The document presents a vision for Filipino children with special needs in the 21st century. It envisions that they will be provided with basic education to realize their full potential for development and productivity. It also envisions that children with special needs will receive full parental and community support for their education without discrimination. The education should provide them with a healthy environment along with leisure and recreation opportunities.

2. Vision for Children with
Special Needs
“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.”

3. “.. It is also envisioned that the child with special
needs will get full parental and community
support for his/her education without
discrimination of any kind. This special child
should also be provided with a healthy
environment along with leisure and recreation
and social security measures”
- Department of Education Handbook on Inclusive Education, 2000

9. Delight Rice
•An American
Educator who was
the first
administrator and
teacher of the
special school.

31. Legal Bases of
Special Education

32. Commonwealth
Act No.
3203
ARTICLE 356 AND 259
“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.”

33. Republic
Act No.
3562
“An Act to Promote the Education of the
Blind in the Philippines”
Enacted last June 21, 1963, provided
formal training of special education
teachers of blind children at Philippine
Normal College
Rehabilitation of the Philippine National
School for the Blind (PNSB) and the
establishment of the Philippine Printing
House for the Blind.

34. Republic
Act No.
5250
“An Act Establishing a ten-year teacher
training program for teachers of special
and exceptional children” was signed into
law last 1968.
The law provided for the formal training
of teachers for deaf, hard-of-hearing,
speech handicapped, socially and
emotionally disturbed, mentally retarded
and mentally gifted children and youth at
the Philippine College and the University
of the Philippines.

35. 1973
Constitution
of the
Philippines
Section 8, Article XV provision of “a
complete, adequate and integrated
system of education relevant to the
goals of national development.”
This definitely brought the
education of every citizen as a
primary concern of the government
and the inclusion of exceptional
children and youth.

36. Presidential
Decree No.
603
CHILD AND YOUTH
WELFARE CODE
Article 3 on the Rights of the Child provides that “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 provides the creation of SPECIAL CLASSES.
“there shall be at least special classes in every province, and
if possible, special schools for the physically handicapped,
the mentally retarded, the emotionally disturbed and the
mentally gifted. The private sector shall be given all the
necessary inducement and encouragement.”

37. Presidential
Decree No.
1509
National Commission
Concerning Disabled Persons
(NCCDP). It was renamed as
National Council for the
Welfare of Disabled Persons
(NCWDP)

38. Education
Act of 1982
(Batas Pambansa
Blg. 232)
“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 equality of access to
education as well as enjoyment of the benefits of education
by all its citizens.”
SECTION 24 “SPECIAL EDUCATION
SERVICE”“the state further recognizes its responsibility to provide,
within the context of the formal education system services to
meet special needs of certain clientele…”
(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/services to develop to
their maximum capacity.

39. Batas
Pambansa
Blg. 344
ACCESSIBILITY LAW
“An Act to Enhance the Mobility of
Disabled Persons” requires cars, buildings,
institutions, establishments and public
utilities to install facilities and other
devices for persons with disabilities.

40. 1987
Constitution
of the
Philippines
ARTICLE XIV
(1) State shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all.
(2) State shall provide adult citizens, the disabled and
out-of-school youth with training in civics, vocational
efficiency and other skills.

41. Republic
Act No.
6759
Declared to be the “White Cane
Safety Day in the Philippines”

42. Republic
Act No.
7610
“An Act Providing for Strong
Deterrence and Special Protection
Against Child Abuse, Exploitation
and Discrimination, Providing
Penalties for Its Violation and Other
Purposes.” 1989.

43. Presidential
Decree No.
361
Sets date for National Disability
Prevention and Rehabilitation Week
Celebration on the third week of
July every year which shall
culminate on the birthdate of the
Sublime Paralytic Apolinario
Mabini.

44. Republic Act
No.
9288
NEWBORN SCREENING ACT OF
2004
This primarily checks the 5 metabolic disorders that could
affect the health of the child within the first few weeks of
life.
It should be administered between the 24-hr window.
IT CAN DETECT IF THE CHILD COULD
HAVE…
 Congenital Hypothyroidism
 Congenital Adrenal Hyperplasia
 Galactosemia
 Phenylketonuria
 G6PD

45. Prevalence of Children and
Youth with Special Needs

46. Prevalence
Refers to the total number of
cases of a particular condition.

47. Prevalence
is viewed in
two (2)
ways:
IDENTIFIABLE
PREVALENCE
 Refers to the cases that have come
contact with some systems.
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 a special education programs of the
Department of Education.

48. In the Philippines….
•SPED Division of the Department of
Education estimates that 12% of the
children population in the country have
special need. 2% are gifted and 10% are
those with disabilities.

49. Range of Special
Education Programs
and Services

50. Special
Education
Center
Is a delivery system which operates on the “school
within a school” concept.
SPED Centers functions as the base for the Special
Education Programs in school. SPED Principal
administers the Center following the rules and
regulations for a regular school. SPED Teachers
manage special class/sel-contained classes.
The SPED teacher functions both as a teacher and
a tutor as well as a consulting teacher to the
regular school in planning ad implementing
appropriate strategies for the maximum
participation of the special children in the regular
class.

51. Special
Class or Self-
contained
Class
The most popular type among the
special education programs. A
special class is composed of pupils
with the same exceptionality or
disability.
SPED Teacher handles the special
education class in the resource
rooms.

52. Integration
and
Mainstreaming
Program
PARTIAL MAINSTREAMING
Children who have moderate or severe
forms of disability are mainstreamed in
regular subjects like Physical Education,
Home Technology and Music & Arts.
FULL MAINSTREAMING
Children with disabilities are
enrolled in regular classes and recite
in all subject areas.

53. Special
Day
School
Serves one or more type of disabilities.
These are taught by trained teachers.

54. Residential
School
Provides both special education and
dormitory services for its students.
Complementing the curricular
programs are houseparent services,
diagnostic services, guidance and
counseling, recreation and social
activities.

55. Inclusion

56. Inclusion
Describes the process by which
a school accepts children with
special needs for enrolment in
regular classes where they can
learn side by side with their
peers.

57. Salient
Features of
Inclusive
Education
INCLUSION MEANS IMPLEMENTING AND
MAINTAINING WARM AND ACCEPTING
Teachers and students take active steps to
understand individual differences and create an
atmosphere of respect.
INCLUSION IMPLEMENTS A MULTILEVEL,
MULTIMODALITY CURRICULUM.
Special needs education students follow an adapted
curriculum and use special devices and materials
to learn at a suitable pace.

58. Salient
Features of
Inclusive
Education
INCLUSION PREPARES
REGULAR TEACHERS AND SPED
TEACHERS TO TEACH
INTERACTIVELY
Through this, students will be able to
learn from each other rather than compete
with each other.
INCLUSION PROVIDES
CONTINUOUS SUPPORT TO
BREAKDOWN BARRIERS OF
PROFESSIONAL ISOLATION.
Hallmarks of inclusive education: co-teaching,
team teaching, collaboration and consultation and
other ways of assessing skills and knowledge
learned by all the students.

59. Support
Services

60. Support
Services
MEDICAL AND CLINICAL
SPECIALISTS
 Clinical Psychologist, School Psychologist,
Psychometrician
 Medical Doctor and Dentist
 Ophtalmologist
 Otologist or Otolaryngologist
 Neurologist and Child Psychiatrist
 Speech Therapist
 Physical and Occupational Therapist
 Interpreter for the deaf
 Orientational and Mobility Instructor

61. Support
Services
ASSISTIVE DEVICES

62. Basic
TermsSimplified

63. Basic
Terms
IMPAIRMENT
HANDICAP
Problem encountered of a person
with disability or impairment.
The result of a reduced function or loss
of a specific part of the body or organ.
DISABILITY
This limits or restricts the normal
functions of a particular organ of the
body as a result of having an impairment.

64. Basic
Terms
AT RISK
To the children who have
greater chances than other
children to develop a disability.

65. Categories
of Children
At Risk
ESTABLISHED
RISKAre those with cerebral palsy, Down
syndrome, and other conditions that
started during pregnancy.
BIOLOGICAL RISK
Are those who are born prematurely,
underweight at birth, whose mother
contracted diabetes or rubella during the
first trimester of pregnancy, or who had
bacterial infections like meningitis and
HIV.

66. Categories
of Children
At Risk
ENVIRONMENTAL RISK
Results from extreme poverty, child abuse,
absence of adequate shelter and medical
care, parental substance abuse, limited
opportunities for nurturance and social
stimulation.

67. References:
 https://prezi.com/g6otunbtjgx-/history-of-special-
education-in-the-philippines/