Name: Turaja, Efren B.

BSED-SCIENCE III

Module 1

Lesson 1 History of Special Education

Activity 1.1 ON YOUR OWN

1. What is Special Education?

For me, Special Education is an education that provides the students with identified
disabilities specialized instruction designed to meet their unique learning needs, giving
them the opportunity to develop to their fullest potential. Special Education provides an
equal access of children that has disabilities to learn and improve their knowledge to
something. It helps those special students to learn and develop their abilities in which
they are assisted by a well-trained teacher.

Activity No. 1.2: TRACE ME!

Directions: Prepare a timeline on the history of special education from 1907 to present. Write
your timeline inside the box.

1907- Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.

1927- The government established the Welfareville Children’s Village, a school for
people with mental retardation in Mandaluyong.

1945- The National Orthopedic Hospital School for the Crippled Children and Youth is
established.

1949- Quezon City Science High School was inaugurated for gifted students.

1950- PAD opened a school for the children with hearing impairment

1953- The Elsie Gaches Village was established in Alabang to take care of the
abandoned and orphaned children and youth with physical and mental handicaps.

1956- Special classes for the deaf in regular class were implemented.

1957- The Bureau of Public Schools of the Department of Education and Culture created
the Special Education Section of the Special Subjects and Service Education.

1960- Some private college and universities started to offer special education courses
on graduate school curriculum

1963- With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.

1965- Marked the start of training programs for school administrators on the
supervision of special classes held at UP

1969- Classes for socially maladjusted children were organized at the manila Youth
Reception Center

1970- Training of teacher for Children with behavior problems started at the University
of the Philippines
1973- The juvenile and domestic Relations Court of Manila established the Tahanan
Special School for the socially maladjusted children and youth.

1975- The Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools.

1979- The Bureau of Elementary Education Special Education unit conducted a two-
year nationwide survey if unidentified exceptional children who were in school.

1980- The School for the Crippled Children at the Southern Island Hospital in Cebu City
was organized.

1990- The Philippine institute for the Deaf, an oral school for children with hearing
impairment was established.

1992- The summer training for teacher of the visually impaired started at the Philippine
Normal University

1993- DECS issued Order No. 14 that directed regional officers to organize the Regional
Special Education Council (RESC)

1995- The summer training for teachers of the hearing impaired was held at Philippine
Normal University

1998- DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED
teacher and special schools principal item"

1999- DECS order no. 33 “Implementation of administrative order no. 101 directing the
Department of Public Works and highways, the DECS and the CHED to provide
architectural facilities or structural feature for disabled persons in all state college,
universities and other buildings

2000- DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the
Philippines

2002- An ongoing mobile teacher–training program by the Department of Education

and the University of the Philippines trains regular and special education teachers on
how to educate children with special needs.

2007- Special Education Act of 2007 identifies ten groups of Children with Special Needs

2009- DepEd under its wing had 217 SPED Centers that cater to the needs of children
with special abilities. The department issued Braille textbooks to help especially visually
impaired children.

2010- Special Education Act of 2010, An act establishing at least one Special Education
center for each school division and at least three Special Education centers in big school
divisions for children with special needs, guidelines for government financial assistance
and other incentives and support

2012- DepEd has increased the funding for its Special Education program and is set to
open new centers2013- DepEd organized a National Conference for SPED Teachers to
sharpen their skills.
Activity No. 1.3: CHECK YOUR UNDERSTANDING

Direction: List down the specific events of the following years/stage.

Year Specific Events and Activities

1902 The interest to educate Filipino children was expressed by Fred W.

Atkinson.

1907 Insular School for the deaf in Manila. (Philippine School for the Deaf).

1926 The Philippine association for the deaf is established.

1927 School for Mental Retardation.(Welfareville Children’s Village,

Mandaluyong.)

1942 National Orthopedic Hospital School for Crippled children and youth.

1949 Quezon City High School was in inaugurated for gifted students.

1950 School for children with hearing impairment.- Elsie Gaches Village

1953 School for orphaned children with disabilities.

1956 Deaf were integrated in regular class.

1960 Private colleges and universities started to offer SPED courses on GSC.

1962 DEC teachers’ scholars for blind teachers started training in Philippine
normal university.

1965 Marked the start of training program for school administrators on the
supervision of special classes held at UP.

1970 UP started training teachers for children with behavioural problems.

1980 School for crippled children at southern island in Cebu.

 Module 1

Lesson 2 Special Education in the Philippines

Activity No.2.1 CHECK YOUR UNDERSTANDING!

Direction: Complete the following visual organizers

Vision and Goal for Children with Special Needs

(a) Vision ―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
(b) 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. 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.
(b) Goal: Is to provide children with special needs appropriate educational
services within the mainstream of basic education. 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. Likewise, there are major issues to address
on attitudinal barriers of the general public and effort towards the
institutionalization and sustainability of special education programs and
services.

Policy of Inclusive Education for All

The policy on Inclusive Education for All is adopted in the Philippines to accelerate
access to education among children and youth with special needs. Inclusive
education forms an integral component of the overall educational system that is
committed to an appropriate education for all children and youth with special needs.
(c)

provide a flexible and individualized provide support services, vocational

support system for children and youth programs and work training,
with special needs in a regular class employment opportunities for
environment in schools nearest the efficient community participation and
students’ home. independent living.

Objectives of Special Education

make available an array of educational

implement a life-long curriculum to include programs and services: the Special
early intervention and parent education, basic Education Center built on ― a school
education and transition programs on within a school concept as the
vocational training or preparation for college 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 disadvantaged children in
far-flung towns, depressed areas and
underserved barangays.
 Module 1
Lesson 3 Policies and Guidelines of Sped in the Philippines

ACTIVITY No. 3.1: SYNTHESIGHTS (Synthesizing Insights)

Directions: Elaborate further the statement below as excerpt from the Policies and
Guidelines of SPEd in the Philippines. Write your answer in the box provided below.

Excerpt from Article 1. The State shall promote the right of every individual to
relevant quality education regardless of sex, age, breed, socio-economic status,
physical and mental condition, social or ethnic origin, political and other affiliation.

Answer: It means that everyone of us has a right to access in education freely

regardless of who we are. Education is not just for rich people but education is for
everyone. Even we have disabilities but still we have the rights to access the
education in our country.
 ACTIVITY No. 3.2: TEAM APPROACH
Directions: Below is a converging radial organizer. In a team approach, identify the
members (who/what) of the team and define their role/s in working and
understanding children with special needs.

Parents. Parents play an

important role in
encouraging and
motivating their kids to
learn. Good parental
support helps child to be
positive, healthy and good
life long learner.
The older brother Teacher. A teacher has to
functions best with provide instruction and
structure and routine; his support which facilitates
over-responsivity to the participation of
sensory stimulation students with disabilities
makes him anxious and in the regular classroom.
controlling.

Children with Friends. The role of friendship in

Older sister. The older
special needs caring for the mentally disabled is
sister helps to show the being able to become closer to
younger siblings the them by helping them with tasks
that their disability may make it
importance of being a harder to do, which include eating,
good helper in their dressing, or getting groceries.
home.

ACTIVITY No. 3.3: WHAT IS ON YOUR MIND?

Directions: As a future educator, what are the components you need to consider
to cater the diversities of learners? Comprehensively write your thoughts, ideas,
and concepts in the box provided.

As a future teacher the components I need to consider to cater the diversities of

learners are; learning environment, knowing the curriculum, assessment, interest,
and learning profile.

As a future educator it is important for me to consider my learning environment. I

will make my classroom work for each student who is obliged to spend time there,
I will also attuned to the students' various needs and responds to ensure that their
needs are met. Second is knowing the curriculum, of course it is important to know
the curriculum for me to know what are the lessons that I am going to teach them. I
will also consider my goal clarity for them to understand very well, my learners
understanding for me to know if they really understand my lessons or not and my
engagement to the learners because I believe when students are engaged, they are
more likely to concentrate, remain absorbed with a task, persist in the face of
difficulty, experience satisfaction, and feel pride in what they do. Third is the
assessment, I strongly believe in the ability of my content and curriculum to improve
students' prospects and lives and in the worth and potential of my students because
it follows that I would be eager to know how my learner is progressing toward
achieving important learning goals and going beyond. Fourth, is the interest, it is
important to consider my learners interest for them to think about new possibilities
that would be a source of future passions. Last is the Learning profile, as a future
educator it is important to know my learners profile so I can know them very well.
 Module 1

Lesson 4 Individual with Disabilities Education Act-IDEA

ACTIVITY NO. 4.1: WHAT’S YOUR IDEA?

Direction: Define the Individuals with Disabilities Education Act (IDEA) of 2004 based on
your own understanding.

It ensures that all

children w/ special needs
have available free
education emphasizing
special needs related
services to meet their
needs and prepare them
in the future.

This IDEA is to ensure that To ensure that rights of

all of the localities, states, the children w/ special
and educational services needs as well as the
agencies are assisted to parents are protected so
provide the education for that they would be
children w/ special needs. harm-free.

IDEA OF
2004
It is the implementation of
a statewide, The educators and parents
comprehensive, have the necessary tools to
coordinated, improve educational results
multidisciplinary, for children with disabilities in
their through various activities
interagency system of
like assessments, coordination
early intervention services
for the development of the
for children w/ special children
needs

This IDEA wants to

ensure that all of the
activities and efforts in
school is effective to
educate the children w/
special needs for them
to be productive and
educated.
ACTIVITY NO. 4.2: ESSAY

Direction: Answer the following question.

1. What is the significant role of IDEA Law to the society?

The role of IDEA Law to the society is that it allows students with disabilities to get the
education they need to thrive. In the case of small children, IDEA allows parents to access
the services necessary to prevent learning disabilities and other disorders from completely
derailing a child's academic career. Also, the IDEA Law ensure that both the rights and free
will of the children with disabilities are protected and guarded gently. Moreover, it includes
the localities as well as the private agencies, and federal agencies to give assistance towards
children with disabilities to give them the special needs they wanted in their survival and
happiness.

2. How does the law helps the disabled person?

It helps the disabled person by providing early intervention, special education,

and related services, through these offers it could assists the disabled person
somehow in every day living until they reach the right time to be independent and
become equipped through the services being offered by the localities, school,
private agencies, parental guidance and others that help a disabled person. Thus,
law help them to meet their unique needs and prepare them for further education,
employment and independent living.

3. Classify the rules and regulation of IDEA law.

• Formula grants to states to support special education and related services and
early intervention services.
• Discretionary grants to state educational agencies, institutions of higher
education, and other nonprofit organizations to support research,
demonstrations, technical assistance and dissemination, technology
development, personnel preparation and development, and parent-training
and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through
Public Law 114-95, Every Student Succeeds Act, in December 2015.

The Individuals with Disabilities Education Act (IDEA) is a law, or statute, authorizing:
1. formula grants to states.
2. discretionary grants to state educational agencies, institutions of higher education,
and other non-profit organizations.
 Module 1

Lesson 5 Education For All handicapped Children Act

Activity no. 5.1: TELL ME MORE!

Directions: What can you say about the Education for All Handicapped

Children ? Write it in the blank circle.

It has an Zero reject

individualized Nondiscriminatory
educational identification and
program evaluation

Education for All

Handicapped

Children Act

Least restrictive
environment

give parents or legal

guardians a voice in
their child’s
education.
ACTIVITY NO. 5.2: ESSAY

Direction: Answer the following questions.

1. What is the purpose of Education for All Handicapped Children Act?

Answer:
The purpose of Education for All Handicapped Children Act is to
give handicapped children access to a fitting public education that
addressed their individual needs.

2. Does the Education for All Handicapped Children Act important in the
society?
Answer:
As we all know that people with learning disabilities are often looked
down and neglected upon by the society. They often receive negative
feedback from schools and hence refuse to develop positive cognitions to
the outside world. This is very wrong. As a member of society, it is important
to consider their basic right to an equal opportunity of receiving education.
Education for all Handicapped children act is important in the society
because it gives the opportunities to all disabled children to have the right
to receive proper education that helps them to grow and enjoy their life in
schooling without fearing it. This act also enables to protect them from
bullying or any form of discrimination in school.

3. Give your own concept about the Education for All Handicapped
Children Act as a teacher.
Answer:
As a teacher, I think Education for All Handicapped Children Act is
an act that was implemented to protect the rights of every individual who
have special needs, to give them the opportunity to enjoy their life in school
without experiencing any form of discrimination, allows them to enhance
their skills that can be beneficial in the society. Moreover, this act also
considering those disabled students to access free education in any schools
in our country, prioritizing and developing their skills towards their interest.
 Module 1
Lesson 6 RA 7277 – Magna Carta for Disabled Persons

ACTIVITY No. 6.1: Write All-Rights!

Directions: In your own words, distinguish what rights and privileges of disabled persons shall
be highlighted in every chapter to satisfy the needs of individuals with special interest

RIGHTS AND PRIVILEGES OF DISABLED PERSONS

As we all know that equal opportunities in the working world are one of
the key aspects of the disabled equality policy. Employing people with
disabilities benefits to employees and to employers alike. People with
Chapter 1. disabilities possess faculties which can give added value to any
enterprise. Moreover, disabled people has the rights to apply in any job
Employment with regards to his/her interest and the company must be fair or equal
and must not denied the application of a certain disabled person. The
disabled person who applies in the certain company must have a
privileges and benefits to receive.

Education is a basic human right for all and is important for

everyone to make the most of their lives. Having an access to
Chapter 2. education helps students with disabilities to access all of their
rights as a human. They can also enjoy and can choose freely the
Education course depends to their interest. They can access the equal
education and they cannot think that they are different from the
other students.

People with disabilities need public health programs and

healthcare services for the same reasons anyone does—to be
healthy, active, and engaged as part of the community. We all
Chapter 3. know that people with disability are particularly vulnerable to
Health deficiencies in health care services that's why our governments
must improve health outcomes and programs for people with
disability by improving access to quality, affordable health care
services, which make the best use of available resources.

The State shall provide the assistance in the

acquisition of prosthetic devices and medical
Chapter 4. intervention. specialized training activities designed
Auxiliary to improve functional limitations of disabled
Social persons. development among disabled persons of a
Services positive self-image through the provision of
counseling, orientation and mobility and
strengthening daily living capability, and others.

Television stations shall be encouraged to

provide a sign— language in set or subtitles in
Chapter 5. at least one (1) newscast program a day and
special programs covering events of national
Telecomm
significance. All telephone companies shall be
unication
encouraged to install special telephone
devices or units for the hearing-impaired.
Postal charges shall be free on the articles,
literatures, aids, and orthopedics devices.
 The national and local governments shall allocate
funds for the provision of architectural facilities or
Chapter 6. structural features for disabled persons in
government buildings and facilities. Disabled
Accessibilit
persons shall be allowed to drive motor vehicles,
y
subject to the rules and regulations issued by the
Land Transportation Office.

Disabled persons shall be allowed to be assisted by a

person of his choice in voting in the national or local
Chapter 7. elections. The State shall recognize the right of
Political disabled persons to participate in processions,
and Civil rallies, parades, demonstrations, public meetings,
Rights and assemblages or other forms of mass. The State
recognizes the right of disabled persons to form
organizations or associations that promote their
welfare and advance or safeguard their interests.

ACTIVITY No. 6.2: CONTEMPLATHINK (Contemplate & Think)

Directions: Comprehensively discuss your answers on the box provided
from the questions posed.

1. As a future teacher, how are you going to handle learners with special
educational needs in your classroom after learning this lesson, specifically
the RA 7277?

As a future teacher, of course we are oblige to teach learners with different behaviors
for them to become responsible. We as teachers influences them the most for we
serve as a good role model or an instrument to them. As a future teacher, I will
ensure that the obligations and rights of my learners are fairly observed. Moreover,
I will apply the four basic values of teaching which are; dignity, truthfulness, fairness
and responsibility, and freedom. I will apply that so that I will know and represents
my learners rights and interests even critically and to avoid discrimination. Lastly, I
will build up good relationships and confidence to my learner's, handle matter
considerately and most of all paying some special attention to the learners who
require protection and care from any instances.
2. Bullying is most common among children specifically to school-age.
Mostly, disabled persons are susceptible to this instance. What steps and
how would you manage your class when you discover that one of your
learners has been found guilty of discrimination against disabled persons?

The first step that I am going to do if I found that one of my learners is guilty of
discrimination is to call the parents and talk to them the behavior of their child
and explain the thing that their child has done for them to discipline their child.
The second step is to talk privately with the learner that was found guilty in
discrimination and explain to him/her that discrimination is not good. The third
step is to talk the bullies to say sorry to the person that he/she bullied. The last
step is to encourage them and discuss to them the effects of bullying and tell
them to stop that kind of behavior and tell them to love one another because we
are all God's creation.