This document discusses children with severe disabilities. It notes that this category includes those with two or more disabilities, excluding deaf-blindness. Common combinations are intellectual disabilities, learning disabilities, autism, Down syndrome, speech and physical impairments, and behavioral disorders. Children with severe disabilities may have impaired cognitive, social and adaptive skills. They also may display inappropriate behaviors or appear detached from reality. The document provides statistics on disabilities from Philippines reports and notes a lack of data on children with severe disabilities. It outlines several educational models for these children, including inclusion in regular classes, special classes, hospital-bound instruction, and home-based instruction.

1. Severe and

2. This category includes children who
exhibit two or more disabilities, with the
exception of the deaf-blind. Usually the
combination are mental retardation,
learning disabilities, autism, down
syndrome, speech disorders, physical
disabilities, visual and hearing
impairments, emotional and behavioural
disorders and others.

3. Characteristics

4. Affect the development of cognitive,
social and adaptive skills.
Display age-inappropriate and socially
unacceptable behaviours.
May appear to be completely out of
touch with reality and may not show
normal human emotions.

5. Prevalence and
incidence Trends

6. The 1997 UNICEF report on
Situation Analysis of children and
Women in the Philippines. It indicates
25% are without one or both arms or
hands while 16.4% are without one or
both legs and feet.

7. The Special Education
Enrolment Data of school year
2003-2005 show that 10% of the
students with disabilities have
orthopedic impairments while 2%
are those with health problem. No
enrolment data are available for
children with severe disabilities.

8. The growing public awareness on
disabilities has partly reduced the
incidence of numerous childhood
diseases and disabilities.

9. Educational
Programs

10. Administration of Special Education
1. Inclusion in the
regular class- it
mainly through
mainstreaming
and full-time
placement in
regular classes.

11. 2. Special class-
composed of children
with disabilities who do
not meet the criteria for
inclusion in the regular
class.

12. 3. Hospital-bound instruction –
special education program admits
children with physical disabilities or
chronic illnesses who cannot study
in regular schools. The national
Orthopedic Hospital (NOH) located
in Quezon City has a school for
Crippled Children.

14. 4. Home-bound or home-based
instruction- children who have
severe multiple disabilities,
mobility problems, or chronic
illnesses are regularly visited by
itinerant special education
teachers.

15. Instructional models
1. Individualized Instruction Model-
Individualized education plan (IEP)
identifies the annual goals for
specific children.

16. 2. Resource room Model- the
repository for instructional
materials and references that the
children use in doing their projects
to comply with the requirements.

17. 3. Curriculum Modification Model-
to accommodate the special
education needs of the children. It
includes the training on gross and
fine motor skills, maximum use of
vision, hearing touch and other
working sensory modalities.

18. 4. Instructional Variations model- a
variety and effective instructional
approaches are employed.
Choices of strategies are based on
successful previous preferences of
the students, motivation level,
individual learning styles and
learning rate.