MODULE 1

VISION, POLICY, GOAL AND OBJECTIVES, HISTORICAL AND LEGAL FOUNDATION

OF SPECIAL EDUCATION

MOST ESSENTIAL LEARNING OUTCOMES

At the end of this module, the learners are expected to:

1. explain the vision for children with special needs;

2. enumerate the goal and objectives of special education;
3. cite important events relevant to the implementation of special education in the Philippines;
and
4. discuss the legal bases of special education in the country.

CHRISTIAN PERSPECTIVE

INTRODUCTION

Special education is seeing a positive development to the implementation of Republic Act

7277, otherwise known as the Magna Carta for Disabled Persons (M4DP), a law that helps disabled
people become physically, culturally, and psychologically independent and self-reliant while helping
them integrate into the wider society society (Gerald, 2022). This module presents the vision, policy,
goal and objectives of special education set by the Department of Education. Historical and legal bases
of special education in the Philippines are likewise discussed.

SUBJECT MATTER DISCUSSION

Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special needs in
consonance with the philosophy of inclusive education, thus:

“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 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.

It is also envisioned that the child with special needs will get full parental and community
support for his/her education without discrimination by 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).

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Policy, Goal and Objectives of Special Education

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.

The goal of the special education programs of the Department of Education all over the country
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 program
and services.

Special education aims to:

1. provide a flexible and individualized support system for children and youth with special needs
in a regular class environment in schools nearest the students’ home,
2. provide support services, vocational programs and work training, employment opportunities
for efficient community participation and independent living,
3. implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college, and
4. make available an array of educational programs and services: the Special Education Center
built on “a school within a school concept”

Historical Perspectives of Special Education

Historically, the interest to educate Filipino children with disabilities was expressed more than a
century ago in 1902 during the American regime. The General Superintendent of Education, Mr. Fred
Atkinson, reported to the Secretary of Public Instruction that deaf and blind children were found in a
census of school-aged children in Manila and nearby provinces. However, it was not until 1907 when
the special education program formally started in the country. The Director of Public Education, Mr.
David Barrows, worked for the establishment of the Insular School for the Deaf and the Blind in Manila.
Miss Delight Rice, an American educator, was the first administrator and
teacher of the special school. At present the School for the Deaf is located on
Harrison Street, Pasay City while the Philippine National School for the Blind is
adjacent to it on Polo Road.

1926-1949
The Philippine Association for the Deaf (PAD) composed mostly of
hearing impaired members and special education specialists was founded in
1926. The following year in 1927, the government established the Welfare Ville
Children’s Village in Mandaluyong, Rizal. In 1936, Mrs. Maria Villa Francisco
was appointed as the first Filipino principal of the School for the Deaf and the
Blind (SDB). In 1945, the National Orthopedic Hospital opened its School for
Crippled Children (NOHSCC) for young patients who had to be hospitalized for
long periods of time. In 1949, the Quezon City Science High School for gifted
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students was inaugurated. In the same year, the Philippine Foundation for the Rehabilitation of the
Disabled (PFRD) was organized.
1950-1975
In 1950, PAD opened a school for children with hearing impairment. The
Elsi Gaches Village (EGV) was established in 1953 in Alabang, Muntinlupa,
Rizal to take care of abandoned and orphaned children and youth with
physical and mental handicaps. The following year in 1954, the first week
of August was declared as Sight Saving Week.
The private sector supported the government’s program for disabled
Filipinos. In 1955, members of Lodge No. 761 of the Benevolent and
Protective Order of Elks organized the Elks Cerebral Palsy Project
Incorporated. In the same year the First Parent Teacher Work Conference
in Special Education was held at the SDB.
In 1956, the First Summer Institute on Teaching the Deaf was held at the
School for the Deaf and the Blind in Pasay City. The following school year
marked the beginning of the integration of deaf pupils in regular classes.
In 1957, the Bureau of Public Schools (BPS) of the Department of
Education and Culture (DEC) created the Special Education Section of the
Special Subjects and Services Division. The inclusion of special education in
the structure of DEC provided the impetus for the development of special
education in all regions of the country. The components of the special
education program included legislation, teacher training, census of
exceptional children and youth in schools and the community, the
integration of children with disabilities in regular classes, rehabilitation of
residential and special schools and materials production. Baguio Vacation
Normal School ran courses on teaching children with handicaps. The Baguio City Special Education
Center was organized in the same year.
In 1958, the American Foundation for Overseas Blind (AFOB) opened its regional office in
Manila. For many years AFOB assisted the special education program of the DEC by providing
consultancy services in the teacher training program that focused on the integration of blind children in
regular classes and materials production at the Philippine Printing House for the Blind.

In 1960, some private colleges and universities started to off er special

education courses in their graduate school curriculum. In 1962, the Manila
Youth and Rehabilitation Center (MYRC) was opened. The center extended
services to children and youth who were emotionally disturbed and socially
maladjusted. In the same year, DEC issued Circular No. 11, s. 1962 that
specified the “Qualifications of Special Education Teachers.” Also in 1962,
PFRD sponsored the Second Pan Pacific Rehabilitation of handicapped
persons. Another milestone in 1962 was the experimental integration of
blind children at the Jose Rizal Elementary School in Pasay City. The First
National Seminar in Special Education was held at SDB in Pasay City in
1962. It was also in 1962 when the St. Joseph of Cupertino School for the
Mentally Retarded, a private day school, was founded.

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 The training of DEC teacher scholars at the University of the Philippines commenced in 1962 in
the areas of hearing impairment, mental retardation and mental giftedness under R.A. 5250. In the
same year, the Philippine General Hospital opened classes for its school-age chronically ill patients.
With the approval of R.A. No. 3562 in 1963, the training of DEC
teacher scholars for blind children started at the Philippine Normal
College. The Philippine Printing House for the Blind was established at the
DEC compound with the assistance of the American Foundation for
Overseas Blind, UNICEF and CARE Philippines. In the same year, the
Manila Science High School for gifted students was established. In 1964,
the Quezon City Schools Division followed suit with the establishment of
the Quezon City Science High School for gifted students.
The year 1965 marked the start of the training program for school
administrators on the organization, administration and supervision of
special education classes. The First Institute on the Education and Training
of the Mentally Retarded was sponsored by the Special Child Study Center,
the Bureau of Public Schools and the Philippine Mental Health Association
at the Ateneo de Manila University. In 1967, BPS organized the National
Committee on Special Education. General Letter No. 213 regulating the
size of special classes for maximum effectiveness was issued in the same
year.
With the approval of R.A. No. 5250 in 1968
the teacher training program for teachers of
exceptional children was held at the Philippine Normal College for the next
ten years. In the same year, the First Asian Conference on Work for the
Blind was held in Manila.
In 1969, classes for socially maladjusted children were organized at the
Manila Youth Reception Center. The Jose Fabella Memorial School was
divided into five units and assigned to different parts of Metro Manila: The
Philippine Training School for Boys in Tanay, Rizal; the Philippine Training
School for Girls in Marillac Hills, Alabang, Muntinlupa; Reception and Child
Study Center in Manila; Elsie Gaches Village in Alabang and Nayon ng
Kabataan in Pasay City.
The training of teachers for children with behavior problems started at the
University of the Philippines in 1970. In the same year, the School for the
Deaf and the Blind established in 1907 was reorganized into two separate
residential schools: the School for the Deaf (PS D) stayed in the original
building and the Philippine National School for the Blind (PNSB) was built
next to PSD. Also in the same year, a special school was established in San
Pablo City, the Paaralan ng Pag-ibig at Pag-asa.
DEC issued a memorandum on Duties of the Special Education Teacher
for the Blind in 1971. In 1973, the Juvenile and Domestic Relations Court of
Manila established the Tahanan Special School for socially maladjusted
children and youth. Meanwhile, in the same year, the First Asian Conference
on Mental Retardation was held in Manila under the auspices of the
UNESCO National Commission of the Philippines and the Philippine
Association for the Retarded (PAR). Caritas Manila’s Special School for the
Retarded was organized by Rev. Fr. Arthur Malin, SVD.

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 In 1974, the First National Conference on the Rehabilitation of the Disabled was held at the
Social Security Building in Quezon City. The Southeast Asian Institute for Deaf (SAID), a private day
school, was established in the same year. The following year, the Division of Manila City Schools
implemented the Silahis Concept of Special Education in public elementary schools. Six schools were
chosen to organize the special education programs for the different types of exceptional children. Until
today, the Silahis Centers continue to lead in the inclusion of exceptional children in regular classes.
When the DEC was reorganized into the Ministry of Education Culture (MEC) in 1975, the
Special Subjects and Services Division was abolished. The personnel of the Special Education Section
were divided into two. Half of them composed the Special Education Unit of the MEC while the other
half was assigned to the Special Education Unit of the MEC National Capital Region in Quezon City.

1976-2000s
In 1976, Proclamation 1605 declared 1977 to 1987 as the Decade of
the Filipino Child. The National Action Plan for Education was promulgated
which included provisions for in-and-out-of-school exceptional children. In
the same year, the First Camp Pag-ibig, a day camp for handicapped
children was held on Valentine’s Day in Balara, Quezon City. Meanwhile, the
Juvenile and Domestic Relations Court in Quezon City organized the Molave
Youth Hall for Children with Behavior Problems.
In 1977, MEC issued Department Order No. 10 that designated
regional and division supervisors of special education programs. The West
Visayas State College of Iloilo City started its teacher training program and
offered scholarships to qualified teachers. The Bacarra Special Education
Center, Division of Ilocos Sur and the Bacolod Special Education Center,
Division of Bacolod City opened in the same year.
The year 1978 marked the creation of the National Commission
Concerning Disabled Persons (NCCCP), later renamed National Council for
the Welfare of Disabled Persons (NCWDP) through Presidential Decree
1509. MEC Memorandum No. 285 directed school divisions to organize
special classes with a set of guidelines on the designation of teachers who
have no formal training in special education. In the same year, the
University of the Philippines opened its special education teacher training
program for undergraduate students. Meanwhile, the Philippine Association
for the Deaf started its mainstreaming program in the Division of Manila
City Schools. The Davao Special School was established in the Division of Davao City while the
Philippine High School for the Arts was organized in Mt. Makiling, Laguna. The Second International
Conference on Legislation Concerning Disabled was held in Manila under the leadership of the PFRD.
In 1979, the Bureau of Elementary Education Special Education Unit conducted a two-year
nationwide survey of unidentified exceptional children who were in school. The Caritas
Medico-Pedagogical Institution for the Mentally Retarded was organized. The Jagna Special Education
Center in the Division of Bohol was organized.
The School for Crippled Children at the Southern Island Hospital in Cebu
City was organized in 1980. In 1981, the United Nations Assembly
proclaimed the observance of the International Year of Disabled Persons.
Three special education programs were inaugurated: The Exceptional Child
Learning Center at the West City Central School Division of Dumaguete City,
the Zapatera Special Education Center at the Division of Cebu, and the Deaf
Evangelistic Alliance Foundation (DEAF) in Cavinti, Laguna.
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 In 1982, three special schools were opened: The Cebu State College Special High School for the
Deaf, the Siaton Special Education Center in the Division of Negros Oriental and the St. John Maria de
Vianney Special Education Learning Center in Quezon City. In 1983, Batas Pambansa Bilang 344
enacted the Accessibility Law, “An Act to Enhance the Mobility of Disabled
Persons by Requiring Cars, Buildings, Institutions, Establishments and
Public Utilities to Install Facilities and Other Devices.” In the Same year, the
Batac Special Education Center in the Division of Ilocos Norte was
organized. In 1984, two special education programs were inaugurated:
The Labangon Special Education Center Division of Cebu City and the
Northern Luzon Association’s Heinz Wolke School for the Blind at the
Marcos Highway in Baguio City. More SPED centers opened the next three
years: The Pedro Acharon Special Education Center in the Division of
General Santos City, the Legaspi City Special Education Center in Pag-asa
Legaspi City, and the Dau Special Education Center in the Division of
Pampanga.

In 1990, the Philippine Institute for the Deaf (PID) an oral school for
children with hearing impairment was established. The following year, the
First National Congress on Street Children was held at La Salle Greenhills
in San Juan, Metro Manila. In 1992, the Summer Training for Teachers of
the Visually Impaired started at the Philippine Normal University. The
program was sponsored by the Department of Education, Culture and
Sports (DECS), the Resources for the Blind Incorporated (RBI) and the
Christoffel Blindenmission (CBM).
In 1993, DECS issued Order No. 14 that directed regional offices to
organize the Regional Special Education Council (RSEC). The years 1993 to
2002 were declared as the Asian and the Pacific Decade of the Disabled
Persons. Three conventions were held in 1995: the first Nati onal Congress
on Mental Retardation at the UP Diliman, Quezon City; the First National
Convention on Deaf Education in Cebu City which was subsequently held
every two years; and the First National Sports Summit for the Disabled and
the Elderly. The National Registration Day for Persons with Disabilities was
held this year too. The Summer Training of Teachers for Children with
Hearing Impairment started at the Philippine Normal University with
funding from the Christoffel Blindenmission (CBM).
In 1996, the third week of January was declared as Autism
Consciousness Week. Likewise, the First National Congress on Visual
Impairment was held in Quezon City and subsequently held every two
years. The First Seminar Workshop on Information Technology for the
Visually Impaired was held in Manila sponsored by the RBI. The First Congress on Special Needs
Education was held in Baguio City.
A number of events took place in 1997. DECS Order No. 1 was issued which directed the
organization of a Regional Special Education Unit and the Designation of the Regional Supervisor for
Special Education. Similarly, DECS Order No. 26 on the Institutionalization of Special Education
Programs in All Schools was promulgated. The First Philippine Wheelathon-a-race for Wheelchair Users
was the main event of the 19th National Disability Prevention and Rehabilitation Week. The SPED Mobile
Training on Inclusive Education at the Regional Level was held with funding from CBM. The Urdaneta II
Special Education Center was opened in the Division of Urdaneta City and the Bayawan West Special
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Education Center was opened in the Division of Urdaneta City and the Bayawan West Special Education
Center in the Division of Negros Oriental. The First Teacher Training Program for the Integration of
Autistic Children was held in Marikina City.

In 1998, DECS Order No. 5 “Reclassification of Regular Teacher and Principal

Items to Special Education Teacher and Special Schools Principal Item” was
issued. Palarong Pinoy May K was held at Philsports Complex in Pasig City
In July 1998, the “Teaching Filipino Children with Autism,” the first
reference book on autism in the Philippines, was published
In 2003, the Philippine Decade of Persons with Disabilities started and
ended in 2012.
In 2007, UP-SPED publishes “Anno B” an annotated bibliography in
Special Education. In this same, year the year-long centennial celebration of
special education in the Philippines was made.

The Legal Bases of Special Education

Special education in the Philippines is anchored on

fundamental legal documents that present a chronology
of events on the growth and development of the
program. The first legal basis of the care and protection
of children with disabilities was enacted in 1935. Articles
356 and 259 of Commonwealth Act No. 3203 asserted
“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.”

Republic Act No. 3562, “An Act to Promote the Education of the Blind in the Philippines” on June
21, 1963 provided for the formal training of special education teachers
of blind children at the Philippine Normal College, the rehabilitation of
the Philippine National School for the Blind (PNSB) and the
establishment of the Philippine Printing House for the Blind.
Republic Act No. 5250, “An Act Establishing a Ten-Year Teacher
Training Program for Teachers of Special and Exceptional Children” was
signed into law in 1968. The law provided for the formal training of
teachers for deaf, hard-of-hearing, speech handicapped, socially and
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emotionally disturbed, mentally retarded and mentally gifted children and youth at the Philippine
Normal College and the University of the Philippines.
The 1973 Constitution of the Philippines, the fundamental law of the land, explicitly stated in
Section 8, Article XV the provision of “a complete, adequate and integrated system of education
relevant to the goals of national development.” The constitutional provision for the universality of
educational opportunities and the education of every citizen as a primary concern of the government
clearly implies the inclusion of exceptional children and youth.
In 1975, Presidential Decree No. 603, otherwise known as the Child and Youth Welfare Code
was enacted. Article 3 on the Rights of the Child provides among others 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.” Equally important is Article 74 which provides
for the creation of special classes. Thus, “where needs warrant, 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.”
In 1978, Presidential Decree No. 1509 created the National Commission Concerning Disabled
Persons (NCCDPZ). It was renamed as National Council for the Welfare of Disabled Persons (NCWDP).
The Education Act of 1982 or Batas Pambansa Bilang 232 states that “the 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” of the same law affirms that “the State further
recognizes its responsibility to provide, within the context of the formal education system series to
meet special needs of certain clientele. These specific types shall be guided by the basic policies of
state embodied on General Provisions of this Act which include: (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.”
The 1987 Constitution of the Philippines cites the right of exceptional children to education in
Article XIV. Section 1 declares that the 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. Section
2 emphasizes that “the State shall provide adult citizens, the disabled and out-of-school youth with
training in civics, vocational efficiency and other skills.”
In 1989, R.A. No. 6759 was enacted. The law declared August 1 of each year as “White Cane
Safety Day in the Philippines.” Blind persons use the cane in traveling.
In 1992, R.A. No. 7610 was enacted. The law is “An Act Providing for Strong Deterrence and
Special Protection Against Child Abuse, Exploitation and Discrimination, Providing Penalties for Its
Violation and Other Purposes.”
In the year 2000, Presidential Proclamation No. 361 set new dates for the National Disability
Prevention and Rehabilitation Week Celebration on the third week of July every year which shall
culminate on the birth date of the Sublime Paralytic Apolinario Mabini.
The year 2004 ushered in a landmark legislation spearheaded by the Department of Health.
Republic Act No. 922 otherwise known as “The Newborn Screening Act of 2004”is based on the premise
that retarded child could have been normal. A drop of blood can save the baby from mental retardation
and death. Newborn screening is a blood test wherein a blood sample will be taken from the heel of
the child. The sample, which is dropped in a special paper, is then sent by the hospital to a centralized
testing center which is run by the National Institute of Health at its head office at the University of the
8
Philippines in Manila. The test primarily checks for five metabolic disorders that could affect the health
of the child within the first few weeks of life. These are congenital hypothyroidism, congenital
hyperplasia, galactosemia, phenylketonuria and G6PD deficiency. If gone undetected, these disorders
may cause severe mental retardation, cataracts, severe anemia or even death for the child. However, if
these disorders are diagnosed early enough, the child can grow up as a normal, healthy human being.
The test and the 24-hour window can literally be the difference between life and death. If a baby is
shown to be positive for any of the disorders, the parents will be immediately informed and more tests
will be done to the child to confirm the test. Once properly diagnosed, proper treatment and care can
be given to the baby to correct the disorder. The baby can then go on to live a happy and normal life.

SUMMARY

● Special Education in the Philippines started more than a century ago during the American
regime. Various programs, centers, conferences, training were established or held for teachers,
special children, parents, school administrators, etc.
● Special education envisions the realization of the full potential of children with special needs.
Likewise, parental and community understanding and support is aimed at. Thus, flexible and
individual support system, support services, training, and opportunities are ensured.
Independent living is supported by life-long curriculum and an array of educational programs
and services.

● Different laws that support special education were also enacted and implemented in all regions
in the country.
.

MODULE 2
MODULE 2: SPECIAL EDUCATION PROGRAMS AND SERVICES

MOST ESSENTIAL LEARNING OUTCOMES

At the end of this module, the learners are expected to:

1. define the following terms: prevalence, identifiable prevalence, true prevalence and incidence;
2. compare the prevalence estimate of children with special needs done by the UNICEF and the World
Health Organization;
3. explain the figure on the true prevalence of Filipino children and youth with special needs;

9
4. describe the different special education programs and services offered by the Philippine public and
private schools or institutions and cite examples for each;
5. discuss the definition of inclusive education and its salient features;
6. present the support services extended to children with special needs; and
7. identify some adaptations for children with special needs.

CHRISTIAN PERSPECTIVE

INTRODUCTION
Read the quotation below.

Many of the things we need can wait

The child cannot.
Right now is the time.
His bones are being formed
His blood is being made
And his senses are being developed.
To him, we cannot answer
‘Tomorrow.’
His name is ‘Today.’

Gabriela Mistral
Nobel Prize Laureate, Chile

Who is being referred to by the speaker of this quotation?

What message does the quotation give?

Every child is special. Every child has needs that need to be catered “today”. For if not, his future
will be at risk. Therefore, the state should provide appropriate programs and services to save this
children from the worst scenario. This module presents the prevalence of children with special needs
and the range of programs and services provided to these children in the Philippines.

LESSON INPUTS

Prevalence of Children and Youth with Special Needs

Prevalence refers to the total number of cases of a particular condition, those with
exceptionality (giftedness and talent) and developmental disabilities and impairments. Prevalence is
viewed in two ways 9Grossman, 1983 cited in Beirne-Smith, 2002). Identifiable prevalence refers to the
cases that have come in contact with some systems. The number of children and youth with special
needs is derived from census data. On the other hand, true prevalence assumes that there are a larger

10
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 the special education programs of the Department of Education.
Meanwhile, the word incidence which is considerably synonymous in some contexts with the term
prevalence, refers to the number of new cases identified within a population over a specific period of
time.

The 1997 UNICEF report on the Situation Analysis of Children and Women in the Philippines
indicates that the mean percentage of persons with some types of disabilities is 13.4 per one thousand
population. This means that 134 out of 1000 persons have certain disabilities. For every million of the
population, 10,720 have certain disabilities. In the projected population of eighty (80) million, more
than eight and a half million have disabilities. The distribution of the different categories of
exceptionalities and disabilities among children is a follow:

1. 43.3% have speech defects

2. 40.0% are mute
3. 33.3% have mental retardation
4. 25.9% are those without one or both arms or hands
5. 16.4% are those without one or both legs or feet
6. 11.5% are totally deaf

Legal Bases (US)

No Child Left Behind Act 2002

All students including those with disabilities will demonstrate annual progress and perform at a
proficient level on state academic assessment tests.

Individuals with Disabilities Education Act 1990

Students with disabilities should be taught by teachers holding full certification in special education or
who have passed a state teacher licensing examination and hold a state license.

Free Appropriate Public Education, or FAPE, is an educational right of children with disabilities in the
United States that is guaranteed by the Rehabilitation Act of 1973 and the Individuals with Disabilities
Education Act (IDEA). Under Section 504, FAPE is defined as “the provision of regular or special
education and related aids and services that are designed to meet individual needs of handicapped
persons as well as the needs of non-handicapped persons are met and based on adherence to
procedural safeguards outlined in the law.”

Prevalence of Children and Youth with Special Needs

Prevalence - total number of cases of a particular condition, those with exceptionality and
developmental disabilities and impairments.

Two Views of Prevalence

1. Identifiable prevalence - cases that have come in contact with some systems.

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 - The number of children and youth with special needs is derived from census
data.
2. True prevalence - assumes that there are a larger community who have not been identified as
such and are not in the special education programs of the Department of
Education.
(1997 UNICEF) Report on Situation Analysis of Children and Women in the Philippines
- Mean percentage of persons with some types of disabilities is 13.4 per one thousand
population
- 134 out of 1000 persons have certain disabilities
- for every million of the population, 10,720 have certain disabilities

In the projected population of eighty (80) million,

more than eight and a half million have disabilities.

The distribution of the different categories of

exceptionalities and disabilities among children is as
follows:
1. 43.4% - speech defects
2. 40.0% - mute
3. 33.3% - mental retardation
4. 25.9% - without one or both arms or hands
5. 16.4% - without one or both legs or feet
6. 16.3% - mental illness
7. 11.5% - totally deaf
8. 11.4% - totally blind

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 Table 1. Special Education Enrolment Data in Public and Private Schools
School Year 2004-2005

Range of Special Education Programs and Services

1. The Special Education Center is a service delivery system which operates on the “school within a
school” concept. The SPED Center functions as the base for the special education programs in a
school.

2. The special class or self-contained class is the most popular type among the special education
programs. A special class is composed of pupils with the same exceptionality or disability

3. Integration and mainstreaming programs have allowed children and youth with disabilities to study
in regular classes and learn side by side with peers for the last forty years.

Mainstreaming is the term used when it is no longer unusual to find blind, deaf and even mentally
retarded students participating in regular class activities at certain periods of the school day.

a. Partial Mainstreaming
Children with moderate or severe disabilities are enrolled in regular class in subjects like Physical
Education, Home Technology and Music and Arts

b. Full Mainstreaming
Children with special needs are enrolled in regular class taking all subject areas

4. The special day school serves one or more types of disabilities.

- Special education classes are taught by trained teachers
- A comprehensive array of service is available or arranged such as medical, psychological and
social services
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Inclusive Education
Inclusive 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 peers. The school organizes
its special education program and includes a special education teacher in its faculty. The school
provides the mainstream where regular teachers and special education teachers organize and
implement appropriate programs for both special and regular students.

Salient Features of Inclusive Education

1. Inclusion means implementing and maintaining warm and accepting classroom communities that
embrace and respect diversity or differences.

2. Inclusion implements a multilevel, multimodality curriculum.

3. Inclusion prepares regular teachers and special education teachers to teach interactively.

4. Inclusion provides continuous support for teachers to break down barriers of professional isolation.

Some collaborative activities in inclusive education

● If the class is discussing activities on saving the environment, the deaf student work on
collage of pictures on the topic.
● Prompts or cues are added to learning tasks to assist children with mental retardation in
task performance. Prompts can be verbal, visual or physical.

Support Services for Children with Special Needs

1. Medical and Clinical Specialists

● Clinical Psychologist, School Psychologist, Psychometrician

● Medical Doctor and Dentist
● Ophthalmologist
● Otologist or Otolaryngologist
● Neurologist, Child Psychiatrist
● Speech Therapist
● Physical, Occupational Therapist
● Interpreter for the deaf
● Orientation & Mobility Instructor

2. Assistive devices

● For Blind students: braille writer, braille slate and stylus, braille books, braille ruler and tape
measure, braille calculator, arithmetic slate, computer with voice synthesizer, embossed
materials, manipulative materials, talking books, tape recorder, braille paper
● For low vision students: large print books, large print typewriter, magnifying lenses, Grade I
lined pad paper
● For deaf students: individual hearing aid, sign language book, speech kit, wall mirror, speech
trainer, group hearing aid;
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 ● For children with mental retardation: teacher-made materials specific to the Individual
Education Plan (IEP) on the functional curriculum and adaptive behavior

Adaptive Behavior includes the age-appropriate behaviors necessary for people to live
independently and to function safely and appropriately in daily life. Adaptive behaviors include real life
skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money
management, cleaning, making friends, social skills, and personal responsibility.

● For children with physical disabilities: mobility devices such as

wheelchair, braces and splints; adjustable desk, table and chair;
communication aids for clear speech, adapted computer system.

SUMMARY

● No Child Left Behind Act of 2002, Individuals with Disabilities

Education Act of 1990 and Free Appropriate Public Education are
some of the legals bases that support special education in the
Philippines
● Special education programs and services include the “school within a school” concept,
self-contained class, and integration and mainstreaming.
● Support services for children with special needs include medical and clinical specialists and
assistive devices

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 MODULE 3
MEANING OF SPECIAL EDUCATION AND CATEGORIES OF CHILDREN WITH SPECIAL NEEDS

MOST ESSENTIAL LEARNING OUTCOMES

At the end of this module, the learners are expected to:
1. define special education and explain the meaning of individually planned, systematically
implemented, and carefully evaluated instruction for children with special needs.
2. distinguish basic terms in special education: developmental disability, impairment or disability;
handicap and at risk
3. define, compare, and contrast the nine categories of CSN from each other.

CHRISTIAN PERSPECTIVE

INTRODUCTION

The prevalence of children with special needs in the country is an evidence that there is a need
for the community to be aware of the existence of these children. Educating people about their needs
is vital in the creating a safe, healthy and harmonious environment in the community. This module
defines special education as a curriculum and other terms related to special education. This also
classifies children with special needs.

LESSON INPUTS

What is Special Education?

Current literature defines special education as individually planned, systematically

implemented, and carefully evaluated instruction to help exceptional children achieve the greatest
possible personal self-sufficiency and success in present and future environments (Heward, 2003)

Individually planned instruction. In the United States, the law on Individuals with
Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be developed
and implemented for every special education student between the ages of 3 and 21. The basic
requirements of IDEA for all IEPs include statements of: (1) the child’s present level of performance,
academic achievement, social adaptation, prevocational and vocational skills, psychomotor skills,
self-help skills; (2) annual goals describing the education performance to be achieved by the end of
each school year; (3) short-term instructional objectives presented in measurable, intermediate steps
between the present level of educational performance and annual goal; (4) specific educational

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services; and (5) needed transition services from age 16 or earlier before the student leaves the school
setting.

Systematically implemented and evaluated instruction. Each type of children with

special education needs requires particular educational services, curriculum goals, competencies and
skills, educational approaches, strategies and procedures in the evaluation of learning and skills.

Personal self-sufficiency. An important goal of special education is to help the child become
independent from the assistance of adults in personal maintenance and development, homemaking,
community life, vocational and leisure activities and travel.

Who Are Exceptional Children or Children and Youth with Special Needs?

The term exceptionally children and youth covers those with mental retardation, giftedness and
talent, learning disabilities, emotional and behavioral disorders, communication disorders, deafness,
blindness and low vision, physical disabilities, health impairments, and severe disabilities. These are
children and youth who experience difficulties in learning the basic education curriculum and need a
modified or functional curriculum, as well as those whose performance is so superior that they need a
differentiated special education curriculum to help them attain their full potential.

Exceptional children are also referred to as children with special needs (CSN). Like the children
and youth in elementary and secondary schools, the mental ability of exceptional children or CSN may
be average, below or above average.

There are four points of view about special education (Heward, 2003)

1. Special education is a legislatively governed enterprise.

2. Special education is a part of the country’s educational system.

3. Special education is teaching children with special needs in the least restrictive environment.

4. Special education is purposeful intervention.

Preventive intervention is designed to keep potential or minor problems from becoming a

disability. Primary prevention is designed to eliminate or counteract risk factors so that a disability is
not acquired. Secondary intervention is aimed at reducing or eliminating the effects of existing risk
factors. Tertiary prevention is intended to minimize the impact of a specific condition or disability
among those with disabilities. Remedial intervention attempts to eliminate the effects of a disability.

The Basic Terms in Special Education

Developmental disability refers to a severe, chronic disability of a child five years of age or
older that is:
1. attributable to a mental or physical impairment or a combination of mental and physical
impairments;
2. manifested before the person attains age 22;
3. like to continue indefinitely;
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 4. results in a substantial functional limitations in three or more of the areas of major life
activities such as self-care, language, learning, mobility, self-direction, capacity for independent living
and economic self-sufficiency; and
5. reflects the person’s need for a combination and sequence of special care, treatment or other
services that are lifelong or of extended duration and are individually planned and coordinated
(Beirne-Smith, 2002)

Impairment or disability refers to reduced function or loss of a specific part of the body or
organ. A person may have disabilities such as blindness or low vision, deafness or hard of hearing
condition, mental retardation, learning disabilities, communication disorders, emotional and behavioral
disorders, physical and health impairments and severe disabilities. These difficulties or impairments
limit or restrict the normal functions of a particular organ of the body.

Handicap refers to a problem a person with a disability or impairment encounters when

interacting with people, events and the physical aspects of the environment. For example, a child with
low vision or blindness cannot read the regular print of textbooks. It must be remembered that a
disability may pose a handicap in one environment but not in another. A wheelchair-bound child with a
physical disability may not be able to compete with his classmates in the Physical Education class, but
may excel in Mathematics, Science and other academic subjects.

At risk refers to children who have greater chances than other children to develop a disability.
The child is in danger of substantial developmental delay because of medical, biological, or
environmental factors if early intervention services are not provided.

Categories of Children at Risk

Children with established risk are those with cerebral palsy, Down syndrome, and other
conditions that started during pregnancy. Children with biological risk are those who are born
prematurely, underweight at birth, or who had bacterial infections like meningitis and HIV.
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.

Categories of Exceptionalities Among Children and Youth with Special Needs

1. Mental retardation refers to substantial limitations in present functioning. It is characterized by

significantly sub-average intellectual functioning, existing concurrently with related limitations in two or
more of the following applicable adaptive skill areas: communication, self-care, home living, social
skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental
retardation manifests before age 18 (American Association of Mental Retardation, 1992).

2. Giftedness and talent refers to high performance in intellectual, creative or artistic areas, unusual
leadership capacity, and excellence in specific academic field (US Government). Giftedness refers to the
traits of above-average general abilities, high level task commitment, and creativity (Renzulli, 1978).
Giftedness emphasizes talent as the primary defining characteristic (Feldhusen, 1992). Giftedness
shows in superior memory, observational powers, curiosity, creativity, and ability to learn (Piirto, 1994).

3. Specific learning disability means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, which may manifest itself in an
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imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. The term
includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia. The term does not include children who have learning problems which are
primarily the result of visual, hearing or motor handicaps, of mental retardation or of environmental,
cultural, or economic disadvantages (US Office of Education, 1977).

4. The term emotional and behavioral disorders means a condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree, which adversely affects
educational performance: (a) an inability to learn which cannot be explained by intellectual, sensory,
and health factors; (b) an inability to build or maintain satisfactory interpersonal relationships with
peers and teachers; (c) inappropriate types of behavior or feelings under normal circumstances; (d) a
general pervasive mood of unhappiness or depression; or (e) a tendency to develop physical symptoms
or fears associated with personal or school problems. The term includes children who are schizophrenic
(or autistic). The term does not include children who are socially maladjusted unless it is determined
that they are seriously emotionally disturbed (US Department of Education).

5. Speech and language disorders or communication disorders exist when the impact that a
communication pattern has on a person’s life meets any one of the following criteria: (a) the
transmission and/or perception of messages is faulty; (b) the person is placed at an economic
disadvantage; (c) the person is placed at a learning disadvantage; (c) there is negative impact on the
person’s emotional growth; (d) the problem causes physical damage or endangers the health of the
person (Emerick and Haynes, 1986).

6. Hearing impairment is a generic term that includes hearing disabilities ranging from mild to
profound, thus encompassing children who are deaf and those who are hard of hearing. A person who
is deaf is not able to use hearing to understand speech, although he or she may perceive some sounds.
Even with a hearing aid, the hearing loss is too great to allow a deaf person to understand speech
through the ears alone. A person who is hard of hearing has a significant hearing loss that makes some
special adaptations necessary (Paul and Quigley, 1990, cited in Heward, 2003).

7. Students with visual impairment display a wide range of visual disabilities – from total blindness to
relatively good residual (remaining) vision. There is a visual restriction of sufficient severity that it
interferes with normal progress in a regular educational program without modifications (School, 1986,
cited in Heward, 2003). A child who is blind is totally without sight or has so little vision that he or she
learns primarily through the other senses, such as touch
to read braille. A child with low vision is able to learn
through the visual channel and generally learns to read
print.

8. Physical impairments may be orthopedic

impairments that involve the skeletal system – the
bones, joints, limbs, and associated muscles. Or, they
may be neurological impairments that involve the
nervous system affecting the ability to move, use, feel,
or control certain parts of the body. Health impairments
include chronic illnesses, that is, they are present over long periods and tend not to get better or
disappear.
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9. The term severe disabilities generally encompass individuals with severe and profound disabilities
in intellectual, physical and social functioning. Because of the intensity of their physical, mental or
emotional problems, or a combination of such problems, they need highly specialized educational,
social, psychological and medical services beyond those which are traditionally offered by regular and
special education programs in order to maximize their potential for useful and meaningful participation
in society and for self-fulfillment. Children and youth with severe disabilities include those who are
seriously emotionally disturbed, schizophrenic, autistic, profoundly and severely mentally retarded,
deaf-blind, mentally retarded-blind and cerebral-palsied-deaf (US Department of Education).

The Individual with Disabilities Education Act of America

In the United States, there is a powerful law that was enacted in 1975. Public Law 94-142, the
Individuals with Disabilities Education Act (IDEA) has changed the American system of education. It
has affected every school in the country and has changed the roles of regular and special education
teachers, school administrators, parents and others in the education system. The IDEAS is a
comprehensive legislation regarding the education of children with disabilities. The law clearly reflects
the concern of society for citizens with disabilities to be treated like all other citizens with the same
rights and privileges.

The major provision of IDEA states that all children with disabilities who are between the ages
of 3 to 21, regardless of the type of severity of their disabilities shall receive a free, appropriate public
education. All children with disabilities shall be located and identified. Six major principles shall be
followed in organizing and implementing special education programs: (Heward, 2003)

1. Zero reject. Schools must enroll every child, regardless of the nature or severity of his or her
disabilities; no child with disabilities may be excluded from a public education.

2. Nondiscriminatory testing. Schools must use nonbiased, multifactored methods of evaluation to

determine whether a child has a disability and, if so, whether special education is needed. Testing and
evaluation procedures must not discriminate on the basis of race, culture, or native language. All tests
must be administered in the child’s native language, and identification and placement decisions must
not be made on the basis of a single test score.

3. Appropriate education. School must develop and implement an individualized education program
(IEP) for each student with a disability. The IEP must be individually designed to meet the child’s
unique needs.

4. Least restrictive environment. Schools must educate students with disabilities, with children who
do not have disabilities to the maximum extent possible.

5. Due process. Schools must provide safeguards to protect the right of children with disabilities and
their parents by ensuring due process, confidentiality of records, and parental involvement in
educational planning and placement decisions.

6. Parent participation. Schools must collaborate with the parents of students with disabilities in the
design and implementation of special education services.

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SUMMARY
● Special education is defined as individually planned, systematically implemented, and
carefully evaluated instruction to help exceptional children achieve the greatest possible personal
self-sufficiency and success in present and future environments.
● Exceptional children and youth covers those with mental retardation, giftedness and talent,
learning disabilities, emotional and behavioral disorders, communication disorders, deafness,
blindness and low vision, physical disabilities, health impairments, and severe disabilities.
● Impairment or disability, handicap and at risk are three different terms but are interrelated.
● Individuals with Disabilities Act (IDEA) provides six principles followed in implementing special
education programs. They are the zero reject, nondiscriminatory testing, appropriate education,
least restrictive environment, due process and parent participation.

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 PRELIMINARY TERM WORKSHEETS
Name: Degree
Program:

Module 1: Vision, Policy, Goal and Objectives, Historical and Legal Foundation of
Special Education

Learning Activity(Use separate short bond paper))

Task 1: Create a visual representation to explain the vision of special education in the Philippines.

Task 2: Create a timeline, a narrative drawing or any creative visual representation of the
important events in the history of special education in the Philippines.

Assessment:

1. What is the goal of special education? What are its objectives?

2. What do the Philippine laws provide to implementation of special education in our country?

3. If you were a lawmaker, what law would you create to support the special education
program? Explain.

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Module 2: Special Education Programs and Services

Adapted Curriculum: The assistive devices discussed are usually not present in a regular classroom.
Without these devices, identify other adaptations that you can apply to your preschool children.
Areas for Adaptations Specific Adaptations

1. Adapting the Example: Changing the location where the student sits.
Environment

2. Adapting the  
Presentation

3. Adapting the Pace of

Activities

4. Adapting the Materials

5. Adapting the  
Assessment

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Assessment:

Demonstrate one of the adaptations you have answered in the learning activity. Further instructions to
be given during in-person class.

Module 3: Meaning of Special Education and Categories of Children with Special

Needs

Learning Activity

Identify the implication of the principles of IDEA to teachers or educational institutions.

Principles of IDEA Implications

1. Zero Reject

2. Nondiscriminatory Testing

3. Appropriate Education

4. Least Restrictive Environment

5. Due Process

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6. Parent Participation

ASSESSMENT
Choose 2 or 3 categories of special needs. Compare and contrast them using a Venn diagram.

GRACE M. NINI, LPT, MAEd

Assistant Professor I

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Reviewed by: Approved by:

EPHRAIM P. MAGUAD, LPT, M. Ed. MARILYN T. ALCALA, LPT,

Ph. D.
Program Head, BSED
Dean

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