Special education is supported by a set of legal frameworks primarily in the United States, including the Individuals with Disabilities Education Act (IDEA), which ensures children with disabilities receive a free appropriate public education (FAPE) tailored to their needs, encompassing evaluations, Individualized Education Programs (IEPs), related services, and placements in the least restrictive environment (LRE). Additionally, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) prohibit discrimination and mandate accommodations for individuals with disabilities in federally funded programs and public life, respectively. The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student education records, while state laws and regulations complement federal statutes by providing additional rights and guidelines for implementing special education services at the local level. Together, these legal bases establish the rights of students with disabilities to equal access to educational opportunities and promote inclusive practices in schools.

2. Articles 356 and 259 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.”
1935

3. Republic Act No. 3562 An act to promote the
Education of the blind in the Philippines
Republic Act No. 5250 Ac act establishing a
ten-year teacher training program for teachers
of special and exceptional children
The Philippine Constitution Section 8 Article
XV The provision of a complete , adequate, and
integrated system of education relevant to the
goals of national development
1963
1968
1973

4. Presidential Decree No. 603 The Child and Youth
Welfare Code
 Article 3 on the Rights of the Child: 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
 Article 74 Where needs warrant, there shall be at least special
classes in every province, and if possible, special schools for
the physically handicapped, the mentally challenged, the
emotionally disturbed and the mentally gifted. The private
sector shall be given all the necessary inducement and
encouragement
1975

5. 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 or Batas Pambansa Bilang 232
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
quality of success to education as well as
enjoyment of the benefits of education by all its
citizens
1982
1978

6. Section 24 “Special Education Service” of the
same law 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. These
specific types shall be guided by the basic policies
of state embodied on General Provisions of this
Act which include; (2) “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 and services to
develop to their maximum capacity.
1982

7. Batas Pambansa Bilang 344 The Accessibility Law
An act to enhance the mobility of disabled
persons
The Philippine Constitution Article IV
Section 1 The State shall 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 The state shall provide adult citizens,
the disabled and out-of-school youth with
training in civics, vocational efficiency and other
skills
1983
1987

8. Republic Act No. 6759 White Cane Safety
Day in the Philippines
Republic Act No. 7610 An Act Providing for the
Strong Deterrence and Special Protection
Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for Its
Violation and Other Purposes
Institutionalization of SPED Programs in All
Schools
1989
1992
1997

9. Presidential Proclamation No. 361 National
Disability Prevention and Rehabilitation Week
Celebration of July
Republic Act No. 9288 The New Born
Screening Act of 2004
2004
2000

10. Section 2 Article IV For maximum efficiency, class sizes
at any given time shall be as follows
Exceptionality One Year Level
Gifted/Fast Learner 30-35
Mentally Challenged 8-15
Visually Impaired 5-10
Hearing Impaired 7-12
Behavior Problems 15-20
Orthopedically
Handicapped
10-15
Multiple Handicapped 5-8
Speech Defective 10-15
Learning Disabled 7-10

11.  Article IV Section 1.5
Learners with special needs maybe admitted anytime during the
year, if circumstances warrant such admission. Students aged 16 or
older shall be admitted to an appropriate regular or alternative
special program
 Promotion of Learners
 Regular
 Acceleration/Advance Placement
 Reclassification of Regular Items for Teachers
BSE Major in SPED
BSE +18 units of SPED in the Graduate Level
BSE+ 15 units in SPED w/ 2 years VS teaching in the Regular
school
BSE + 12 units in SPED w/ 4 years VS teaching in the regular class
BSE + 9 units in SPED w/ 6 years VS teaching in the regular
school
BSE + 2 years of VS teaching experience as a SPED teacher

12.  Educational placement is the overall instructional
setting in which the student receives his
education including the special education and
related services provided.
 Placement refers to the amount of time in each
school day that a student spends in the
resource or in a general education classroom. The
school district is required to have a range of
placements where your child can be taught, including
in the general education classroom.

13. The IEP must specify the special education program
and/or services needed by the student.
For school-age students, the continuum of special
education programs and services includes:
 consultant teacher services
 integrated co-teaching services
 resource room program
 special class
 travel training
 adapted physical education

14. For preschool students, the continuum of special
education programs and services includes:
 special education itinerant teacher services
 special class integrated setting
 special class half-day or full-day

15. Related services for both school-age and preschool
students include, but are not limited to, such services as:
 speech/language therapy
 audiology services
 interpreting services
 psychological services
 counseling services
 physical therapy
 occupational therapy
 orientation and mobility services
 parent counseling and training
 school health services
 school social work
 assistive technology services

16. I. Identify at least three important roles of the
following social institutions as support system for
the education of children with special needs.
1. Family
2. School
3. Church
4. Community/government
5. Mass media
6. Non-government organizations /community service
organizations