
1926 – THE PHILIPPINE ASSOCIATION FOR DEAF WAS FOUNDED.
1927 – THE GOVERNMENT ESTABLISHED THE WELFAREVILLE CHILDREN’S
VILLAGE, A SCHOOL FOR PEOPLE WITH MENTAL RETARDATION
IN MANDALUYONG.
1945 – THE NATIONAL ORTHOPEDIC HOSPITAL SCHOOL FOR THE
CRIPPLED CHILDREN AND YOUTH IS ESTABLISHED.
1949 – QUEZON CITY SCIENCE HIGH SCHOOL WAS INAUGURATED
FOR GIFTED STUDENTS.
1950 – PAD OPENED A SCHOOL FOR THE CHILDREN WITH HEARING
IMPAIRMENT.
1953 – THE ELSHIE GACHES VILLAGE WAS ESTABLISHED IN ALABANG
TO TAKE CARE OF THE ABANDONED AND ORPHANED CHILDREN AND
YOUTH WITH PHYSICAL AND MENTAL HANDICAPS.
1954 – THE FIRST WEEK OF AUGUST WAS DECLARED AS SIGHT
SAVING WEEK.
1956 – SPECIAL CLASSES FOR THE DEAF IN REGULAR CLASS WERE
IMPLEMENTED.
1957 – THE BUREAU OF PUBLIC SCHOOLS OF THE DEPARTMENT OF
EDUCATION AND CULTURE CREATED THE SPECIAL EDUCATION
SECTION OF THE SPECIAL SUBJECTS AND SERVICE EDUCATION.
1958 – THE AMERICAN FOUNDATION FOR OVERSEAS BLIND OPENED
ITS REGIONAL OFFICE IN MANILA.
1960 – SOME PRIVATE COLLEGE AND UNIVERSITIES STARTED TO OFFER
SPECIAL EDUCATIONAL COURSES ON GRADUATE SCHOOL
CURRICULUM.
1962 – THE MANILA YOUTH REHABILITATION CENTER WAS OPENED.
1963 – WITH THE APPROVAL OF R.A. NO. 3562, THE TRAINING OF DEC
TEACHER SCHOLARS FOR BLIND CHILDREN STARTED AT
THE PHILIPPINE NORMAL UNIVERSITY.
1965 – THE START OF THE TRAINING PROGRAM FOR SCHOOL ADMINISTRATORS ON
THE
ORGANIZATION, ADMINISTRATION AND SUPERVISION OF SPECIAL
EDUCATION CLASSES.
1976 – PROCLAMATION 1605 DECLARED 1977 TO 1987 AS THE DECADE OF THE
FILIPINO CHILD.
1977 – MEC ISSUED DEPARTMENT ORDER NO. 10 THAT DESIGNATED REGIONAL AND
DIVISION SUPERVISORS OF SPECIAL EDUCATION PROGRAMS.
1990 – THE PHILIPPINE INSTITUTE FOR THE DEAF (PID) AN ORAL SCHOOL FOR
CHILDREN WITH HEARING IMPAIRMENT WAS ESTABLISHED.
1996 – THE THIRD WEEK OF JANUARY WAS DECLARED AS AUTISM CONSCIOUSNESS
WEEK.
1998 – DECS ORDER NO.5 “RECLASSIFICATION OF REGULAR TEACHER AND PRINCIPAL
ITEMS TO SPECIAL EDUCATION TEACHER AND SPECIAL SCHOOLS PRINCIPAL
ITEM”
 THE LEGAL BASES OF SPECIAL EDUCATION

▪ ARTICLES 356 AND 259 OF COMMONWEALTH 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.”
▪ REPUBLIC ACT NO. 3562, “AN ACT TO PROMOTE THE EDUCATION
OF THE
BLIND IN THE PHILIPPINES”
▪ 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.
▪ IN 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 THE EDUCATION AND
CARE REQUIRED BY HIS PARTICULAR CONDITION”
▪ IN 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).
▪ THE EDUCATION ACT OF 1982 OR BATAS PAMBANSA BILANG 232
SATES 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.”
▪ IN 1983, BATAS PAMBANSA BILANG 344 WAS ENACTED. THE
ACCESSIBILITY LAW, “AN ACT TO ENHANCE THE MOBILITY OF DISABLED
PERSONS” REQUIRED CARS, BUILDINGS, INSTITUTIONS,
ESTABLISHMENTS AND PUBLIC UTILITIES TO INSTALL FACILITIES AND
OTHER DEVICES FOR PERSONS WITH DISABILITIES.
▪ IN 1989, R.A. NO. 6759 WAS ENACTED. THE LAW DECLARED
AUGUST 1 OF EACH YEAR AS “WHITE CANE SAFETY DAY IN THE
PHILIPPINES.” BLIND PERSONS USE THE CANE IN TRAVELLING.
▪ IN 1992, R.A. NO. 7610 WAS ENACTED. THE LAW IS “AN ACT
PROVIDING FOR STRONG DETERRENCE AND SPECIAL PROTECTION
AGAINST CHILD ABUSE, EXPLOITATION AND DISCRIMINATION,
PROVIDING PENALTIES FOR ITS VIOLATION AND OTHER PURPOSES.”
▪ IN THE YEAR 2000, PRESIDENTIAL PROCLAMATION NO. 361 SET
NEW DATES FOR THE NATIONAL DISABILITY PREVENTION AND
REHABILITATION WEEK CELEBRATION ON THE THIRD WEEK OF
JULY EVERY YEAR WHICH SHALL CULMINATE ON THE BIRTH DATE
OF THE SUBLIME PARALYTIC APOLINARIO MABINI.
▪ REPUBLIC ACT NO. 9288 OTHERWISE KNOWN AS “THE
NEWBORN
SCREENING ACT 2004” IS BASED ON THE PREMISE THAT A
RETARDED
CHILD COULD HAVE BEEN NORMAL.

NEWBORN SCREENING
-IS A BLOOD TEST WHEREIN A BLOOD SAMPLE WILL BE
TAKEN FROM THE HEEL OF THE CHILD.
 ADDITIONAL READING

• HTTPS://WWW.UNICEF.ORG/PHILIPPINES/PRESS-RELEASES/NO-CHILD-LEFT-BEHIND-STUDY-
CALLS-BETTER-CARE-CHILDREN-DISABILITIES
• HTTPS://WWW.ROUTLEDGEHANDBOOKS.COM/DOI/10.4324/9781315517698
 ASSIGNMENT #1: 40 POINTS
READ ABOUT THE LIFE OF THE FOLLOWING
INDIVIDUALS
1. ROSELLE AMBUBUYOG
2. GENALIN D. MARCO
3. CHERYL TIU
4. KIWI ALEJANDRO DANAO CAMARA

* UPLOAD YOUR ASSIGNMENT IN GCLASS USING PDF FORM

 FORMAT:
SHORT, 12” ARIAL, 1-INCH MARGIN ALL SIDES
• NAME OF THE PERSON WITH DISABILITY
• SPECIFIC DISABILITY/IMPAIRMENT OR GIFT
• FAMILY BACKGROUND: NAME OF PARENTS AND SIBLINGS IF ANY, AND THEIR EDUCATIONAL
ATTAINMENT; ECONOMIC STATUS OR WORK OF THE MEMBERS OF THE FAMILY
• WHAT WERE THEIR CHALLENGES WHEN THEY WERE BLENDING WITH THE SOCIETY IN TERMS OF
EMOTIONS, PHYSICAL, SOCIAL RELATIONSHIP, EDUCATION, AND CAREER?
• PEOPLE WHO INFLUENCED THEM OR SUPPORTED THEM (IN WHAT WAY?)
• ACHIEVEMENT/SUCCESS STORY
• YOUR REFLECTION ON THE STORY
• PLEASE INCLUDE YOUR REFERENCES. DO NOT PLAGIARIZE!
 REFERENCES

• TERESITA G. INCIONG, ET AL. (2010). INTRODUCTION TO SPECIAL EDUCATION (A

TEXTBOOK FOR COLLEGE STUDENTS – FIRST EDITION). REX BOOKSTORE

• HTTPS://MED.EMORY.EDU/DEPARTMENTS/PEDIATRICS/DIVISIONS/NEONATOLOGY/DPC/IMPAI
RMENT-MX.HTML