This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Legal bases of special and inclusive educationFlipped Channel
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These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
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These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Code of Ethics for Professional Teachers of the PhilippinesJohn Bernal
This powerpoint presentation contains salient features of Code of Ethics for Professional Teachers of the Philippines citing Supreme Court Jurisprudence related to education.
Advisers responsibility on handling cases in guidance & counselingJayson Hernandez
As what the saying goes "Every teacher is a guidance teacher," this presentation hopes to enlighten class advisers on how to handle cases in their respective advisory class.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. OVERVIEW AND LEGAL BASES OF
SPECIAL EDUCATION AT THE
SECONDARY LEVEL
Jayson S. Hernandez
Guidance Counselor I
San Miguel National
High School
2. Definition
Special Education refers to the education of
persons who are gifted or talented and those who
have physical, mental, social or sensory impairment
and cultural differences that require modification of
the school curricula, programs and special services
and physical facilities to enable them to develop
themselves to their maximum capacity. These
persons include those with cognitive deficits, visually
impaired, hearing impaired, with behavior problems,
orthopedically handicapped, with special health
problems, learning disabled, speech impaired or
multiple handicapped.
3. Scope
• 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.
4. Philosophy
• 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 (BP Blg.232).
5. Philosophy
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.
6. Goal
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
7. Objectives
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;
8. Objectives
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
9. Identification, Screening,
Assessment and
Evaluation
Pre-assessment and post assessment
shall be conducted to every learner with
special needs.
Appropriate assessment instruments shall
be developed or adopted in order to
identify handicapping conditions as early
as possible.
The synthesis of identification and
diagnostic information shall be the basis
for the appropriate educational placement
of the learner with special needs.
10. Responsible Persons
Parents/guardians/extended families,
neighbors & friends
Regular teachers
Special Education teachers
Guidance counselors
School administrators
Health workers
Social workers
Psychologists
Speech & physical therapists
Law enforcement officers
11. Physical
Height & weight
Physical development
Gross & fine motor coordination
Hearing status
Visual status
Oral hygiene & dental development
Health condition
15. Administration and
Organization of Classes
Learners with special needs shall enjoy
equality of access to formal and non-
formal education.
• Promotion of learners except for
gifted/talented/fast learners and for those
with cognitive deficit/mental retardation
and multiple handicapped with special
needs shall follow the promotion policy for
the regular year level.
16. For maximum efficiency, class sizes at
any given time
Exceptionality One Year Level
Gifted/Fast Learner 30-35
Mentally Retarded 8-15
Visually Impaired 5-10 (self-contained)
Hearing Impaired 7-12 (mainstreaming)
Behavior Problems 15-20
Orthopedically
Handicapped
10-15
Multiple Handicapped 5-8
Speech Defective 10-15
Learning Disabled 7-10
17. Curriculum Content,
Instructional Strategies &
Materials
The curriculum of the secondary level for Special
Education shall be based on the curriculum
prescribed for the regular schools by the
Department of Education with scheme modification
for particular case/type of exceptionalities.
Regular Curriculum – the curriculum prescribed for
regular students.
Modified Curriculum – the curriculum prescribed
for regular students with certain adaptations to
meet the needs of special students.
Special Curriculum – the curriculum for learners
with special needs aimed primarily at developing
special adaptive skills to maximize their
potentials.
18. Curriculum Content,
Instructional Strategies &
Materials
Curriculum plans shall be research- based,
tested successfully on a pilot basis before
their implementation on a bigger scale and
evaluated periodically. These plans shall
be accompanied by a variety of
instructional materials.
The modified curriculum for the visually
impaired shall include sensory training,
special instruction in Braille music, typing,
computer and sports, mathematics, Braille
reading and writing, orientation and
mobility.
19. Curriculum Content,
Instructional Strategies &
Materials
Modified curriculum for learners 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.
Low cost and indigenous instructional
materials shall be developed for the use of
learners with special needs
20. Organization Patterns
Learners with special needs shall be provided with
a variety of educational programs and services.
Integration/Mainstreaming
Resource Room Plan
Itinerant Teacher Plan
Cooperative Class Plan (Part-Time Special Class Plan)
Special Education Center
Residential School
Hospital Instruction
Homebound Instruction
Community-Based Delivery System
21. Organization Patterns
• Special Guidance Programs for the learners with
special needs shall be established and
maintained. Individual conferences,
community-sponsored programs,
scholarship societies, career and
vocational counseling, peer coaching,
family support program, parent education
program, reading and guiding program,
sign language training program, reading
and guiding program for the visually
impaired shall be made available in the
school.
22. Personnel Recruitment,
Welfare and Development
For the effective implementation of the special
education program, the education, welfare and
training of personnel shall be given high priority.
Education and work experience – BSE major in SPED; BSE
plus 18 units in SPED in the graduate level; BSE plus 15
units in SPED with 2 years of VS and willing to be trained
within a year; BSE plus 9 units in SPED with 6 years of VS
and to train within a year; BSE plus 2 years of VS as a
SPED teacher.
23. Personnel Recruitment,
Welfare and Development
In the absence of qualified teachers, equivalent
experience or training in handling learners with
special needs and demonstrated commitment shall
be considered for appointment.
The hiring rate of SPED teachers shall be at least 3
grades higher than that of regular teachers.
SPED personnel shall be given incentives such as
the following:
MT positions when they meet requirements
Awards for consistent outstanding performance for the last 3 years
Priority in recommendations related scholarships and fellowships
Attendance to international conferences or observations of SPED
programs
24. Administration and
Supervision
Teacher responsibilities
Regular Classroom Teacher
View the learner as a total person
Assess the behavioral signs of disorders/difficulties
Provide varied activities for a wide range of individual
differences
Provide a setting for, and expect achievement of the learner
Provide strategies that help the learner develop concepts
meaningful to himself and provide first-hand experiences
Obtain assistance in the form of constructive consultation
and specialized materials and equipment
Confer regularly with the SPED teacher
25. Administration and
Supervision
SPED Classroom Teacher
Teach the basic academic subjects with minimum
integration with the non-handicapped in PE for
socialization purposes
Interpret the learners’ needs and abilities to the
regular classroom teacher and other school
personnel
Work closely with all personnel in the school in
planning a program which will be beneficial to
the special learners
26. Administration and
Supervision
SPED Coordinator
Maintain all school records for SPED learners
Assist in the recruitment of prospective learners and SPED
teachers
Assist/initiate/organize training programs for SPED
Innovate programs and projects for both learners and
teachers
Monitor/evaluate classroom instruction and related activities
in SPED
Integrate and implement new and existing policies and
guidelines of the SPED Program
Demonstrate leadership in resourcing appropriate
educational facilities/instructional aids
27. Legal Bases
DepED Order No. 6, s. 2006 Policies and Guidelines
for Special Education at the Secondary Level
Batas Pambansa Blg. 344 An Act to enhance the
mobility of disabled persons by requiring certain
buildings, institutions, establishments and public
utilities to install facilities and other devices
PD 603 The child and youth welfare code as
amended
RA 9155 Governance of Basic Education Act of
2001
RA 7277 Magna Carta for Disabled Persons
DECS Order No. 26, s. 1997 Institutionalization of
SPED Programs in all schools
28. Legal Bases
DECS Order no. 14, s. 1993 Regional Special
Education Council
DepED Order no. 37, s. 2003 Revised implementing
guidelines of the 2002 SEC Curriculum effective
school year 2003-2004
DepED Order No. 33, s. 2004 Implementing
Guidelines on the performance-based grading
system for SY 2004-2005
DepED Order No. 35, s. 2005 Policy guidelines in
the implementation of the Secondary Education
Program of the 2002 BEC for SY 2005-2006
DepEd Order No. 6, s. 2005 Selection of honor
pupils/students in public elementary and secondary
schools
29. Legal Bases
DECS Order No. 5, s. 1998 Reclassification of
regular teacher and principal items to SPED
teacher and special school principal items
DepED Order No. 63, s. 2008 Guidelines in the
utilization of the PhP 500 000 allocation to the pilot
schools of the SPS and SPA and schools offering
SPED