EDUC 112: FOUNDATIONS OF SPECIAL NEEDS AND INCLUSIVE EDUCATION

Vision for all LSEN in the Philippines

Objectives:
Demonstrate an in-depth understanding of concepts related to inclusive and special education
that promote supportive environments for diverse learners (like inclusion, integration,
mainstream, transition, etc.)

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 be adequately provided
with basic education. This education should 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 of 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)

Inclusion of children with

special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Inclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Inclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Inclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Inclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
vInclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Inclusion of children with
special needs was promoted in
the 2013 Early Years Act, for
example through the use
of Filipino Sign Language as
the visual language of the deaf
community, and in 2013 with
the Enhanced Basic
Education Act, which
encourages the implementation
of the Alternative Learning
System to cater for the needs
of the target group. The 2015
Education Plan calls for an
expansion of the current basic
education services
through the multiplication of
special education classes within
the regular elementary and
secondary schools and
through the inclusion of learners
with disabilities into existing
regular classes
Considered an inclusive and
learner-centred teaching and
learning strategy, the 2016
Basic Education
Research Agenda defines
inclusive education as a cross-
cutting issue implemented
through special education,
indigenous peoples’ education,
madrasa education, the
country's Alternative Learning
System and alternative
delivery modes
Considered an inclusive and learner-centred teaching and learning strategy, the 2016
Basic Education Research Agenda defines inclusive education as a cross-cutting issue
implemented through special education,indigenous peoples’ education, madrasa education, the
country's Alternative Learning System and alternativedelivery modes.

 SPED is a specific program targeting children with disabilities and gifted and talented
learners. Established in 1997, it aims to integrate children with disabilities into regular
schools through appropriate teaching materials and continuous assessment. The 2019
Special Education Act aims to institutionalize inclusive education by establishing at least
one special education center in each school division and three in larger divisions, with
qualified staff and administration by the principal.

 Indigenous peoples’ schools are registered within the Department of Education and
mainstreamed inthe national education system but benefit from some flexibility
in terms of curriculum, teacherrecruitment and school calendar.
 Madrasa education was institutionalized in 2004 through the Standard Curriculum for
Elementary andPublic Schools and Private Madaris (i.e. madrasa schools), and
then improved with the RefinedElementary Madrasah Curriculum in 2011 in public
 elementary schools with at least 15 Muslim studentsand in private madaris. Madrasa
education is provided in public and private schools within the contextof Muslim culture,
customs, traditions and interests through the integration of the Arabic Language
andIslamic Values Education (ALIVE) in the basic education curriculum.

 The Alternative Learning System is a parallel learning system to the formal education
system usuallyconducted in community learning centres. Established by the 2001
Governance of Basic Education Act,it provides an opportunity for the out-of-school
population to access and complete basic education.

 Alternative delivery mode programmes are based on self-learning modules to cater for
learners indifficult and different circumstances.

Inclusion of children with special needs was promoted in the 2013 Early Years Act, for example
through the useof Filipino Sign Language as the visual language of the deaf community, and in
2013 with the Enhanced BasicEducation Act, which encourages the implementation of the
Alternative Learning System to cater for the needsof the target group. The 2015 Education Plan
calls for an expansion of the current basic education servicesthrough the multiplication of
special education classes within the regular elementary and secondary schools andthrough the
inclusion of learners with disabilities into existing regular classes

VI. Teachers and Support Personnel Teachers’ right to professional development is enshrined in
the Constitution (Art. 14, Section 5). However, withregards to special education, trainings are
not provided on a regular basis. Ad-hoc programmes areimplemented upon the
specific request of local authorities. At the national level, a training for special
educationteachers has been organized by the Department of Education’s Bureau of
Elementary Education, whiletrainings on visually impaired learners and those with multiple
disabilities were provided by non-governmentorganizations from 2007 and 2009.According to
the 2000 Memorandum Order No. 23 on Quality Education for Learners with Special
Needs,teacher training institutions must include special education courses at the undergraduate
and graduate levelsand provide further learning opportunities for qualified special
education teachers through scholarshipprogrammes, in coordination with the Commission
on Higher Education and other government and non-government agencies.The 2009
Philippine Magna Carta of Women calls for capacity building on gender and development for
teachersand personnel involved in the education sector.VII. Monitoring and ReportingWithin the
Basic Education Information System (BEIS), all Department of Education offices and units
gatherrelevant data from schools, learning centres and education programmes for the
effective planning andimplementation of education programmes.Inclusive Education
Program1. Multigrade Education One of the continuing initiatives of the Department of
Education (DepEd) along its thrust of increasing access toquality elementary education is
strengthening the implementation of the Multigrade Program in the PhilippineEducation
(MPPE) Multigrade Education Program addresses pressing concerns and issues on the provision
ofcustomized teaching and learning materials for multigrade classes and professional
development of teachers. 2. Special Education (SPED) This Special Education Program
specifically aims to enhance access and upgrade the quality of SPEDprograms and services,
as well as to raise the efficiency of education services directed towards all recognizedSPED
Centers for elementary and secondary schools with classes for learners with special needs. The
ultimategoal of SPEd is the inclusion of children with special needs into the regular school
system and eventually, in thecommunity.3. Madrasah Education The Madrasah Education
Program (MEP) aims to provide the Muslim learners with appropriate and relevanteducational
opportunities within the context of their cultures, customs, traditions and interests through
theintegration of the Arabic Language and Islamic Values Education (ALIVE) program in the basic
educationcurriculum so that the Muslim citizens shall have the intellectual and educational
capacity to participate activelyin the social, economic and political endeavours of the country

Special education (SPED) is

part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
Special education (SPED) is
part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
Special education (SPED) is
part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
Special education (SPED) is
part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
Special education (SPED) is
part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
Special education (SPED) is
part of the country's education
system and is implemented
through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
services of rehabilitation.
II. School Organization
Considered an inclusive and
learner-centred teaching and
learning strategy, the 2016
Basic Education
Research Agenda defines
inclusive education as a cross-
cutting issue implemented
through special education,
indigenous peoples’ education,
madrasa education, the
country's Alternative Learning
System and alternative
delivery modes.
● Special education (SPED)
is part of the country's
education system and is
implemented through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
services of rehabilitation.
II. School Organization
Considered an inclusive and
learner-centred teaching and
learning strategy, the 2016
Basic Education
Research Agenda defines
inclusive education as a cross-
cutting issue implemented
through special education,
indigenous peoples’ education,
madrasa education, the
country's Alternative Learning
System and alternative
delivery modes.
● Special education (SPED)
is part of the country's
education system and is
implemented through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
services of rehabilitation.
II. School Organization
Considered an inclusive and
learner-centred teaching and
learning strategy, the 2016
Basic Education
Research Agenda defines
inclusive education as a cross-
cutting issue implemented
through special education,
indigenous peoples’ education,
madrasa education, the
country's Alternative Learning
System and alternative
delivery modes.
● Special education (SPED)
is part of the country's
education system and is
implemented through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school
services of rehabilitation.
II. School Organization
Considered an inclusive and
learner-centred teaching and
learning strategy, the 2016
Basic Education
Research Agenda defines
inclusive education as a cross-
cutting issue implemented
through special education,
indigenous peoples’ education,
madrasa education, the
country's Alternative Learning
System and alternative
delivery modes.
● Special education (SPED)
is part of the country's
education system and is
implemented through a
specific programme targeting
both children with disabilities
and gifted and talented learners,
who need
a systematic and deliberate
process to achieve functional
literacy and achieve their
individual potential
and capability. Supporting the
1997 Magna Carta for Disabled
Persons, the 1997 Department
Order
No. 26 on
Institutionalization of SPED
Programs in All Schools
established at least one
special
education centre for children
with special needs in all
schools. Called resource centres
for inclusive
education, the centres were
intended to support the
integration of children with
disabilities into regular
schools through the production
of appropriate teaching
materials and continuous
assessment. Specific
guidelines to set up special
education centres in regular
schools were defined in
2000.
The 2019 Special Education
Act aims literally to
institutionalize inclusive
education though the
institutionalization of at least
one special education centre in
each school division and three
such
centres in larger divisions,
equipped with adequate
qualified staff and administered
by the principal of
the regular school