Republic of the Philippines

Bohol Island State University-Bilar Campus

Zamora, Bilar, Bohol
VISION: A premier Science and Technology university for the formation of a world class and virtuous human resource for
sustainable development in Bohol and the country.
MISSION: Committed to provide quality higher education in the arts and sciences as well as in the professional and technological
fields, undertake reseach and development and extension services for sustainable development of Bohol and the country.

Name: VIVIENE N. GAMAD Yr & Section: BSEd English 3B

Module 1
Preliminaries: VISION, MISSION AND GOAL OF BISU  

Activity 1: (Individual work)

1. Question: What are the terms/words that struck you in the Vision? in Mission? in Goal?

(Students will be asked to write it in bold letters and present it in class)  
 SUSTAINABLE DEVELOPMENT
 QUALITY HIGHER EDUCATION
 RESPONSIVE EXTENSION PROGRAMS
2. Students will then be given 2 minutes to reflect on what they have written   
Students will then be asked to share their insights on why they are struck with those
words and share it in class for 2 minutes.

 I know that these words/ terms are familiar with us. BISU aims for sustainable
development not just in our school but also in Bohol and the coutry. To meet the
needs of the people at present and for the near future. Every school especially
BISU is committed to provide quality higher education in different specializations
and develop responsive extension programs. To produce competent individual
for global engagement.

Activity 2. Leveling of Expectations and Class Rules  (the teacher will present the subject

and introduce it to the class through a PPtPresentation)  
1. What are your expectations in this course?  
2. What do you expect to learn?  
3. The students will be asked to fill-in the template.  
  
Expectations Commitement to achieve what they
expect

Content: Deepen the knowledge towards Submit activities and requirements on time.
the subject.

Class: Engage in different activities. Listen attentively and work with the class.

Educ 8- Foundations of Special and Inclusive Education 

Activity A (Individual work)

Column A Column B

_____C______1. Era of Ridicule A Industrial Revolution

_____E______2. Era of Zero Reject B Renaissance
_____A______3. Era of Education C Middle Ages
_____B______4. Era of Asylum D Ancient Time

_____F______5. Era of Extermination E Contemporary World

F Greek and Roman

Period

Column A Column B
______D____1. The first person who brought the A 1907
concept of special education in the
Philippines.
______A____2. The year when special education B Barrows
program started.
______F____3. The first Fil. To be appointed as C 1927
principal of School for the Deaf and
Blind.
______E____4. Quezon City Science High School for D Atkinson
Gifted was inaugurated.
______C____5. The Welfareville Children’s Village E 1949
established.
F Francisco

Activity B.

_____2_____a. The National Orthopedic Hospital opened its School for Crippled Children.

_____3_____b. PAD opened the school for children with hearing impairment.

_____1_____c. Philippine Association for the Deaf (PAD) was established.

_____4_____d. Celebration of Sight Saving Week (1st week of August).

_____5_____e. Quezon City Science High School for Gifted students was inaugurated.

Educ 8- Foundations of Special and Inclusive Education 

Analysis  
1. How influential were the Americans to the development of special education?
 Through the influence of the Americans there was a great development with
regards to the Special Education of the Philippines. We were able to establish
foundation which they continued supporting.

2. Why there is a need for us to go back to the history of SPED? 

 There is a need to go back to the history of Sped because they have a big part of
today. Without their collaboration and perseverance, maybe Special Education is
not yet established.

3. Do you think the number of SPED schools in the Philippines is enough to cater the
needs of children with special needs?  
 No, because there are still a lot of children in the country especially those living
in slum and remote area didn’t afford to send their selves in school. It’s too far for
them to go to school that is why they are just contented of their living even
without education. And it saddens me for all of us deserves quality education.

Assessment

I.

1. Mr. Fred Atkitson

2. 1978- PD 1509
3. Mr. David Barrows
4. 1993
5. De La Salle University Manila
6. Jagna
7. 1991
8. January
9. 1982
10.

II.

1. Special Education is given importance over time through sustaining the needs and aims
of the programs. It is a big opportunity for children who have special needs that is why it
is our responsibility to make a hand. Maybe for us it is just a piece of help but for them it
is a life changing journey.

2. AbbéCharles Michel de I’Epée Father of the Deaf, who created the “Institute for
Deaf”and developed a system for spelling out of French words, Jean- Marc- Gaspard
Itard was noted for his work with the deaf and with the “wild boy of Aveyron, Maria
Montessori individualized and discovery learning and Louis Braille who developed a
system for printing and writing that is extensively used by the blind. These persons are
known for their contributions on the foundation of Special Education. They brought a
light and hope for the children.

Educ 8- Foundations of Special and Inclusive Education 

 Application  
Make a Time Line of the development of Special Education in the Philippines 

TIMELINE OF THE HISTORY OF SPECIAL EDUCATION IN THE PHILIPPINES

1902 Through General Superintendent of Education Mr. Fred Atkinson, the interest to educate Filipino
children with disabilities was expressed.

1907 Special Education was formally started in the Philippines, with the establishment of the Insular School
for the Deaf and the Blind, a residential school located in Pasay City, Metro Manila by M. Delia Delight
Rice, an American educator.

1926 The Philippine Association for Deaf was founded.

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

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.

1949 The Quezon City Science High School opened for gifted students.

1950 Philippine Association for the Deaf (PAD) opened a school for children with hearing impairment.

1953 The Elshie Gaches Village in Alabang was established as residential care facility for the abandoned
and neglected children. For the youth also who are physical and mental handicaps such as cerebral
palsy.
1954 The first week of August was declared as Sight Saving Week

1956 A more formal training of teachers for children with mental retardation, hearing impairment and visual
impairment was offered at Baguio Vacation Normal School. Special classes for the deaf was also
implemented
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 of the development of special education in all
regions of the country.
1958 The Regional office of American Foundation for Overseas Blind was opened in Manila.

1962 The Manila Youth Rehabilitation Center was opened. This 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”.

1963 The training of DEC teacher scholars for blind Children started at the Philippine Normal College, with
the approval of R.A No. 3562.

Educ 8- Foundations of Special and Inclusive Education 

1965 The training program for school administrators on the organization, administrations, and supervision of
special education class was started held at UP.

1967 The Bureau of Public Schools organized the National Committee on Special education

1968 The teacher training program for teachers of exceptional children was help at the Philippine Normal
College for the next ten years and for the same year the first Asian Conference in work for blind was
held in Manila
1973 The juvinile and domestic Relations Court of Manila established the Tahanan Special School for
socially maladjusted children and youth.

1974 The first National Conference on the Rehabilitation of the Disabled was held at the Social security
building in Quezon City

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

1981 The United Nations Assembly proclaimed the observance of the International Year of Disabled
persons.

1983 The Batas Pambansa enacted the Accessibility Law, an act to enhance the mobility of disabled
persons

1990 The Philippine Institute for Deaf, an Oral school for children with hearing impaiment was established.

1991 The first National Congress on Street Children was held at La Salle Greenhills in San Juan Metro
Manila.

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

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

1995 The summer training for teacher of hearing impaired started at Philippine Normal University.

1996 Third week of January was declared as “ Autism Consciousness Week”.

1997 DECS issued order No. 26 on the Institutionalization of the Special Education Programs in all schools
was promulgated. The first wheelaton- a-race for wheelchair users was the main event on the National
Disability prevention and Rehabilitation Week
1998 DECS issued order No. 5 “Reclassification of Regular tear and principal items to SPED teacher and
special school principals item.

1999 DECS issued order No. 33 “Implementation of Administrative Order No. 101 directing the DPWH, the
DECS and the CHED to provide architectural facilities or structural feature for disabled persons in all
state college, universities and other public buildings”; Order No. 11 “Recognized Special Education
Centers in the Philippines.

  
 

Educ 8- Foundations of Special and Inclusive Education 

Make a virtual interview of the SPED in their municipality, giving emphasis on the considerations
on the requirements in offering the program.

School: Speech Language and Beyond Therapy Center- Mansasa District

The Special Education Institution of Mansasa District in Bohol is a Government funded through
PCSO. They do interviews with the parents of the child with special needs before enrolling
them. Requirements of the enrollees are strictly required upon offering the program. They have
paraprofessionals including psychologist and highly trained Special education teachers.

Educ 8- Foundations of Special and Inclusive Education