1.Maria Martha Manette Apostol Madrid, Ed.D. Professor Institute of Graduate Studies Panpacific University North Philippines Urdaneta City, Pangasinan, Philippinesmartzmonette@yahoo.com

2. Article 1: Philosophy, Goals and Objectives Section 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. The State shall therefore promote and maintain equality of access to education as well as the enjoyment of the benefits of education by all its citizen. (BP Blg. 232)mental condition, social or ethic origin, political ) Section 2: Every child with special needs has a right to an educational program that is suitable to his needs. Special education shares with regular education basic responsibilities of the educational system to fulfill the right of the child to develop to his full potential. 3. Article 1: Philosophy, Goals and Objectives Section 3: Special education shall aim to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life. Section 4: The specific objectives of special education shall be the development and maximization of learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society. Section 5: The ultimate goal of special education shall be the integration or maintenance of learners with special needs into the regular school system and eventually in the community. 4. Article 2: Definition and Scope Section 1: Special education refers to the education ofpersons who are gifted or talented and those who havephysical, mental, social or sensory impairment andcultural differences so as to require modifications of theschool curricula, programs and special services andphysical facilities to develop them to their maximumcapacity. These persons may be gifted/talented, fastlearner, mentally retarded, visually impaired, hearingimpaired, with behavior problems, orthopedicallyhandicapped, with special health problems, learningdisabled, speech impaired or multiply handicapped. Section 2: These policies and guidelines shall apply to allschools, centers and classes (national or local, public orprivate, formal or nonformal) established under theeducational system of the Philippines for the education ofchildren with special needs. 5. Article 3: Identification, Screening, Assessment and Evaluation of Children Section 1: Identification, screening, assessment and evaluation of children with special needs shall be conducted by the school and the community utilizing appropriate assessment instruments. 1.1 Identification and assessment of every child shall be conducted as early as possible. 1.2 The team approach shall be used in the identification and assessment procedures.The team shall be composed of persons with working knowledge and understanding of children with special needs, such as the following: 1.2.1 parents/guardians/extended families, neighbors and friends 1.2.2 regular teachers 6. Article 3: Identification, Screening, Assessment and Evaluation of Children 1.2.3 special education teachers 1.2.4 guidance counselors 1.2.5 school administrators 1.2.6 health workers 1.2.7 social workers 1.2.8 psychologists 1.2.9 speech and physical therapists 1.2.10 law enforcement officers 1.2.11 probation officers 7. Article 3: Identification, Screening, Assessment and Evaluation of Children 1.3 Aspects to be covered in the identification, screening,assessment and education of children with special needs shallcover the following aspects:1.3.1 Physical:1.3.1.1 height and weight1.3.1.2 physical deformities1.3.1.3 gross and fine motor coordination1.3.1.4 hearinga.3.1.5 visual function1.3.1.6 oral hygiene and dental developmen 1.3.2 Psycho-social1.3.2.1 family history1.3.2.2 personality 1.3.2.3 behavior 1.3.3 Educational1.3.3.1 learning disabilities 1.3.3.2 language and speech 1.3.4 Medical 8. Article 3: Identification, Screening, Assessment and Evaluation of Children 1.4 Appropriate assessment instruments shall be developed or adopted in order to identify handicapping conditions as early as possible. 1.5 Identification and assessment of children with special needs shall be a continuing process 1.6 The synthesis of identification and diagnostic information shall be the basis for the appropriate educational placement of the child with special needs. 9. Article 4: School Admission and Organization of Classes Section 1:Children with special needs shall enjoy equality of access to formal and nonformal education. 1.1 Educational help for the handicapped child shall be made available as early as possible. 1.2 Every school division shall organize special classes and provide special services for children with special needs. (PD 603) 1.3 All schools at the preschool, elementary, secondary and tertiary levels shall admit children and youth with special needs. 1.4 Preschool education and post secondary education for technical and vocational courses shall be salient features of the formal education of children with special needs. 10. Article 4: School Admission and Organization of Classes 1.5 The school entrance age of a child with special needs toformal academic instruction shall follow the currentregulation of the Ministry of Education, Culture and Sports.He may be admitted any time during the year, ifcircumstances warrant such admission. No age requirementnor time limitation shall be imposed for attendance tononformal education programs. 1.6 Only persons with special needs shall be eligible forenrolment in special schools.1.7 Special educational provisions shall be made in hospitalschools during treatment periods of handicapped children. 1.8 An assessment test to determine proper grade placementshall be administered to special students who cannot presentschool credentials. Their admission shall be subject to theapproval of the regional director. 11. Article 4: School Admission and Organization of Classes 1.9 Over-aged students assessed by the Philippine Educational Placement Test but found deficient in communication and other skills, shall be admitted provided that they shall undergo remedial instruction in the areas of deficiency. 1.10 Admission requirements for regular students taking degree courses at the tertiary level shall apply to students with special needs. 1.11 Adaptation in the administration of college entrance tests and other examinations given by the Ministry of Education, Culture and Sports and other agencies shall be provided to meet the needs of special students. 12. Article 4: School Admission and Organization of Classes Section 2: For maximum efficiency, class size at any giventime shall be as follows: Exceptionality...One-Grade Level...Multi-Grade or Multi-Level Gifted/Fast Learner...30-35...15-20 Mentally retarded...8-15...8-10 Blind7-10 5-6 Deaf 7-15 6-8 Behavior Problems 15-20 7-12 Orthopedically Handicapped 10-15 10-15 Multiply Handicapped 5-8 3-6 Speech Defective 10-15 10-15 Learning Disabled 7-10 5-6 13. Article 4: School Admission and Organization of Classes 2.1 Placement in a special class shall be temporary and notterminal, thus a continuous assessment process is essential. 2.2 A maximum of only 2 children with the same or differenttype of handicapping condition shall be integrated in aregular class at any given time. 2.3 An itinerant teacher shall have a case load of not morethan five children with special needs. 2.4 The special education teacher shall be assisted by one ormore teacher aide when necessity demands and wheneverpossible. Section 3: Promotion of children with special needs shall followthe promotion policy for the regular grades.3.1 The promotion from grade to grade or from level to levelshall follow the promotion policy for the regular grades. 14. Article 4: School Admission and Organization of Classes 3.2 The following modifications shall be made for speciallearners. 3.2.1 Promotion Scheme for Gifted/Talented/Fast Learners 3.2.1.1 Yearly progression 3.2.1.2 Acceleration 3.2.1.3 Finishing the last three grades in the elementary grades in 2 years 3.2.1.4 Advanced placement 3.2.2 The levels of instruction for the mentally retarded shall be asfollows: 3.2.2.1 Preschool 3.2.2.2 Lower Primary 3.2.2.3 Upper Primary 3.2.2.4 Intermediate 3.2.2.5 Advanced 3.2.2.6 Post-Secondary 3.2.3 For the multiply handicapped, individualized promotion shall beadopted on a case to case basis. 15. Article 5: Curriculum Content, Instructional Strategies and Materials Section 1: Curriculum Content, Instructional Strategies andMaterials 1.1 The following schemes or options may be adopted for SpecialEducation Programs 1.1.1 Regular curriculum - the curriculum prescribed for regularchildren. 1.1.2 Modified curriculum - the curriculum prescribed for regularchildren with certain adaptations to meet the needs of specialchildren. 1.1.3 Special curriculum - the curriculum for children with specialneeds aimed primarily at developing special adoptive skills tomaximize their potentials. 1.2 Curriculum plans shall be research-based, tested successfullyon a pilot basis before their implementation on a bigger scale,and evaluated periodically. These plans shall be accompaniedby a variety of instructional materials. 16. Article 5: Curriculum Content, Instructional Strategies and Materials 1.3 The modified curriculum for the visually impaired shallinclude sensory training, special instruction in Braille readingand writing, mathematics, orientation and mobility, Braillemusic, and typing. 1.4 The modified curriculum for the hearing impaired shallemphasize communication and language development based onthe philosophy of TOtal Communication which is tailored tomeet the individual childs communication, and educationalneeds. The curriculum, in addition, shall include specialinstruction in speech and speechreading, auditory training andrhythm. The multi-sensory approach shall be maximized andspeech/speechreading and sign language shall be encouragedstarting in Grade I. 1.4.1 Pilipino Sign Language shall be used in the education of thehearing impaired. 17. Article 5: Curriculum Content, Instructional Strategies and Materials 1.5 The modified curriculum for children with behaviorproblems shall include special activities and instructionaltechniques for the normalization of behavior with emphasis onmoral, civic and spiritual values as well as training in livelihood,and technical and academic skills to prepare them for the worldof work. 1.6 The curriculum for the physically handicapped child shallinclude functional exercises. 1.7 The special curriculum for the mentally retarded shallemphasize training in self-care, socialization, motor and pre-vocational and vocational skills. For the more severely ratardedchild, emphasis shall be on development of self-care skills. 1.8 Teaching strategies shall be creative and multi-dimensional.They shall make maximum use of all remaining sense modalitiesand provide for active participation in the learning process. 18. Article 5: Curriculum Content, Instructional Strategies and Materials 1.9 All special schools shall strengthen their vocational andtechnical training programs. Arrangements shall be made toenable the child with special needs to attend special coursesoffered in the regular vocational schools whenever practical. 1.10 A community-based, home-based or any useful alternativespecial education delivery system shall be established to reachthose who cannot avail of regular institution-based programs. 1.11 Effective guidance and counselling programs shall bedeveloped and maintained. Section 2: Instructional Materials2.1 Low cost and indigenous materials shall be developed for theuse of children with special needs. 19. Article 6: Organization Patterns Section 1: Children with special needs shall be provided with avariety of educational patterns and services. 1.1 The assessed needs of each child shall be the primaryconsideration in determining his particular program andservices. 1.2 Programs may be organized in a variety of settings, namely: 1.2.1 Integration/Mainstreaming. This refers to the enrolment of achild with special needs in a regular school with additionalteaching/care resources. There are degrees of integration. Inpartial integration, a child enrolled in a special class in a regularschool is integrated with regular children in non-academicactivities like work education, physical education, arts, schoolprograms, etc. Later on, qualified children may be integratedgradually in one or more academic subjects. In full integration(sometimes called "zero reject model"), the handicapped child sitsin the regular classes in all subjects, academic or non-academic. 20. Article 6: Organization Patterns 1.2.2 Resource Room Plan. Under this scheme, the child with specialneeds is enrolled in the regular school program but goes to a resourceroom to use the specialized equipment either in a tutorial situation or ina small group. The resource room teacher functions both as aninstructor and as a consultant. The usual procedure is for the resourceroom teacher to serve the area of exceptionality in which she has hadtraining. However, occasionally in small communities, necessity maydictate that she serves children with a variety of learning disabilities.Such a resource room service that does not constitute a completeprogram of special education should not turn out to be a segregatedplan. 1.2.3 Itinerant Teacher Plan. Under this plan, an itinerant or travelingteacher serves one or more regular schools depending on how manypupils need special help. She gives direct and consultative services tochildren. In addition, these specialists observe, diagnose, make referrals,requisition textbooks and equipment, prepare instructional materialsand evaluates performance. 1.2.4 Cooperative Class Plan (Part-Time Special Class Plan). In this plan,the child with special needs is enrolled in a special class but receivessome of his academic instruction in the regular grades. In this way, thechild is, to a varying extent, integrated into regular education. 21. Article 6: Organization Patterns 1.2.5 Special Class Plan (Self-Contained/Segregated Plan). Under thisplan, usually, pupils with only one type of exceptionality label areenrolled in the special class. This plan is needed for those with moresever problems which makes it impossible for them to learn in aregular classroom setting. At times, they may be with their normalpeers, but not usually in an academic situation. 1.2.6 Special Education Center. A growing alternative service deliverysystem is the Special Education Center which holds classes forchildren with special needs within the regular school. Itinerant,resource room services, special and cooperative classes are held in thespecial education center. Classes range from three to more thantwenty, depending upon the population and affluence of thecommunity. The school-within-a-school concept receives muchsupport from parents of the children themselves and from civic andsocial community organizations. The Center is administered by aprincipal and operated according to the rules and regulations thatgovern a regular school. 22. Article 6: Organization Patterns 1.2.7 Special Day School. This type of school serves specific types ofchildren with moderate to severe disabilities. It offers a range oftrained special educators and a comprehensive array of medical,psychological and social services. 1.2.8 Residential School. The reason for placing a child in aresidential school is based on the premise that he can make greaterprogress in such setting than in any other. Residential schoolsprovide special education services that are qualitatively andquantitatively superior to those available in local communities.They also offer comprehensive diagnostic and counselling services,and vocational and recreational services. 1.2.9 Hospital Instruction. Provision of children confined tohospitals, sanatoria, and convalescent homes is a service of specialeducation. The types of children in need of hospital instruction arethe severely emotionally disturbed, the profoundly retarded who arebedbound, the crippled, those with chronic and/or serious healthdisabilities, and recovering patients. Both bedside tutoring andgroup instruction are made available to the above. 23. Article 6: Organization Patterns 1.2.10 Homebound Instruction. This plan is provided by thelocal school system to serve the chronically ill, usually thebedridden, the convalescents from operation, accident ortemporary illness, the disturbed, and the retarded pupils.Services are provided by either a full time itinerant teacher whoinstructs each pupil in his own home about three times a week,or the regular class teacher who instructs her temporarilyhomebound pupils. 1.2.11 Community-based Delivery System. This is a plan forchildren with special needs who reside in distant communitiesand cannot avail of existing special education programs. Theyare reached by teachers, para-teachers or volunteers trained toteach the basic 3 Rs and self-help activities to prepare them foruseful and independent living. 24. Article 6: Organization Patterns1.3 A combination of plans may be considered where specialchildren are not concentrated in a particular geographic area;where there are not enough children to justify employing morethan one teacher or where the spread is great; and/or where avariety of services is not feasible. Examples of variation: a) A Resource Room Plan may be established and the special teacher workspart-time as an itinerant teacher, since the children enrolled for the ResourceRoom Program can be scheduled to attend the regular classroom when he isnot in the building. b) A plan such as the one described above may also be established when onespecial teacher must meet the needs of children at both elementary andsecondary levels. c) The Cooperative Class Plan may be maintained for some pupils and otherpupils scheduled under the Resource Room PLan, particularly when aprogram is being changed from a Cooperative Class Plan to a Resource RoomPlan. d) If the Cooperative Class Plan is being used, the special teacher could leaveher class for a portion of time to serve as an itinerant teacher when aprovision is made for the children enrolled in the Cooperative Class. 25. Article 6: Organization Patterns 1.4 Appropriate referral system shall be established if the result of anassessment merits residential school placement, e.g., for the child who livestoo far from existing special education services. Otherwise, homeboundinstruction shall be provided. 1.5 Special supportive services like readers, interpreters, notetakers, andothers shall be provided when necessary. 1.6 Special programs for the gifted, talented and creative shall be developedand maintained. 1.6.1 Special provisions for the gifted, talented and creative may take thefollowing prototypes, singly or in combination:1.6.1.1. Grouping - clustering of small groups from different sections to be placed with a teacher who can modify the curriculum to suit the gifted as in seminars, mini courses, a library period a week, etc.1.6.1.2 Vertical Acceleration - early school admission, double grade promotion, advanced placement, tutoring; correspondence courses; independent study, acceleration by grade skipping or time compression.1.6.1.3 Horizontal Acceleration - mentorship wherein gifted students are paired with adults who serve as their mentors in a subject of mutual interest; individual or group research projects; honors classes; a core or block program for the integration of ideas from two or more subjects.1.6.1.4 Guidance - individual conferences; community-sponsored programs; scholarship societies; career and vocational counseling; peer facilitator. 26. Article 6: Organization Patterns Section 2: The goal of special education shall be integrationor mainstreaming of children with special needs. 2.1 Integration or mainstreaming of children with specialneeds shall be viewed as a developmental process. 2.2 Special supportive services like readers, interpreters,notetakers, and other auxiliary services shall be providedwhen necessary. 2.3 The school division shall extend such services asorientation and training of administrators, teachers, otherschool personnel and regular popils on special education. 27. Article 7: School Plant Facilities Section 1: Adequate physical facilities and equipment shall beprovided to assure quality education for all children withspecial needs. 1.1 The school system shall assign buildings and resource roomsand adapt physical facilities to suit children with special needs. 1.2 The school system shall provide appropriate specializedequipment, instructional materials and supplies. 1.3 Requirement for school site, school plants, physical facilitiesand classroom size shall be for the purpose of securing permitfor operation of special schools modified in accordance with thetype of exceptionality and enrolment size. 1.4 The minimum requirement for basic classroom equipmentfor children with special needs prepared by the Ministry ofEducation, culture and Sports including medical and dentalfacilities shall be complied with. 28. Article 7: School Plant Facilities Section 2: Buildings and facilities shall be madeaccessible to persons with special needs. 2.1 Steps shall be taken to remove architectural barriersto and within buildings (walkways, corridors, doors,washrooms and toilets) to enhance mobility ofdisabled persons. 29. Article 8: Personnel Recruitment, Welfare andDevelopment Section 1: For the effective implementation of the specialeducation program, the education, welfare and training ofpersonnel shall be given high priority. 1.1 All personnel involved in the education of children withspecial needs shall have adequate and appropriate educationalbackground and training and personnel qualities specified asfollows: 1.1.1 Education and Work Experience1.1.1.1 For a special education teacher Bachelor of Elementary Education specializing in special education Bachelor of Science in Elementary Education or Secondary Education, major in Special Education Bachelor of Science in Elementary Education or Secondary Education plus 18 units in special education in the graduate level 30. Article 8: Personnel Recruitment, Welfare andDevelopment Bachelor of Science in Elementary Education or Secondary Education plus 16 units in special education with 4 years of very satisfactory experience in the regular schools Bachelor of Science in Elementary or Secondary Education plus 14 units in special education with 4 years of very satisfactory experience in the regular schools Bachelor of Science in Elementary or Secondary Education plus 12 units in special education with 6 years of very satisfactory experience in the regular schools 1.1.1.2 For Regional and Division Supervisors, coordinators, andadministrators of special schools and centers Master of Arts with 18 units in special education or any related field 31. Article 8: Personnel Recruitment, Welfare andDevelopment 1.1.2 Civil Service Eligibility For security of tenure of all personnel, possession of an appropriate civil service eligibility is required. 1.1.3 Personal Qualities Must demonstrate positive attitudes, desirable personal values and commitment toward children with special needs. 32. Article 8: Personnel Recruitment, Welfare andDevelopment 1.2 In the absence of qualified teachers in the division, equivalent experience or training in handling children with special needs and demonstrated commitment shall be considered for appointment. 1.3 Teaching and non-teaching personnel working with children with special needs shall be provided with on-going and various training opportunities to ensure staff competence. 1.4 Training programs shall be upgraded periodically to emphasize early identification, screening, assessment and evaluation of children with special needs. It shall include courses in psychology to develop the right attitudes toward handicapped persons. 1.5 The hiring rate of special education teachers shall be at least two ranges higher than that of regular teachers. 33. Article 8: Personnel Recruitment, Welfare andDevelopment 1.6 Incentives shall be given to special educationpersonnel through the following:1.6.1 master teacher positions when they meet therequirements; 1.6.2 awards for consistent outstanding performancefor the last 3 years;1.6.3 priority in recommendations to relatedscholarships and fellowships;1.6.4 attendance to conferences or observations ofspecial education programs in countries with moreadvanced programs in special education. 34. Article 9: Administration and Supervision Section 1: The Ministry of Education, Culture and Sports shallhave overall responsibility for the administration and supervisionof special education in the country. 1.1 The Bureau of Elementary Education through the SpecialEducation Division shall provide leadership and guidance over theSpecial Education program for learners with special needs in theelementary level. The Bureau of Secondary Education and theBureau of Higher Education shall likewise establish a division orunit that shall provide similar functions and responsibilities overlearners with special needs in their respective levels. 1.1.1 Until such divisions or units are established, said Bureausshall send a representative to an ad hoc group based at the Bureauof Elementary Education to facilitate the administration andsupervision of the special education program in these upperlevels. 35. Article 9: Administration and Supervision 1.2 The Special Education Division shall provide supervisory andconsultative services to assist regional and division offices developand expand their program and to ensure quality and continuity ofservices. It shall meet these responsibilities through the followingmain functions: 1.2.1 provision of a broad framework and minimum standards for use inestablishing and maintaining field programs for children with special needs; 1.2.2 supervision of programs for children with special needs. It shall provideassistance in planning, establishing andmaintaining such programs and forthe interpretation of the needsof such programs; 1.2.3 development and validation of prototype instructional materials forchildren with special needs; and 1.2.4 consultation and coordination of services with other divisions andbureaus within the MECS and with other national, public and privateagencies for the proper development and maintenance of programs inspecial education. 36. Article 9: Administration and Supervision 1.3 The implementation of these four functions shall be carried outby the Special Education Division in the following ways:1.3.1 provision of a broad framework and minimum standards; 1.3.1.1 development of policies and guidelines to serve as guide forthe field in establishing and maintaining programs for children withspecial needs; 1.3.1.2 cooperation with public and private agencies to insure thedevelopment of all services in the best interests of gifted andhandicapped children; 1.3.1.3 collaboration with other divisions and bureaus within theMinistry of Education, Culture and Sports for the properdevelopment and maintenance programs; 1.3.1.4 development and coordination of policies and proceduresrelative to the preparation and monitoring of programs/reports tothe Director, Bureau of Elementary Education. 37. Article 9: Administration and Supervision 1.3.2 supervision of programs for children with special needs. This is basically theresponsibility of the regional and division offices. It shall be carried out through thefollowing means: 1.3.2.1 encourage schools to initiate and develop programs for children with specialneeds; 1.3.2.2 assist schools in the identification and diagnosis of such children. TheDivision of Special Education shall encourage schools to conduct vision screeningprograms and to follow up these programs by requiring that students who are identifiedas having vision problems be referred to a qualified eye specialist for accurate diagnosis;1.3.2.3 assist schools in the selection of teachers, suitable classroom facilities, andspecial instructional materials and equipment needed by children with special needs; 1.3.2.4 interpret policies and regulations for the development and maintenance ofprograms; 1.3.2.5 plan and conduct workshops for teachers, school administrators and otherinterested persons to provide an understanding of the program; 1.3.2.6 serve as in-service consultant to field programs; and 1.3.2.7 assist schools in the utilization of services available from other local andnational agencies. 38. Article 9: Administration and Supervision 1.3.3 development and validation of prototype instructional materials for children withspecial needs. Such materials shall be managed and handled in accordance with existingrules and regulations; and1.3.4 consultation and coordination with public and private agencies.The following procedures shall be used to complement this function: 1.3.4.1 consultation and coordination of activities with public and private agenciesthat have responsibilities for the diagnosis, treatment and rehabilitation ofchildren with special needs, such as the National Commission ConcerningDisabled Persons, the Ministry of Social Services and Development and theMinistry of Health; 1.3.4.2 promotion and carrying out a program of cooperation and coordinationwith private agencies having programs for such children; 1.3.4.3 consultation with institutions of higher learning with regard torecruitment of persons for training as special education teachers and thedevelopment of programs in the area of special education; 1.3.4.4 act in advisory capacity, upon request, to private groups maintainingprograms for children with special needs; and 1.3.4.5 serve as representative to regional, national and international professionalorganizations dealing with children with special needs. 39. Article 9: Administration and SupervisionSection 2: The Regional and Division Offices shall have the primaryresponsibility for the initiation and implementation of programs forchildren with special needs. The education of these children is theresponsibility of the total school system. The overall effectiveness of theprogram will depend largely upon the leadership and cooperation of theregional/division promotional and administrative staff and teachers. 2.1 Regional Director The Regional Director shall have overallresponsibility for the administration and supervision of specialeducation in the region. 2.2 Chief of Elementary Education Division The Chief of ElementaryEducation Division shall directly assist the Regional Director in thedevelopment and implementation of policies, plans and programs inspecial education for the region. He may preferably assign one who hadtraining in special education the responsibility of supervising theprogram. 40. Article 9: Administration and Supervision2.3 Schools Superintendent The Schools Superintendent shallhave the overall responsibility for the administration andsupervision of special education in the division. He shall beassisted preferably by a Division Supervisor who had training inspecial education whose responsibility of the program shallinclude the following: 2.3.1 assisting in the integration of the program into the division ordistrict total school program; 2.3.2 assisting the special education teacher in an itinerant program toarrange a workable district-wide schedule 2.3.3 arranging with district supervisors/principals for adequateclassroom facilities for the special education program; 2.3.4 helping the special education teacher secure materials andequipment necessary to his particular program; 41. Article 9: Administration and Supervision 2.3.5 providing assistance to special education teachers through theconduct of in-service training, seminars and workshops 2.3.6 visiting the program periodically to gain a betterunderstanding of the special education teachers work;2.3.7 arranging periodic conferences with the special educationteacher; 2.3.8 assisting special education teachers to monitor records 2.3.9 scheduling opportunities for the special education teacherto discuss and explain his program; 2.3.10 assigning special education teachers who are promoted asadministrators to schools wih the special education program; and 2.3.11 urging all administrators/supervisors of schools/districtswho underwent training in special education to organize specialeducation in their respective schools/districts. 42. Article 9: Administration and Supervision 2.4 District SupervisorThe District Supervisor shall have the overall responsibility forthe administration and supervision of special education in thedistrict. 2.5 School Principal and Other School AdministratorsThe principal and other school administrators shall helpmaximally in the development and continuing success of aneffective special education program by: 2.5.1 creating within the school an atmosphere of acceptance of theprogram; 2.5.2 including the special education teacher in all staff activities andprograms in the school; 2.5.3 coordinating the program with other programs offered by theschool including guidance services, physical education activities, musicactivities, home economics and other programs; 43. Article 9: Administration and Supervision 2.5.4 providing an adequately equipped room for a Resource Room, oron an adequate place for the itinerant teacher, if this plan is used; 2.5.5 Securing necessary equipment and materials which are availablewithin the school building for the special education teacher; 2.5.6 making available to special education teachers pertinent dataconcerning the family background, scholastic and other pertinentrecords of all children enrolled in the program; 2.5.7 assisting the special education teacher with scheduling classes foreach child; 2.5.8 encouraging classroom teachers to consult with the specialeducation teachers regarding any problem which might arise in relationto the child in their classroom; 44. Article 9: Administration and Supervision 2.5.9 notifying the special education teacher (especially the itinerantteacher) in advance when special activities or programs will preventchildren from following their regular schedule; 2.5.10 visiting the special education program as he does the regularclassroom program; 2.5.11 arranging for classroom teachers to visitperiodically the class for children with special needs; and 2.5.12 arranging for the special education teacher to talk with parents,teachers and other community groups about his program. Section 3: Teacher ResponsibilitiesIt is important to the effective functioning of a school program forchildren with special needs to have full cooperation of all teachersin the school. 45. Article 9: Administration and Supervision 3.1 Classroom TeacherOf primary importance to the successful functioning of the childin the regular classroom are the attitudes of people he meets, hisself-regarding attitudes and the attitudes he develops. Thepositive attitudes that are essential are most likely to developwhere accurate information is available. It is the responsibility ofthe special education teacher to provide such information whenpossible; however, in some instances where there is no specialeducation teacher available, to following are suggested for theclassroom teacher to do: 3.1.1 be alert to the behavioral signs and physical symptoms ofdifficulties in all children. Be sure that proper referrals have beenmade and everything possible has been done to correct orameliorate the problems; 46. Article 9: Administration and Supervision 3.1.2 accept and provide for a wide range of individual differenceson many dimensions among the children with special needs; 3.1.3 view the physical, mental and social limitations of the childas only one of his attributes; 3.1.4 accept the child as much as you would any other child; 3.1.5 provide a setting for, and expect achievement of the pupil interms of his scholastic aptitude and other attributes; 3.1.6 provide lesson presentations which utilize all senses; 3.1.7 arrange preferential seating for the child in terms of hisneeds; 47. Article 9: Administration and Supervision 3.1.8 obtain assistance in the form of constructive consultationand specialized materials and equipment from those who assumespecial responsibilities for the child; 3.1.9 help the child to develop concepts meaningful to himselfand in line with his own reality; 3.1.10 if possible, provide first-hand experiences for the childrather than vicarious ones; and 3.1.11 do not expect the special education teachers to re-teachwhat has been taught in the regular classroom. The itinerantteachers role is to facilitate learning (more than to teach directly)through assistance to the regular teachers and to the child. 48. Article 9: Administration and Supervision 3.2 Responsibilities of the Resource Room Teacher The resource roomteacher shall: 3.2.1 share the responsibility for program planning and scheduling with theclassroom teacher, principal, guidance counselor, and other appropriateschool personnel; 3.2.2 interpret the childs needs to the classroom teacher and other schoolpersonnel who will be working with him; 3.2.3 advise the classroom teacher as to the best seating arrangement for thevisually impaired or hearing impaired child; 3.2.4 interpret to the classroom teacher and other school personnel,practices and procedures which make learning tasks easier for the child; 3.2.5 assume the responsibility for procuring texts, supplementarymaterials, educational aides and equipment needed by the handicappedchild; and 3.2.6 see that the child is provided with the necessary materials, inappropriate media, for full participation in the regular classroom. 49. Article 9: Administration and Supervision 3.3 Responsibilities of the Itinerant TeacherThe itinerantteacher shall: 3.3.1 share the responsibility for program planning and schedulingwith teachers, principals, guidance counselors and other schoolpersonnel; 3.3.2 confer with the classroom teacher in order todetermine: a) when the child needs helpb)how often hewill work with the childc) other matters related to his work 3.3.3 reinforce the work of the classroom teacher and do intensiveteaching of certain phases of a subject as the need arises; 3.3.4 consider the following in scheduling for: a) working with thechild with the least interruption of his class participation b) keepingtravel time to the minimumc) conferring with teachers, parentsand other personnel d) preparing and delivering needed materialsand equipment 50. Article 9: Administration and Supervision 3.3.5 maintain records and exchange information about the childwith the classroom teacher on a regular basis; 3.3.6 prepare a master schedule to be given to his superior and theprincipal of each building in which he works; 3.3.7 work within the framework and policies of the schools inwhich he serves children; 3.3.8 understand the pertinent medical reports concerning thechildren; 3.3.9 prepare appropriate materials for the handicapped childbeing served; and 3.3.10 assist in the initiation of new services and coordinateexisting ones for use in the educational program; interpret to thegeneral educators resources of value in the education of childrenwith special needs. 51. Article 9: Administration and Supervision 3.4 Responsibilities of the Cooperating Classroom TeacherThe cooperating classroom teacher shall: 3.4.1 maintain all school records for children in his class; 3.4.2 be responsible for the overall educational program for eachchild; 3.4.3 determine the amount of participation each child canmanage in the regular classes 3.4.4 teach much of the subject matter and arrange with theclassroom teacher and other school personnel (principal,guidance counselor, and other appropriate school personnel forpupils to participate in some of the activities of the regularclassroom and of the entire school; and 3.4.5 see that the child has all the materials needed forparticipation in the regular class. 52. Article 9: Administration and Supervision 3.5 Responsibilities of the Special Class Teacher The specialclass teacher is responsible for teaching the basic academicsubjects with minimum integration with the non-handicapped inphysical education, for socialization purposes. He must interpretthe childs needs and abilities to the regular classroom teacher orany other school personnel. He must work closely with allpersonnel in the school in planning a program which will bebeneficial to these special children. 53. Article 10: Evaluation of Programs and Services Section 1: The Ministry of Education, CUlture and Sports shalldevelop and implememnt a system of evaluating specialeducation programs and services. 1.1 An internal and external evaluation of programs shall beconducted. It shall include an investigation of all programcomponents such as curriculum, staff development, physicalfacilities, funding and research. 1.2 Private schools for children with special needs shall beacrredited upon compliance with the minimum standards thatshall be prescribed by the Ministry of Education, Culture andSports. 1.3 Results of evaluation and feedback shall be used for programimprovement and decision-making. 54. Article 10: Evaluation of Programs and Services Section 2: The government shall provide through legislation,incentives for individuals, governmental and non-governmentalentities and agencies engaged in special education and as: 2.1 franking privilege 2.2 tax exemption 2.3 tax reduction 2.4 educational grants or scholarships and fellowships 2.5 loans from government financial institutions Section 3: Government assistance in job placement forbeneficiaries of the special education program shall be providedby:3.1 allocating positions in government offices for them 3.2 creating positions for them through the establishment of skillstraining centers (faarmers handicarft, etc.) 55. Article 11: Research and Special Studies Section 1: Research relevant to the education of children withspecial needs shall be conducted to provide empirical basis forthe improvement of instruction at all levels. 1.1 Research on the theory and practice of special education in thecountry and abroad should be given equal opportunity. 1.2 Specifically, researches should include: 1.2.1 theoretical and conceptual models in special education 1.2.2 identification, screening, assessment and evaluation ofchildren with special needs; 1.2.3 programs and delivery systems 1.2.4 curricular content, instructional strategies and materials 1.2.5 program evaluation schemes 1.2.6 policy analysis 56. Article 11: Research and Special Studies 1.3 Research proposals shall come from all sectors of society, e.g.,government ministries including the Ministry of Education,Culture and Sports, non-government organizations, the academiccommunity, research centers and private persons. 1.4 A scheme for the dissemination and utilization of researchfindings should be evolved and applied. Section 2: Special studies shall be made in other areas notspecified but needed in the development of the special educationprogram. 57. Article 12: Parent Education and CommunityInvolvement Section 1: Parents of children with special needs are valuablemembers of the educational team in the program ofrehabilitation for independent living of their children. 1.1 Parent education shall be a necessary component of the specialeducation program. As early as possible, parents shall be made aware oftheir childrens handicaps and the intervention strategies needed tohelp facilitate each childs academic, social-emotional andcommunicative development. 1.2 Parents shall be provided with information, and a process of sharingexperiences continuously with other parents experiencing similarproblems. 1.3 Parents of children with special needs shall be directly involved inthe planning of educational and special services for their children. Theyshall be helped to develop confidence in their abilities to cope with, carefor and teach their disabled children. 58. Article 12: Parent Education and CommunityInvolvement 1.4 The family of the child shall be involved in the process ofhabilitation and rehabilitaion. It shall be encouraged as themajor rehabilitation unit. 1.5 The training of trainors from among community volunteers,including parents and family members of children with specialneeds, in basic special education techniques as part of thecommunity-based or home-based rehabilitation services shall beconducted to promote programs on early identification andintervention and to enhance home-school relationships. 59. Article 13: Linkages Section 1: Linkages with government and non-governmentorganizations shall be established, maintained and expanded. 1.1 Special education shall be a component of all community-based, home-based and other rehabilitation services. These shallbe coordinated with medical, social and vocational rehabilitationservices. 1.2 All health, welfare and other community services, like parent-teacher organizations, socio-economic clubs, and other groupswhich can help children with special needs and their familiesshall be tapped. 1.3 Carefully designated pilot programs that shall demonstrate theeffective collaboration of education, medical, health care, andsocial services shall be undertaken. 60. Article 13: Linkages 1.4 A system of referral, collaboration and follow-up amongvarious disciplines and services for specific areas shall beestablished and intensified. 1.5 A directory or service information center that lists allrehabilitation services available in a particular geographical areasand the types of children with special needs that can be servedshall be prepared and made available. 1.6 The school shall exert effort to link with the community inproviding wholesome recreational and other facilities that wouldenable children with special needs to interact with their normalpeers. 61. Article 14: Public Information, Education andCommunication Section 1: A nationwide information dissemination campaign onthe prevention, early identification and intervention of childrenwith special needs shall be intensified. 1.1 Mass media shall be utilized to make the public aware of theimportance and availability of services for children with specialneeds. 1.2 Short radio and TV messages that are easy to grasp shall beaired utilizing language that parents and laymen can understandto change and improve public attitudes towards children withspecial needs. 1.3 Information dissemination on special education services shallbe the responsibility of the Ministry of Education, Culture andSports. 62. Article 14: Public Information, Education andCommunication 1.4 Guidelines to disseminate relevant information concerningeducational programs for children with special needs, asdistinguished from other disciplines, shall be issued as often asnecessary. 1.5 Annual celebration and activities on special weeks like SightSaving, Hearing Conservation, and others shall be publicized forthe information of the public. 1.6 Data bank in special education shall be developed andmaintained at the regional, division and district levels. 63. Article 15: Funding Section: The cost of educating children with special needs shallbe borne by the national and local governments 1.1 The national government shall provide for the items andsalaries of special education teachers and other schoolpersonnel. 1.2 The national government shall authorize the reclassificationof the present items of personnel presently involved in specialeducation to special education items at all levels wheneverrequirements are met. 1.3 The national government shall provide for the constructionof appropriate buildings and the procurement of specialequipment, tools and supplies. 64. Article 15: Funding 1.4 The regional office shall allot funds for research andevaluation, the training of special education personnel, the costof special equipment, facilities and instructional materials anstravel allowance of their own personnel. 1.5 The division office and local government units shall allot fundsfor the travel allowance of itinerant teachers and divisionsupervisor in-charge of the program and, where possible,transportation of pupils. 1.6 The City and/or Provincial school board shall provide foradditional funds for facilities and instructional materials, and foryearly inservice training of teachers and scholarship grants toqualified teachers and administrators. 65. Article 16: Policy Support Legislation Section 1: Legislative measures to strengthen the specialeducation program shall be passed. These shall be gearedtowards: 1.1 Maximization of (1) teacher salaries and other benefits, and(2) opportunities for professional growth. 1.2 Provision of sufficient appropriation for continuingresearch, establishment of diagnostic centers, facilities andsupplies, etc. 1.3 Greater family and community involvement. 1.4 Establishment of special day and residential schools. 66. Article 17:Special Provisions Section 1: Special schools shall provide the following levels ofinstruction by themselves or in consortia with otherinstitutions: - Preschool - Elementary - Secondary - Continuing education for technical and vocational training iffaculty and facilities are available and upon approval by properauthorities. Short term courses only. - Tertiary level - Graduate level 67. Article 17:Special Provisions Section 2: Special schools shall serve in a variety of alternativesettings which may be one or more of the following: - Residential school - Day school - Hospital school - Homebound instruction - Rehabilitation Center (also for drug dependents and juveniledelinquents) Section 3: Special schools shall expand their role from beingprimarily an educational institution to that of a resourcedevelopment and service center for the special educationprogram in the community. 68. Article 17: Special Provisions Section 4: Criteria for admission to a government dormitory forchildren with special needs shall take into account the followingfactors: - Age (at least 5 years old) - Good health (as certified by a government physician) -Financial status (preferably those with low family income asshown in the family income tax returns) - Distance of residence from school (inaccessible bytransportation or travel is risky for the pupil) Section 5: The quality of instruction in special schools shall equalor be better than that of the general school system, and closelylinked to it. 69. Article 18: Special Provisions Amendment Clause Any revision or amendment of these policies andguidelines to be made by the implementing officesshall be referred to the respective Divisions whichshall in turn recommend its promulgation to theMinister of Education, Culture and Sports. 70. Article 19: EffectivityThese policies and guidelines shall take effectimmediately upon its approval by the Minister ofEducation, Culture and Sports. 71. The final word is yours!