SPED 1in the Phil

8/11/2019 SPED 1in the Phil

1/29

SPECIAL EDUCATIONin the

PHILIPPINES


2/29


3/29


4/29

No two children are

alike; Children should

be viewed and treated

as individuals


5/29

Special Education

The individually planned and

systematically monitored arrangement of

physical settings, special equipment and

materials, teaching procedure and otherinterventions designed to help learners with

special needs achieve the greatest possible

self-sufficiency and success in school andcommunity.

(Heward, W. & Orlansky, M. Exceptional Children, 1988)


6/29

Special Education

The education of persons who are

physically,mentally, emotionally or

culturally different from so-called

normal to such that they require

modification of school practices and

services to develop them to theirmaximum capabilities.

(Education Act of 1982)


7/29

Special Education

Should not form an isolated

parallel school system,

but rather a variation

of regular education


8/29

Children with Special Needs

A child with special education needs (CSEN) isone who differs from the average or typicalchild in:

MENTAL CHARACTERISTICS

SENSORY ABILITIES COMMUNICATION ABILITIES

SOCIAL BEHAVIOR

PHYSICAL CHARACTERISTICS

These differences must be to such an extentthat the child requires modification of schoolpractices, or special educational services todevelop to maximum capacity


9/29

Those with:

Visual Impairment Hearing Impairment

Communications Disorders:Language andSpeech

Orthopedic and Other Health Impairments

Intellectual disability (Mental Retardation)

Learning Disability

Emotional and Behavioral Disorders Autism

Gifted and Talented

Multiple Disabilities

Children with Special Needs


10/29


11/29

1956 Special Education teachers were trained

at Baguio Vacation Normal School and

consequently SPED classes were

organized

1957 Creation of the Special Education Sectionin the Bureau of Public Schools tasked toprovide educational services for

exceptional children

1960 Start of SPED Graduate School Program inPrivate Universities

Special Education in the Philippines


12/29

1965 Opening of the Course in

Organization, Administration andSupervision of SPED

1968

Implementation of R.A. 5250 An ActEstablishing a ten-year Training Programfor Teachers of Special andExceptional Children

Teacher-scholars were sent to PhilippineNormal College and UP

Opening of special classes for

chronically- ill children at the PGH



13/29

1970 Opening of teacher-training programfor children with Behavior Problems at UP

1975

Organization of the six Silahis Centers toprovide a least restrictive environment forchildren with special needs at the Divisionof City Schools, Manila. It consolidated 76

special education classes for differentexceptionalities in 31 elementary schoolsinto 6 centers primed for mainstreaming

The six Silahis Centers had since grown to

seventeen (1975-2005)



14/29


1975 Reorganization of the Department of

Education and Culture and the abolitionof the Special Subjects and Services

The SPED Unit at the Central Office was splitinto two to compose the SPED Unit ofCentral Office and the SPED Unit of NCR

Administration and Supervision of all

Special Schools in Metro Manila and thePhilippine Printing House for the Blind(PPHB) became the responsibility of theSPED Unit, NCR


15/29

The SPED program facilitated theidentification, assessment and referral ofchildren with special needs to special andregular classes.

Mainstreaming of Special Education bothpartial and full gained acceptance in 1970.

Integrated enrollment in secondary schoolsof the deaf and the blind children withregular children started in the same yearalthough on a limited scale



16/29

Basic Principles Underlying

Special Education

1. The Right to Education

2. The Right to Equality of

Opportunity

3. The Right to Participate in Society


17/29

Legislation Pertaining to Special Education

The 1987 Constitution of the Republic of thePhilippines

Article XIV, Sections 1 and 2(5)

Batas Pambansa Blg. 232

The Education Act of 1982 Enacted

September 10, 1982Section 24. Special Education Service


18/29

The Child and Youth Welfare Code Presidential

Decree No. 603 (as amended) signed in

December 10, 1974 and took effect on June

10, 1975

Article 3. Rights of the Child

Magna Carta for Disabled Persons (RA 7277)

Approved on March 24, 1992

An Act providing for the Rehabilitation, Self-

Development and Self-Reliance of Disabled Persons

and their Integration into the Mainstream of Society

and for Other Purposes

Legislation Pertaining to Special Education


19/29

Policy Issuances of the Department of Education

Policies and Guidelines in Special Education

(Revised 1997)Art. 1 Sec. 5

The ultimate goal of special educationshall be the integration or mainstreaming oflearners with special needs into the regularschool system and eventually into thecommunity.

DECS Order No. 14, s. 1993, entitled RegionalSpecial Education Council authorizes theregional directors to organize a RegionalSpecial Education Council (RSEC)


20/29

DECS Order No.1, s. 1997, entitled Organization of a Regional SPED Unit andDesignation of a Regional Supervisor in-charge of Special Education,

DECS Order No. 26, s, 1997, entitledInstitutionalization of SPED Programs in AllSchools

DECS Order No. 5, s. 1998, entitledReclassification of Regular Teacher andPrincipal Items to Special Education (SPED)Teacher and Special School Principal

Policy Issuances of the Department of

Education


21/29

Present Provisions of Special

Education

Range of Special Education Facilities

Special Classes

Special Day Schools

Residential Schools

Special Education Centers

Itinerant Teaching Program

Resource Room Program

Hospital Schools


22/29


Education

Alternative Models

Community-Based SPED Program Home-Based Instruction for the

Handicapped

Vocational Program Mainstreaming Program

Distance Education(Piloted, 2004)


23/29


Education

Curriculum

The curriculum prescribed by the

Department of Education is implemented

both in the regular and special education - Sec. 1, Art. V, Policies and Guidelines

For Special Education

Regular curriculum

Modified curriculum

Special curriculum

P t P i i f S i l


24/29


Education

REFERRAL

Family

School

personnel

Barangay

Official Medical

Allied/

Medical

Professional

Others

SCREENINGPROCEDURES

Review of

existing

records

Administration

of assessment

tools

Interviews

Observation

CONSULTATIONWITH PARENTS

Feedback on

assessment

results

Presentation

of placement

options

PLACEMENTOPTIONS

Regular

schools

Partial

integration

Special Class

Special

School

Others

PERIODIC EVALUATION AND

FEEDBACKING

Flowchart of Identification, assessment and placement


25/29


Education

Identification, assessment and placement

The identification, screening, assessment

and evaluation of children with special

needs shall be conducted by the schools

and the community utilizing appropriate

assessment instruments

- Sec. 1.1, Art. V, Policies and Guidelines


26/29

Inclusion

Public Policy Support for Inclusion Education

The Philippine Constitution of 1987, Article

XIV, Sec. 2

mandates the State to encourage non-formal,

informal and indigenous learning systems, as well as

learning, independent and out-of-school youth study

programs, and to provide adult citizens, the disabled andout-of-school youths with training on civics, vocational

efficiency and other skills.


27/29

Inclusion


Education Act of 1982

Re-structuring elementary education

Initiating vocational schools and non-formal education

Philippine Plan of Action for for the Asian and

pacific Decade of Disabled Persons (1993-2002)

Unifying all government efforts to assist the disabled


28/29

Inclusion


Philippine Plan of Action for Children (1992-1998)

Universal access to free primary and secondary education

Minimizing drop-out rates and full functional literacy

Philippine Plan of Action for Education for All

(1990-2000) Providing basic education to disabled and gifted children

Basic education for youths under difficult circumstances


29/29

Specialneeds education cannot advance

in isolation. It must be part of an overall

educational strategy and, indeed, of new

social and economic policies. This

requires a review of the policy and

practice in every subsector withineducation, from pre-school to universities,

to ensure that the curricula, activities and

programmes are, to the maximum extentpossible, fully accessible to all.

- Feder ico Mayor, Director General UNESCO (1994)

SPED 1in the Phil

Documents

Transcript of SPED 1in the Phil