Preface

As stated in the DepEd memorandum number 72 series of 2009 which was entitled
Inclusive Education as a Strategy for Increasing Participation Rate of Children, Special
Education in the Philippines has only served 2% of the targeted 2.2 million children with
disabilities in the country who live without access to a basic human right: the right to
education. Most of these children live in rural and far-flung areas whose parents need to be
aware of educational opportunities that these children could avail of. The Department of
Education (DepEd) has organized the urgency to address this problem and therefore,
guarantees the right for these children to receive appropriate education within the regular
or inclusive classroom setting. Inclusive education embraces the philosophy of accepting all
children regardless of race, size, shape, color, ability or disability with support from school
staff, students, parents, and the community.
It is in this note that this module is written to help and assist students in the pre-
service Teacher Education to demonstrate understanding of the implementation of inclusive
education for students with exceptionalities in Philippine schools today. This book will
likewise introduce to beginning teachers how to handle students with disabilities
mainstreamed within a regular classroom. This will be a valuable companion in enabling the
new teacher to accept special children and educate them in regular class with the help of a
trained special education teacher.

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 No part of this module may be reproduced in any form or by any means without the
written permission from the authors. Much care has been taken to obtain permission from
the owners to reprint copyright materials.

Mary Jane L. Tomas, Ph. D.

Christopher A. Francisco, Ph. D.
Authors

Faith M. Cuevo, Ph. D.

Gemma DC. Santos, Ph. D.
Samantha L. Policarpio, MAEd, LPT
Mariel R. Tapadera, MAEd, LPT
Mary Angelie S. Cabacungan, RPM, RGC
Shaira P. Agustin, LPT
Kate Pauline S. Bernabe, LPT
Contributors

Copyright 2021 by NEUST

All Rights Reserved

Printed and Published by:

Nueva Ecija University of Science and Technology
Gen. Tinio Street, Quezon District, Cabanatuan City
Telephone No. (044) 463 – 12

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 TABLE OF CONTENTS

Title Page

Preface i

Chapter 1. VISION, POLICY, GOALS

AND OBJECTIVES OF SPECIAL EDUCATION 1

Vision for Children with Special Needs 2

Policy, Goals and Objectives of SPED 2
Legal Bases of SPED 3
Historical Perspectives of SPED in the Philippines 4

Chapter 2. ESSENTIAL CONCEPT OF SPECIAL EDUCATION 11

Categories of Disabilities Under IDEA 11
The 13 Disability Categories 11
Factors Affecting Development 13
Factors that Affect Growth 13

Chapter 3. EXCEPTIONAL DEVELOPMENT 17

Physical Disabilities 17
Cause of Handicaps 17
Sensory Impairments 19
Causes of Deafness 21
Classification of Hearing-Impaired Children 21
Learning Disabilities 25
The Different Types of Learning Disabilities 25
Attention Deficits Hyperactive Disorder 28
What Causes ADHD? 29
Intellectually Gifted and Children with Intellectual Deficits 30
Children with Intellectual Deficits 30

Chapter 4. UNDERSTANDING INDIVIDUALIZED

EDUCATION PLAN 33

What is an IEP? 33
IEP Principles 34
What ASPEN ACTS Says? 34
Section 7 Review of the Educational Plan 35

Chapter 5. EMBRACING INCLUSIVE EDUCATION 41

Inclusion in Education 41
Basic Elements of Inclusive Education 42
Inclusive Education in the Philippines 42
Benefits of Inclusive Education 44
Current Issues and Challenges in Inclusive Education in the Philippines 44

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 CHAPTER I
VISION, POLICY, GOAL AND
OBJECTIVES OF SPECIAL
EDUCATION

OBJECTIVES
• Explain the vision for children with special needs;
• Discuss the legal bases of special education;
• Enumerate the goals and objectives of special education
• Analyze the current situation of special education in the
Philippines.

Introduction
Children and youth with special needs have always been recognized as legitimate
beneficiaries of the Philippine government’s reforms in the basic education. For almost a
century now, the Department of Education through its Special Education Division has been
providing the broad frameworks and standards in establishing and maintaining special
education programs in both public and private schools all over the country.

The past decades witnessed the continuous development of programs for a wide range
of exceptional children and youth together. Likewise, the professionalization of special
education continues to be pursed 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.

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:
“The state, community and family hold a common vision for the Filipino child with special
needs. By the 21st century, it is envisioned that he/she could be adequately provided with
basic education. This education should fully realize his/her potentials for development and
productivity as well as being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.

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 It is also envisioned that the child with special 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” (Department of Education Handbook on Inclusive Education, 2000).

Vision, Policy, Goal and Objectives of Special Education

The policy on Inclusive Education for All is applied 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
The special education programs of the Department of Education all over the country is to
provide children 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. Likewise, there are major issues to address
on attitudinal barriers of the general public and effort towards the institutionalization and
sustainability of special education programs and services.

Objectives of Special Education

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 student’s
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 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.

The Legal Bases of Special Education

Special Education in the Philippines is anchored on fundamental legal documents that

present a chronological event on the growth and development of the program. The first legal
basis of the care and protection of children with disabilities was enacted in 1935. Articles
356 and 259 of Commonwealth Act No. 3203 asserted “the right of every child to live in an
atmosphere conducive to his/her physical, moral and intellectual development” and
concomitant duty of the government “to promote the full growth of the faculties of every
child.”

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• 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.
• 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 gifted
children and youth at the Philippine Normal College and the University of the
Philippines.
• 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.”
• 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.” Equally important is Article 74 which provides for the
creation of special classes.
• 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 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.”
• Section 24 “Special Education Services” of the same law affirms that the State shall
further recognize its responsibility to provide, within the context of the formal
education system services to meet special needs of the clientele. These specific types
shall be guided by the basic policies of state embodied on General Provisions of this
act which include “special education, the education of persons who are physically,
mentally, emotionally, socially, culturally different from the so-called “normal
individuals that they require modification of school practices/services to develop to
their maximum capacity.”

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 • 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.
• The 1987 Constitution 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 the citizens to quality education at all levels and shall take appropriate
steps to make education accessible to all. Section 2 emphasizes that “the State shall
provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills.”
• In 1989, R.A. No. 6759 was enacted. The law declared August 1 of each year as “White
Cane Safety Day in the Philippines.” Blind persons use the cane in 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 of the Sublime Paralytic Apolinario
Mabini.
• The year 2004 ushered in a landmark legislation spearheaded by the Department of
Health. Republic Act No. 9288 otherwise known as “The New born Screening Act of
2004” is based on the premise that a child which may have disabilities could have
been normal. Newborn screening is a blood test wherein a blood sample will be taken
from the heel of the child. The sample, which is dropped in a special paper, is then
sent by the hospital to a centralized testing center which is run by the National
Institute of Health at its head office at the University of the Philippines in manila. 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.

HISTORY OF SPECIAL EDUCATION IN THE PHILIPPINES

Historically, the interest to educate Filipino children in the Philippines with disabilities
was expressed more than a century ago in 1902 during the American regime. The General
Superintendent of Education, Mr. Fred Atkinson, reported to the Secretary of Public
Instruction that deaf and blind children were found in census of school-aged children in
Manila and nearby provinces. He proposed that these children be enrolled in school like the
other children. However, it was not until 1907 when the special education program formally

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started in the country. The Director of Public Education, Mr. David Barrows, worked for the
establishment of the Insular School for the Deaf and the blind in Manila. Miss Delight Rice,
an American educator, was the first Administrator and teacher of the school.

The Philippine Association for the Deaf (PAD) composed mostly of hearing-impaired
members and special education specialists was founded in 1926. The following year in 1927,
the government established the Welfareville Children’s Village in Mandaluyong, Rizal. In
1936, Mrs. Maria Villa Francisco appointed as the first Filipino principal of the School for the
Deaf and Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for
Crippled Children (NOHSCC) for young patients who had to be hospitalized for long periods
of time. In 1949, the Quezon City Science High School for gifted students was inaugurated.
In the same year, the Philippine Foundation for the Rehabilitation of the Disabled (PFRD)
was organized.
In 1950, PAD opened a school for children with hearing impairment. The Elsie Gaches
Village (EGV) was established in 1953 in Alabang, Muntinlupa, Rizal to take care of
abandoned and orphaned children of youth with physical and mental handicaps. The
following year in 1954, first week of August was declared as Sight Saving Week.
The private sector supported the government’s program for disabled Filipinos. In 1955,
members of Lodge No. 761 of the Benevolent and protective Order of Elks Cerebral Palsy
Project Incorporated. In the same year the First Parent Teacher Work Conference in Special
Education was held at the SDB.
In 1956, the First Summer Institute on Teaching the Deaf was held at the School for the
Deaf and the blind in Pasay City. The following school year marked the beginning of the
integration of deaf pupils in regular classes.
In 1957, the Bureau of Public Schools (BPS) of the Department of Education and Culture
(DEC) created the Special Education Section of the Special Subjects and Services Division.
Baguio Vacation Normal School ran courses on teaching children with handicaps. The Baguio
City Special Education Center was organized in the same year. Then in 1958, the American
Foundation for Overseas Blind (AFOB) opened its regional office in Manila.
In 1960, some private colleges and universities started to offer special education courses
in their graduate school curriculum. In 1962, the Manila Youth and Rehabilitation Center
(MYRC) was opened. The center extended services to children and youth who were
emotionally disturbed and socially maladjusted. In the same year, DEC issued Circular No. 11
s. 1962 that specified the “Qualifications of Special Education Teachers.” Also in 1962, PFRD
sponsored the Second Pan Pacific Rehabilitations Conference in Manila that convened
international experts in the rehabilitation of handicapped persons. Another milestone 1962
was the experimental integration of blind children at the Jose Rizal Elementary School in

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Pasay City. The First National Seminar in Special Education was held at SDB in Pasay City in
1962. It was also in 1962 when the St. Joseph of Cupertino School for the Mentally Retarded,
a private day school, was founded.
The training of DEC teacher scholars at the University of the Philippines commenced in
1962 in the areas of hearing impairment, mental retardation and mental giftedness under
R.A. 5250. In the same year, the Philippine General Hospital opened classes fir its school-age
chronologically ill patients.
With the approval of R.A. No. 3562 in 1963, the training of DEC teacher scholars for blind
children started at the Philippine Normal College. The Philippine Printing House for the Blind
was established at DEC compound with the assistance of the American Foundation for
Overseas Blind, UNICEF and CARE Philippines. In the same year, the Manila Science High
School for gifted students was established. In 1964, the Quezon City School Division followed
suit with the establishment of the Quezon City Science High School for gifted students.
The year 1965 marked the start of training program for school administrators on the
organization, administration and supervision of special education classes. The First Institute
on the Education and Training of the Mentally Retarded was sponsored by the Special Child
Study Center, the Bureau of Public Schools and the Philippine Mental Health Association at
the Ateneo de Manila University. In 1967, BPS organized the National Committee on Special
Education. General Letter No. 213 regulating the size of special classes for maximum
effectiveness was issued in the same year.
With the approval of R.A. No. 5250 in 1968 the teacher training program for teachers of
exceptional children was held at the Philippine Normal College for the next ten years. In the
same year, the First Asian Conference on Work for the Blind was held in Manila.
In 1969, classes for socially maladjusted children were organized at the Manila Youth
Reception Center. The Jose Fabella Memorial School was divided into five units and assigned
to different parts of Metro Manila; the Philippine school for boys in Tanay, Rizal; the
Philippine school for girls in Marillac Hills, Alabang, Muntinlupa Reception and Child Study
Center in Manila; Elsie Gaches Village in Alabang and Nayon ng Kabataan in Pasay City.
The training of teachers for children with behavior problems started at the University of
the Philippines in 1970. In the same year, 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 for the Blind in 1971. In 1973, the Juvenile and Domestic Relations Court
of Manila established the Tahanan Special School for socially maladjusted children and
youth. Meanwhile, in the same year, the First Asean Conference on Mental Retardation was
held in Manila under the auspices of the UNESCO national
Commission of the Philippines and the Philippines and the Philippine Association for the
Retarded (PAR).

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 In 1974, the First National Conference on the Rehabilitation of the Disabled was held at
the Social Security Building in Quezon City. The Southeast Asian Institute for the Deaf (SAID),
a private day school, was established in the same year. The following year, the Division of
Manila City Schools implemented the Silahis concept of special education in public
elementary schools. When the DEC was organized into the Ministry of Education Culture
(MEC) in 1975, the special subjects and services division was abolished.
In 1976, Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino Child.
In the same year, the First Camp Pag-ibig, a day camp for handicapped children was held on
Valentine’s day in Balara, Queon City.
In 1977, MEC issued Department Order No. 10 that designated regional and division
supervisors of special education programs. The year 1978 marked the creation of the
National Commission Concerning the Disabled Persons or (NCCDP), later renamed National
Council for the Disabled Persons (NCWDP) through Presidential Decree No. 1509. MEC
Memorandum No. 285 directed school division to organized classes with a set of guidelines
on the designation of teachers who have no formal training in special education. The Second
International Conference on Legislation Concerning Disabled held in Manila under the
leadership of the PFRD.
In 1979, the Bureau of Elementary Education Special Education Unit conducted a two-
year nationwide survey of unidentified exceptional children who were in school. The Caritas
Medico-Pedagogical Institution for the Mentally Retarded was organized. The Jagna Special
Education Center in the Division of Bohol was organized.
The school for crippled Children at the Southern Island Hospital in Cebu City was
organized in 1980. In 1981, the United Nations Assembly proclaimed the observance of the
International Year of Disabled Persons. Three special education programs was inaugurated:
the exceptional Child Learning Center at the West City Central School Division of Dumaguete
City, the Zapatera Special Education Center at the Division of Cebu, and the Deaf Evangelistic
Alliance Foundation (DEAF) in Cavinti, Laguna.
In 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 amd the
St. John Maria De Vianney Special Education Learning Center in Quezon City. In 1983, Batas
Pambansa bilang 344 enacted the Acessibility Law, “An act to enhance the mobility of
disabled persons by requiring cars, buildings, institutions, establishment and public utilities
to install facilities and other devices.”
In 1984, two special education program were inaugurated: The Labangon Special
Education Center Division of Cebu City and the Northern Luzon Association’s Heinz Wolke
School for the Blind at Marcos Highway in Baguio City.

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 In 1990, the Philippine Institute for the Deaf (PID) an oral school for children with
hearing impairment was established. In 1992, the summer training for teachers of the
visually impaired started at the Philippine Normal University.
In 1993, DECS issued Order No. 14 that directed regional offices to organize the Regional
Special Education Council (RSEC).
In 1996, the third week of January was declared as Autism Consciousness week. In the
same year, the first seminar Workshop on information technology for the Visually Impaired
was conducted.
DECS Order No. 1 was issued in 1997 which directed the organization of a regional
special education unit and the designation of a regional supervisor for special education. In
that same year the first teacher training program for the integration of autistic Children was
held in Marikina City.
In 1998, DECS Order No. 5 “Reclassification of regular teacher and principal items to
special education teacher and special school’s principal item was issued. The Palarong Pinoy
para sa may k was held at Philsport complex.
In 1999 the DECS Order No. 104 was issued with the content “Exemption of the
physically handicapped from taking the national achievement test (NEAT) and the National
secondary aptitude test (NSAT). DECS Order No. 108: “Strengthening of special education
program for the gifted in Public School System. DECS Order No. 448: “search for the 1999
most outstanding special education teacher for the gifted. Memorandum No. 457: National
Photo Contest on disability.”
In 2000’s the DECS Order No. 11 “recognized special education centers in the Philippine.
The memorandum no. 24 “Fourth International Noise Awareness Day. Every fourth week of
November: National observance of the week of gifted and talented.

• The Special Education History is like a designed timeline which defines the progress
of the Institution from its starting point when it was built until today’s generation as
it develops in a more complex way. As a matter of fact, most of the primary schools
were now accepting a special education class which caters the student personality
problem, social problem, person with disability and other special case. The history
also describes each legal basis enclosed with the special education program. Hence,
this only mean that each and every law stated where all created for the needs of the
SPED students. Other than that, it may also serve as a lesson to everyone that each
and every person here in our country deserves to learn as well as to feel what the
other persons could feel like being a normal one.

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ENHANCEMENT ACTIVITY

GROUP VIDEO PRESENTATION

After learning in this chapter, you are tasked to create a three to five (3-5) minutes video
about your perception or your point of view in SPED and a situation analysis with application
of Legal Bases in Special Education.
Guidelines:
CONTENT:
⚫ First part: Each group members will state their point of views about SPED Program
based on the Mission, Vision, Goals, Policy and Objectives of SPED.
⚫ Second part: Choose one situation among the three (3) situations given and Identify the
legal bases which are being violated in each situation and explain the appropriate action
to be taken to correct such wrongdoings.
Situation 1: “Wag mo na pag-aralin ang anak mong iyang Aling Ising, wala namang
mararating yan. Ibigay na lang po natin sa mga estudyanteng normal.” said by the principal of
Masama Elementary School.
Situation 2: Because of being retarded, Gary cannot participate with school activities because
her teacher believes that he does not have any capability to work with others.
Situation 3: In Brgy. Kulang-kulang, the students with special needs do not go to school
because there are no SPED classes.
NOTE: Only one video will be produced which presents the first part and second part

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RUBRICS:

Source: http://www.jordan.pausd.org/department/public/art~mmedia/vrubric.html

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