MODULE-1.-VISION.pptx documents fos students

VISION, POLICY, GOAL AND
OBJECTIVES OF SPECIAL
EDUCATION
SPECIAL EDUCATION IN THE PHILIPPINES:

VISION FOR CHILDREN WITH
SPECIAL NEEDS
• Everyone has a right to education. Having a disability should not be an
excuse for being deprived access to schools; neither should poverty,
religion nor race. Inclusive education is an inevitable direction to take and
must be properly understood, appreciated and prepared for within the
context of society being accepting of individual differences.
• This lesson allows you to look and dig deeper on Special and
Inclusive education from its nature and historical contexts.

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.

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

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 component of the overall
educational system that is committed to an appropriate education for all
children and youth with special needs.

POLICY, GOAL AND OBJECTIVES OF
SPECIAL EDUCATION
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,

OBJECTIVES OF SPECIAL EDUCATION
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.

HISTORICAL PERSPECTIVES
• 1902 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, reported to the
Secretary of Public Instruction that deaf and blind children were 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 The Philippine Association for the Deaf (PAD) composed mostly of hearing
impaired members and especial education specialists was founded. 1927 The
government established the Welfareville Children’s Village in Mandaluyong,
Rizal.
1936 Mrs. Maria Villa Francisco was appointed as the first Filipino principal of
the School for the Deaf and the Blind (SDB)
1945 The National Orthopedic Hospital opened its School for Crippled Children
(NOHSCC) for young patients who had to be hospitalized for long period of
time.
1949 The Quezon City Science High School for gifted students was
inaugurated.
1949 The Philippine Foundation for the Rehabilitation of the Disabled (PFRD)
was organized.

1956 The First Summer Institute on Teaching the Deaf was held at the School
for the Deaf and the Blind in Pasay City
1958 The American Foundation for Overseas Blind (AFOB) opened its regional
office in Manila
1965 Marked the start of the training program for school administrators on the
organization, administration and supervision of special education classes.
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.
1968 With the approval of RA No. 5250, the teacher training program for
teacher 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.

1987 More SPED Centers opened: the Pedro Achoran Special Education
Center in the Division of General Santos City, the Legaspi City Special
Education Center in Pag-asa Legaspi City, and the Dau Special Education
Center in the Division of Pampanga.
1996 The 3rd 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 was
issued.
1999 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)”

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.
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.

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 15 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.
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).

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
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.

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.
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
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.”

IIn 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.
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.

MODULE-1.-VISION.pptx documents fos students

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