Vision, Policy, Goal and Objectives of Special Education in the Philippines


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Vision, Policy, Goal and Objectives of Special Education in the Philippines

  1. 1. Ma. Maria Manette Apostol Madrid, Ed.D. Professor Institute of Graduate Studies Panpacific University North Philippines Urdaneta City, Pangasinan, Philippines
  2. 2. The Department of Educationclearly states its vision forchildren with special needsin consonance with thephilosophy of inclusiveeducation, thus:
  3. 3. “The State, community and familyhold a common vision for the Filipinochild with special needs. By the 21stcentury, it is envisioned that he/shecould be adequately provided withbasic education. This education shouldfully realize his/her own potentials fordevelopment and productivity as wellas being capable of self-expression ofhis/her rights in society. Moreimportantly, he/she is God-loving andproud of being a Filipino.
  4. 4. The policy on InclusiveEducation for All is adoptedin the Philippines toaccelerate access toeducation among childrenand youth with specialneeds.
  5. 5. It is also envisioned that the childwith special needs will get fullparental and community support forhis/her education w/o discriminationof any kind. This special child shouldalso be provided with a healthyenvironment along with leisure andrecreation and social securitymeasures” (Department of EducationHandbook on Inclusive Education,2000).
  6. 6. Inclusive education formsan integral component ofthe overall educationalsystem that is committed toan appropriate educationfor all children and youthwith special needs.
  7. 7. The goal of the specialeducation programs of theDepartment of Education allover the country is to providechildren with special needsappropriate educationalservices within the mainstreamof basic education.
  8. 8. The two-pronged goalincludes the development ofkey strategies on legislation,human resource development,family involvement and activeparticipation of governmentand non-governmentorganizations.
  9. 9. Likewise, there aremajor issues to address onattitudinal barriers of thegeneral public and efforttowards theinstitutionalization andsustainability of specialeducation programs andservices.
  10. 10. Provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living,
  11. 11. 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.
  12. 12. Implement a life-longcurriculum to include earlyintervention and parenteducation, basic educationand transition programs onvocational training orpreparation for college,and
  13. 13.  Make available an array 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 advantaged children in far-flung towns, depressed areas and underserved barangays.
  14. 14. Inciong, Teresita G., Quijano,Yolanda S. and Capulong, YolandaT. Introduction to SpecialEducation. Manila, Philippines:Rex Bookstore, 2007.