POLICY ON THE PROVISION OF EDUCATIONAL

SERVICES TO LEARNERS WITH SPECIAL

EDUCATIONAL NEEDS
 Objectives:
1. Discuss the Philippine Legal Bases and
Policies/ Provisions on Educational
Services to LSENs
2. Analyze the educational services for
learners with special educational needs
3. Share learnings and insights on the
effective implementation of the program
- Do you have children with special needs in your
regular classes/schools/districts?
- How did you accommodate these individuals?
- What interventions did you give to these
learners?
- Was it hard for you to handle them?
- Was it hard for you to convince the parents of
these children? How did you manage it?
 I. Rationale
- Every child has the right to education
- Around 15 percent of the world
population live with some form of
disability.

-
l. Rationale
-In the Philippines, about 15 million of
the estimated 100 million Filipinos have
some form of disability, wherein 50
percent are children (WHO, 2011).
Policy Context of the Framework
International Agreements/Commitments
1.Universal Declaration of Human
Rights (1948;1978) *free education
2.Convention on the Rights of the
Child (1989)
Policy Context of the Framework
3. World Declaration of EFA (1990)
*necessity and urgency of providing
education for children, youth and adults
with special needs within the regular
education system
 Policy Context of the Framework
International Agreements/Commitments

4. UN Convention on the Rights of PWDs

(2007)
*recognizes the right of persons with
disabilities to education and access to equal
opportunities.
5. Incheon Strategy to “ Make
Rights Real” for Persons with
Disability ( 2012)
Policy Context of the Framework
International Agreements/Commitments
6. 2030 Agenda for Sustainable
Development
*Goal 4, gives prominence to the
provision of inclusive and equitable
education and the promotion of lifelong
learning opportunities for all.
Policy Context of the Framework
Philippine Legal Bases and Policies
1.1987 Philippine Constitution
2.Republic Act 7277 known as “Magna Carta for
Disabled Persons” and amended in RA 9442.
3.DepEd Order 26,1997 entitled-
“Institutionalization of SPED Programs in All
Schools”
4.RA 10533 : Enhanced Basic Education Act of
2013
II. Scope
The Policy on the Provision of
Educational Services to LSENs
articulates how the Department of
Education provides opportunities for
LSENs in accessing appropriate
programs and services.
This Policy aims to:
1.Define learners with special
educational needs with
reference to the social model
on disability;
2.Articulate proper assessment
for LSENs;
3. Elaborate how the K to 12
curriculum is responsive to the
unique needs of learners;
4. Articulate learning delivery
models for the implementation of
SPED programs appropriate to
school community contexts and
capabilities;
5. Set standards for teachers’
competencies and learning
resources for efficient program
delivery and
6. Establish program
management mechanism to
ensure that schools are supported
and capacitated
III. Definition of Terms:
1.Assessment
2.Assistive devices and technologies
3.Curriculum adaptation
4.Flexible learning options
5.International Classification of
Functioning, Disability and Health
(ICF)
6. Learners
7. Learners-at-risk
8. Learners with Special Educational
Needs (LSENs)
9. Learning Environment
10. Learning Resource Center (LRC)
11. Multi-disciplinary team
12. Special Education
III. Policy Statement
The right to education must be ensured
for children, youth and adult learners with
special educational needs. Effective and
efficient education services for LSENs will
enable them to develop their potentials to
become well-rounded, happy and smart
individuals who can contribute meaningfully
to society
III. Policy Statement
1.That every learner has a
fundamental right to equitable
education, and must be given the
opportunity to maximize his/her
potentials.
III. Policy Statement
2.That every learner has unique
characteristics, interests, abilities
and learning needs.

3.That educational system should take

into account the diversity of learners
and should respond to their
learning needs
III. Policy Statement
4. That educational assistance should
be given to persons with disability.

5. That Special Education, as an

integral part of inclusive education,
focuses solely on the special
education needs of differently-abled
children.
 To enable LSENs achieve quality learning experience, DepEd shall ensure that guidance to field personnel in the implementation of the SpEd program be
provided.

III. Policy Statement

6. That inclusion is a key standard and
principle of the K to 12 Basic Education
Program.
7. Inclusion is best implemented while
learners are in the elementary grades.
8. That family support and involvement are
central to the learner’s development and
well-being.
Questions:

1.Cite the legal basis that supports inclusive

education.
2.What Republic Act/Philippine Law
empowers PWDs?
lV. Learners with Special
Educational Needs
LSENs – Who are these gifts of
God?
V. Learners with special
educational needs
LSENs are individuals who have been
observed to have difficulties in hearing,
communicationg, seeing, self-care, mobility
and cognition and/or who are gifted and
talented in various developmental domains
V. Educational Services for LSENs

A. Assessment Services
1. Classroom assessment
2. Behavioral characteristics
checklist
3. Assessment and diagnosis
4. History (IEP)
5. National assessment
V. Educational Services for
LSENs
B. K to 12 Curriculum Adaptations for
LSENs
C. Individual Educational Plan (IEP)
D. Resource Room Services
E. Educational Placement
F. Teachers
G. Learning Resource Adaptations and
ICT
 VI. Educational Services for
LSENs
B. K to 12 Curriculum Adaptations for LSENs
1. Essential adaptive skills and competencies
2. Additional curriculum content for LSENs
3. Curriculum content adaptations
4. Transition skills and competencies
 VI. Educational Services for
LSENs
C. Individual Educational Plan (IEP)

Every LSENs should have an IEP that articulates

his/her learning goals based on K to 12 Basic
Education Curriculum
 VI. Educational Services for
LSENs
D. Resource Room Services

The resource room is for learners who need

additional instruction/therapy sessions after
classes
VI. Educational Services for
LSENs
E. Educational Placement

LSENs need varies on the

basis of the capacity
of the school to address the
learning requirements of
individual learner
 VI. Educational Services for
LSENs
E. Educational Placement

1. Full Inclusion with Resource Room Services

2. Partial Inclusion with Resource Room Services
3. SPED Centers and Special Education Classes
a. SPED Centers
b. Self-contained SPED Classes
 VI. Educational Services for
LSENs
F. Teachers
Collaboration of SPED teachers and Regular
Class teachers

SPED teachers shall work together with families,

School heads, regular teachers, non-teaching
personnel, communities, local units, organization
and institutions in responding to the needs of
LSENs
 VI. Educational Services for
LSENs
G. Learning Resource Adaptations and ICT

-LRs shall be developed and utilized in line with the

curriculum content and teaching-learning processes for
LSENs

-Teachers should contextualize and modify materials based

on learner’s race, ability and interest.

-ICT can also support LSENs through the help of assistive

devices and technologies
Questions:

1.What are some of the practices/educational

services for LSENs that promote inclusion?
2.As a teacher/administrator, do you think you
are ready to provide the different appropriate
educational needs for LSENs?
VI. Program Management
A.Schools
B.Schools Division Offices
C.Regional Offices
D.Central Office
VI. Program Management
A. Schools: (leadership of the SH)
Schools are the primary implementers of
the special education program.
> advocacy
> accurate data on LIS and EBEIS
> use the data for allocation of funds
> included in AIP/SIP
> resource room
VI. Program Management
A. Schools:
• advocate the conduct of LAC sessions.
 Other services
 Ex: Homebound
 Resources are available to ALL
 Included in all activities and
assessments
 Sustain partnership with families
and community
VI. Program Management
B. Schools Division Offices
• shall capacitate, support, and
empower schools
•capacitate schools for inclusion
•provide technical assistance
•analyze data for fund allocation
•monitor /evaluate the program
VII. Program Management
B. Schools Division Offices

The division supervisor in-charge of SPEd

shall be responsible for the following:
• promote inclusiveness and capacitate schools
for inclusion.
•provide technical assistance and expertise on
special education and intervention for learners.
VII. Program Management
B. Schools Division Offices

•analyze data of the division to provide better

input in planning and allocation of resources of
the SDO.
•plan with the SDO, schools, and centers on how
teachers will be mobilized in providing access to
basic education, including those with special
needs.
VII. Program Management
B. Schools Division Offices

•monitor and evaluate the program

implementation periodically as basis for
technical assistance.
VI. Program Management
C. Regional Offices
•consolidate and analyze data in
planning and allocating resources for
schools and centers. It shall conduct
monitoring and evaluation activities to
ensure that division offices are
supported and capacitated.
VI. Program Management
D.Central Office
• shall have overall responsibility for the
administration and supervision of special
education in the country.
•shall ensure that targets set by divisions
and regions in the rollout of special
education services are met so that all
learners with special educational needs are
helped.
 VII. Monitoring and Evaluation
M & E of programs and services for LSENs
shall be integrated within the over-all K to 12
system under the oversight of the Office of
Planning Services
*Activity (Individual Output)
- In a sheet of a bondpaper, write
down your answers of the
following questions. (5 minutes)
 What’s Up!
1.What are your learnings on the
implementation of the program?
2.Do we have to implement
inclusion? Why?
3.How would you accommodate
LSENs in the regular educational
classroom?
4.What are the educational
services for LSENs?
5.What are your plans for these
LSENs to avail appropriate
intervention suited to their
needs?
 Words to Ponder!
“Our job is to teach the kids
we have. Not the ones we used to
have, not the ones we would like
to have. The ones we have right
now. ALL OF THEM.”
Anonymous
 1`

ELISEO S. LEONES, JR.

District HRD/ L & D Coordinator
Inclusive Education Coordinator
ASTURIAS DISTRICT
 1`

ELISEO S. LEONES, JR.

District HRD/ L & D Coordinator
Inclusive Education Coordinator
ASTURIAS DISTRICT
V. Learners with special
educational needs
LSENs are individuals who have been
observed to have difficulties in hearing,
communicationg, seeing, self-care, mobility
and cognition and/or who are gifted and
talented in various developmental domains
VI. Educational Services for
LSENs
E. Educational Placement

LSENs need varies on the

basis of the capacity
of the school to address the
learning requirements of
individual learner
 VI. Educational Services for
LSENs
E. Educational Placement

1. Full Inclusion with Resource Room Services

2. Partial Inclusion with Resource Room Services
3. SPED Centers and Special Education Classes
a. SPED Centers
b. Self-contained SPED Classes
 VI. Educational Services for
LSENs
F. Teachers
Collaboration of SPED teachers and Regular
Class teachers

SPED teachers shall work together with families,

School heads, regular teachers, non-teaching
personnel, communities, local units, organization
and institutions in responding to the needs of
LSENs
 VI. Educational Services for
LSENs
G. Learning Resource Adaptations and ICT

-LRs shall be developed and utilized in line with the

curriculum content and teaching-learning processes for
LSENs

-Teachers should contextualize and modify materials based

on learner’s race, ability and interest.

-ICT can also support LSENs through the help of assistive

devices and technologies
Policy Context of the Framework
International Agreements/Commitments

5. Incheon Strategy to “ Make Rights

Real” for Persons with Disability ( 2012)
*expansion of early intervention and
education of children with special
educational needs (Goal 5).
Policy Context of the Framework
International Agreements/Commitments
1.Universal Declaration of Human
Rights (1948;1978) *free education
2.Convention on the Rights of the Child
(1989)
*universal commitment to advance
children’s rights
Policy Context of the Framework
3. World Declaration of EFA (1990)
*stress necessity and urgency of
providing education for children, youth and
adults with special needs within the regular
education system
 Policy Context of the Framework
International Agreements/Commitments

5. Strategy to “ Make Rights Real” for

Persons with Disability ( 2012)
*expansion of early intervention and
education of children with special
educational needs (Goal 5).
3. Elaborate how the K to 12
curriculum is responsive to the
unique needs of learners;
4. Articulate learning delivery
models for the implementation of
SPED programs appropriate to
school community contexts and
capabilities;
VII. Program Management
B. Schools Division Offices
• shall capacitate, support, and
empower schools in achieving and
maintaining a healthy, happy, and
engaging learning environment for all.