This document discusses special education programs and services in the Philippines. It defines key terms related to the prevalence of students with special needs, such as prevalence, identifiable prevalence, and true prevalence. It also compares prevalence estimates from UNICEF and the WHO. The document describes the different special education programs offered in public and private schools, including special education centers, special classes, integration programs, partial and full mainstreaming, special day schools, and residential schools. It also discusses inclusive education and the support services provided to students with special needs.

1. PREPARED BY:
GERALDINE REYES

2. TO THE COURSE
PROFESSORS AND
STUDENTS:
 This is followed by the descriptions of
the different special education
,programs and services with
emphasis on inclusive education, its
definition, salient features and support
services.

3. Course professors are
encourage to use visual aids in
presenting the different topics in
this chapter:
 Define the following terms:
prevalence, identifiable prevalence, true
prevalence, incidence
 Compare the prevalence estimate of
children with special needs done by the
UNICEF and the World Health
Organization

4.  Explain the figure on the true
prevalence of Filipino children and youth
with special needs
 Describe the different special education
programs and services offered by the
Philippine public and private schools or
institutions and cite examples for each

5.  Discuss the definition of inclusive
education and its salient features
 Enumerate the support services
extended to children with special needs

6. SPECIAL EDUCATION DIVISION OF
THE BUREAU OF ELEMENTARY
EDUCATION
 Formulate policies, plans and programs
 Develop standards of programs and
services
 Monitor and evaluate the efficiency of
programs and services
 Conduct in-service training programs to
upgrade the competencies of special
education administrators, teachers and
ancillary personnel;
 Establish and strengthen linkages and
networks

7. PREVALANCE OF CHILDREN AND
YOUTH WITH SPECIAL NEEDS
 Prevalance—refers to the total number
of cases of a particular condition, those
with exceptionality (giftedness and
talent) and developmental disabilities
and impairments.
 Identifiable prevalence- refers to the
cases that have come in contact with
some systems.

8.  True prevalence- assumes that there are
a larger number of children and youth
with special needs who are in school or
in the community who have not been
identified as such and are not in the
special education programs of
Department of Education.


9. RANGE OF SPECIAL EDUCATION
PROGRAMS AND SERVICES
 Special Education Center- is a service
delivery system which operates on the “
school within a school” concept.
 Special class or self- contained class- is
the most popular type among the special
education programs.

10.  Integration and mainstreaming
programs- have followed children and
youth with disabilities to study in regular
classes and learn side by side with their
peers for the last forty years.

11.  -Partial mainstreaming- children who
have moderate or severe forms of
disabilities are mainstreamed in a
regular classes.
 - Full mainstreaming- children with
disabilities are enrolled in regular
classes and recite in all the subjects.

12.  Special day school- serves one or more
types of disabilities.
 Residential school- provides both
special education and dormitory
services for its students.