This document discusses special education in the Philippines. It defines special education as education that addresses individual student needs and differences through tailored teaching methods, equipment, settings and other interventions. The goal of special education is to provide students with special needs access to appropriate educational services within mainstream basic education. It identifies ten groups of students with special needs and outlines principles of special education, including the right to appropriate education, prioritizing individual student needs, parental involvement, providing a continuum of services including inclusive and special schools, and adequate state resources.

1. SPECIAL
EDUCATION

2. The White Paper on Education, Charting
our Education Future (1995), states:
ALL STUDENTS,
regardless of their
personal circumstances,
HAVE A RIGHT
of access to and participation in the
education system, according to
their potential and ability.

3. DEFINITION:
SPECIAL EDUCATION OR
SPECIAL NEEDS EDUCATION
- is the education of students with
special needs in a way that
addresses the students' individual
differences and needs.

4. It also refers to the arrangement of
teaching procedures, adapted
equipment and materials,
accessible settings, and other
interventions designed to address
the needs of students with learning
differences, mental health issues,
physical and developmental
disabilities, and giftedness.

5. VISION FOR CHILDREN
WITH SPECIAL NEEDS

6. “The State, community and family hold a
common vision for the Filipino child with
special needs. By the 21st century, it is
envisioned that he/she could be
adequately
provided
with
basic
education. This education should fully
realize his/her own potentials for
development and productivity as well as
being capable of self-expression of
his/her
rights
in
society.
More
importantly, he/she is God-loving and
proud of being a Filipino.

7. GOAL OF
SPECIAL EDUCATION
- to provide children with
special needs appropriate
educational services
within the mainstream of
basic education.

8. 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.

9. 1987 Philippine Constitution.
Article II, Section 17
-provides that the state
must give priority to
education.

10. Article XIV, Section 1
guarantees that this
education be accessible to
all: appropriate steps must
be taken.

11. Chapter II of Title II of the Magna
Carta for Disable Persons, RA
7277
Sec. 12 mandates that the
"State shall take into consideration
the special requirements of disabled
persons in the formulation of
educational policies and programs."

12. On the other hand, learning institutions are
encouraged "to take into account the
special needs of disabled persons with
respect to the use of school facilities, class
schedules, physical education
requirements, and other pertinent
consideration." Specifically, learning
institutions are encouraged to provide
"auxiliary services that will facilitate the
learning process for disabled persons."

13. Sec. 14 of RA 7277
provides that the State
"shall establish, maintain and
support complete, adequate and
integrated system of special
education for the visually
impaired, hearing impaired, mentally
retarded persons and other types of
exceptional children in all regions of
the country."

14. OBJECTIVES OF
SPECIAL EDUCATION

15. OProvide a flexible and
individualized support
system for children and
youth with special needs in
a regular class
environment in schools
nearest the students’
home.

16. OImplement a life-long
curriculum to include early
intervention and parent
education, basic education
and transition programs
on vocational training or
preparation for college,
and

17. O 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.

18. Special Education Act of 2007 identifies ten groups
of Children with Special Needs (CSNs):
1. gifted children and fast learners
2. mentally handicapped/mentally retarded
3. visually impaired
4. hearing impaired
5. children with behavior problems
6. orthopedically handicapped
7. children with special health problems
8. children with learning disabilities (perceptual
handicap, brain injury, minimal brain dysfunction,
dyslexia and developmental aphasia)
9. speech impaired
10. persons with autism

19. PRINCIPLES
OF
SPECIAL EDUCATION

20. • students with special educational needs have a right to an
appropriate education
• the needs of the individual student are paramount in decisions
relating to their education
• parents should have an active role within the system
•
a continuum of educational services should be provided
and, where
practicable, appropriate education should be provided in
ordinary schools for all students with special educational
needs
• only in exceptional circumstances should a student have to live
away from home to avail of an appropriate education
• the state should provide adequate resources to enable students
with special educational needs to avail of an appropriate
education.