pecial Education

IN THE PHILIPPINES

Presented by:

LIEZEL EVANGELISTA-BAQUIRAN
Ph.D. in Educational Management
ALTERNATIVE
EDUCATION
ALTERNATIVE
EDUCATION

SPECIAL
EDUCATION
SPECIAL EDUCATION (also known as special needs
education, aided education, vocational education, and limb
care authority education) is the practice of educating
students with special educational needs in a way that
addresses their individual differences and needs.

Ideally, this process involves the individually planned and

systematically monitored arrangement of teaching
procedures, adapted equipment and materials, and
accessible settings. These interventions are designed to help
learners with special needs achieve a higher level of personal
self-sufficiency and success in school and their community,
than may be available if the student were only given access to
a typical classroom education.
 ALTERNATIVE
EDUCATION

HISTORY OF
SPECIAL EDUCATION
Special education started in the Philippines in 1907 with the
establishment of the Insular School for the Deaf and the Blind,
a residential school located in Pasay City, Metro Manila
by M. Delia Delight Rice, an American educator. This was later
reorganized in 1970 into two separate government special
schools: the Philippine National School for the Blind and
the
Philippine School for the Deaf. Other government and private
special schools based on categorical disabilities were also set
up. Special schools were first set up for people with: mental
retardation and physical disabilities in 1927, cerebral palsy in
1953, and behavior problems and chronic illness in 1962. Such
schools were few and private special schools were economically
not accessible to many people with disabilities. Moreover, there
was some social stigma attached to attending special rather
than regular schools.
 ALTERNATIVE
EDUCATION

HISTORY OF
SPECIAL EDUCATION
In 1956, a more formal training of teachers for children with
mental retardation, hearing impairment and visual impairment
was offered at Baguio Vacation Normal School.

Growing social concern for the welfare and integration of

people with disabilities voiced by parents and advocates
including legislations led to the enactment of Republic Act
5250 which established a 10-year training program for teachers
in 1968 and led to the admission of children with disabilities
into regular public schools. However, without appropriate
school and parental support, these children had difficulty
coping with the regular classes and soon
dropped out of school.
ALTERNATIVE
EDUCATION

LEGAL BASES OF
SPECIAL
EDUCATION IN THE
PHILIPPINES
Special Education in the Philippines is anchored
on the following legal documents. Articles 356
and 259 of Commonwealth Act No. 3203, "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."
LEGAL BASES OF SPED IN
PH 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 of the Blind.

Republic Act No. 5250: "An Act Establishing a Ten-

Year Teacher Training Program for Teachers of
Special and Exceptional Children" provided for the
formal training of teachers for deaf, hard-of-hearing,
speech handicapped, socially and emotionally
disturbed, mentally retarded and mentally gifted and
youth at the Philippine Normal College and the
University of the Philippines. Section 8, Article XV of
the 1973 Constitution of the Philippines, "A
complete, adequate and integrated system of
education relevant to the goals of national
development."
 ALTERNATIVE

LEGAL BASES OF SPED IN

EDUCATION

PH
Articles 3 and 74 of the Presidential Decree No. 603 of 1975, "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." "Thus, 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 mentally gifted.

Section 24 of BP 232:, "Special Education Services" "the State further recognizes its responsibility to
provide, within the context of the formal education system services to meet special needs of certain
clientele. These specific types shall be guided by the basic policies of state embodied on General
Provisions of this Act which include 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."

Batas Pambansa Bilang 344: "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. Article XIV, Sections 1 and 2 of the 1987 Constitution of the Philippines, "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."
ALTERNATIVE
EDUCATION

LEGAL BASES OF SPED IN

PH
"The State shall provide adult citizens the
disabled and out-of-school youth with training
in civics, vocational efficiency and other skills."
Republic Act No. 7277: Magna Carta for Persons
with Disabilities, An Act Providing For The
Rehabilitation, Self-Development And Self-Reliance
Of Disabled Person And Their Integration Into The
Mainstream Of Society And For Other Purposes.
Republic Act No. 9442, An Act Amending Republic
Act No. 7277, Otherwise known as the Magna Carta
for Persons with Disability as Amended, and for
Other Purposes’ Granting Additional Privileges and
Incentives and Prohibitions on Verbal, Non-Verbal
Ridicule and Vilification Against Persons with
Disability.
 SPED
POLICY
GUIDELIN
ES
Policies and guidelines shall apply to all
schools, centers and classes (national or
local, public or private, formal or non-
formal) established under the educational
system of the Philippines for the education
of the learners with special needs.

DECS Order No. 117, s. 1987

ALTERNATIVE
EDUCATION
POLICY GUIDELINES OF SPED IN PH
The state shall promote the right of every
individual to relevant quality education
regardless of sex, age, creed, socio-
economic status, physical and mental
condition, social or ethnic origin, political
and other affiliation. The state shall
therefore promote and maintain equality of
access to education as well as the enjoyment
of the benefits of education by all its citizens.
Every learner with special needs has a
right to an education program that is
suitable to his needs. Special education
shares with regular education basic
responsibilities of the educational system to
fulfill the right of the child to develop his
potential. The ultimate goal of special
education shall be the integration or
mainstreaming of learners with special
needs into the regular school system and
eventually into the community.
ALTERNATIVE
EDUCATION

Provide equal opportunities for all

learners with special needs to acquire the
knowledge, skills and values necessary for
them to adapt to a changing world; develop
life skills in all learners to ensure their active
and sustained participation in the learning
process through relevant programs, projects
and enabling policies;

Promote the optimal use of information

technology to increase the capability of
learners to pursue their own learning;
develop learners who actively participate in
the economic growth and development of
the country; and safeguard the rights of
all types of special learners.
 ALTERNATIVE
EDUCATION

CURRICULUM
CONTENT
The following schemes or options may be
adopted for Special Education Programs
• Regular curriculum - the curriculum
prescribed for regular children.
• Modified curriculum - the curriculum
prescribed for regular children with certain
adaptations to meet the needs of special
children.
• Special curriculum - the curriculum for
children with special needs aimed
primarily at developing special adoptive
skills to maximize their potentials.
CURRICULUM CONTENT
The modified curriculum for the visually
impaired shall include sensory training, special
instruction in Braille reading and writing,
mathematics, orientation and mobility, Braille
music, and typing. 
The modified curriculum for the hearing
impaired shall emphasize communication and
language development based on the philosophy
of Total Communication which is tailored to meet
the individual child's communication, and
educational needs. The curriculum, in addition,
shall include special instruction in speech and
speech reading, auditory training and rhythm.
The multi-sensory approach shall be maximized
and speech/speech reading and sign language
shall be encouraged starting in Grade I.

Filipino Sign Language shall be used in the

education of the hearing impaired.
CURRICULUM CONTENT
The modified curriculum for children with
behavior problems shall include special
activities and instructional techniques for the
normalization of behavior with emphasis on
moral, civic and spiritual values as well as
training in livelihood, and technical and academic
skills to prepare them for the world of work.

The curriculum for the physically handicapped

child shall include functional exercises.

The special curriculum for the mentally retarded

shall emphasize training in self-care, socialization,
motor and pre-vocational and vocational skills. For
the more severely retarded child, emphasis shall be
on development of selfcare skills.
 ORGANIZATIONAL
PATTERNS
Integration/Mainstreaming. This refers to the enrolment of a child with special
needs in a regular school with additional teaching/care resources. There are degrees
of integration. In partial integration, a child enrolled in a special class in a regular school
is integrated with regular children in non-academic activities like work education, physical
education, arts, school programs, etc. Later on, qualified children may be integrated
gradually in one or more academic subjects. In full integration (sometimes called "zero
reject model"), the handicapped child sits in the regular classes in all subjects, academic or
nonacademic.
Resource Room Plan. Under this scheme, the child with special needs is enrolled in the
regular school program but goes to a resource room to use the specialized equipment
either in a tutorial situation or in a small group. The resource room teacher functions both
as an instructor and as a consultant. The usual procedure is for the resource room teacher to
serve the area of exceptionality in which she has had training. However, occasionally in small
communities, necessity may dictate that she serves children with a variety of learning
disabilities. Such a resource room service that does not constitute a complete program of
special education should not turn out to be a segregated plan.
 ORGANIZATIONAL
PATTERNS
Itinerant Teacher Plan. Under this plan, an itinerant or traveling teacher serves one
or more regular schools depending on how many pupils need special help. She gives
direct and consultative services to children. In addition, these specialists observe,
diagnose, make referrals, requisition textbooks and equipment, prepare instructional
materials and evaluates performance.

Cooperative Class Plan (Part-Time Special Class Plan). In this plan, the child with
special needs is enrolled in a special class but receives some of his academic
instruction in the regular grades. In this way, the child is, to a varying extent, integrated
into regular education.

Special Class Plan (Self-Contained/Segregated Plan). Under this plan, usually, pupils
with only one type of exceptionality label are enrolled in the special class. This plan
is needed for those with more severe problems which makes it impossible for them to
learn in a regular classroom setting. At times, they may be with their normal peers, but
not usually in an academic situation.
 ORGANIZATIONAL
PATTERNS
Special Education Center. A growing alternative service delivery system is the Special
Education Center which holds classes for children with special needs within the
regular school. Itinerant, resource room services, special and cooperative classes are held
in the special education center. Classes range from three to more than twenty, depending
upon the population and affluence of the community.

Special Day School. This type of school serves specific types of children with
moderate to severe disabilities. It offers a range of trained special educators and a
comprehensive array of medical, psychological and social services.

Residential School. The reason for placing a child in a residential school is based on the
premise that he can make greater progress in such setting than in any other. Residential
schools provide special education services that are qualitatively and quantitatively
superior to those available in local communities.
 ORGANIZATIONAL
PATTERNS
Hospital Instruction. Provision of children confined to hospitals, sanatoria, and
convalescent homes is a service of special education. The types of children in need of
hospital instruction are the severely emotionally disturbed, the profoundly retarded who
are bedbound, the crippled, those with chronic and/or serious health disabilities, and
recovering patients.
Homebound Instruction. This plan is provided by the local school system to serve
the chronically ill, usually the bedridden, the convalescents from operation,
accident or temporary illness, the disturbed, and the retarded pupils. Services are
provided by either a full time itinerant teacher who instructs each pupil in his own home
about three times a week, or the regular class teacher who instructs her temporarily
homebound pupils.
Community-based Delivery System. This is a plan for children with special needs
who reside in distant communities and cannot avail of existing special education
programs. They are reached by teachers, para-teachers or volunteers trained to teach the
basic 3R's and self-help activities to prepare them for useful and independent living.
ALTERNATIVE
EDUCATION

TRANSITIO
N
PROGRAM
The Transition Program aims to help special
learners become functional in spite of their
disabilities. It aims to make them enjoy their
daily lives, and empower them to become
more useful and productive citizens. This
program is not just a set of activities; it is an
educational equity package that includes
curriculum and policies that will support the
education of special learners.
Transition Types of Special Goal of the
Program for Learners Transition
Special Learners Program Based on
• Intellectually the K to 12
• Philosophy Disabled Education System
• Legal Framework • Physically
• Policy Handicapped • Holistic
• Curriculum Development of
the Filipino
• Developing Every
Special Learner to
be Functionally
Literate

The transition program is designed for special learners that are intellectually disabled and
those that are physically handicapped. It is designed to meet their special needs and
respond to their specific interests. It is like a care package that will empower the learners in
their transition from home to school, or from post-elementary or post-secondary to the
world of work. In the transition program, the learners will also enjoy an education that
will enable them to become functional in their everyday lives.
 TRANSITION PROGRAM
IN THE PHILIPPINES
In the Philippines, the transition program was already part of the special education program
of the Department of Education; however, it was focused only on adult learners with
special needs. Transition program was viewed as a coordinated set of activities for a
student designed within an outcome-oriented process that promotes movement from
school to out-of-school activities.

Quijano (2007) presented the Philippine Model of Transition that focuses on enabling every
special learner for community involvement and employment. The model envisions full
participation, empowerment, and productivity of those enrolled in the program. The
transition program includes 3 curriculum domains: (1) daily living skills, (2) personal and
social skills, and (3) occupational guidance and preparation.
ALTERNATIVE
EDUCATION

PROBLEMS
OF SPED
TEACHERS
SPED Teacher Training/Seminar/
Workshop/Development

SPED Teaching Experience

SPED Classroom Management

SPED Resources

Stakeholders Support
Our ability to
reach unity in
diversity will
be the beauty
and test of our
civilization.
-MAHATMA G ANDHI

Q Stock Photos from Unsplash.Com