Chapter 1

VISION, POLICY, GOAL, AND OBJECTIVES OF SPECIAL EDUCATION

At the end of the chapter, the students should be able to:

1. identify the different categories of children and youth with special needs;
2. explain the vision for children with special needs;
3. discuss the policy of Inclusive Education for All;
4. enumerate the goal and objectives of special education;
5. cite important events relevant to the implementation of special education in the Philippines;
and
6. discuss the legal bases of special education in the country.

Children and youth with special needs have always been recognized as legitimate
beneficiaries of the Philippine government's reforms in basic education. For almost a century now,
the Department of Education through its Special Education Division has been providing the broad
framework and standards in establishing and maintaining special education programs in both
public and private schools all over the country. The past decades witnessed the continuous
development of programs for a wide range of exceptional children and youth together. Likewise,
the professionalization of special education continues to be pursued through teacher and
administrator training programs. Bold moves are undertaken to:
• promote access, equity and participation of children with special needs education in the
mainstream of basic education;
• improve the quality, relevance and efficiency of special education in schools and
communities and;
• sustain special education programs and services in the country.

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).

Policy, Goal and Objectives of Special Education

The policy on Inclusive Education for All is adopted in the Philippines to accelerate access
to education among children and youth with special needs. Inclusive education forms an integral
component of the overall educational system that is committed to an appropriate education for all
children and youth with special needs.
The goal of the special education programs of the Department of Education all over the
country is to provide children with special needs appropriate educational services within the
mainstream of basic education. The two-pronged goal includes the development of key strategies
on legislation, human resource development, family involvement and active participation of
government and non-government organizations. Likewise, there are major issues to address on
attitudinal barriers of the general public and effort towards the institutionalization and
sustainability of special education programs and services.

Special education aims to:

1. provide a flexible and individualized support system for children and youth with special
needs in a regular class environment in schools nearest the students' home,
2. provide support services, vocational programs and work training, employment opportunities
for efficient community participation and independent living,
3. implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college, and
4. make available an array of educational programs and services: the Special Education
Center built on "a school within a school concept" as the resource center for children and
youth with special needs; inclusive education in regular schools, special and residential
schools, homebound instruction, hospital instruction and community-based programs;
alternative modes of service delivery to reach the disadvantaged children in far-flung towns,
depressed areas and underserved barangays.

The past decades saw the continuous development of special education programs for a
wide range of exceptional children and youth: those with mental retardation, giftedness and talent,
blindness, deafness, language and speech disorders, crippling conditions, behavior problems,
severe disabilities and physical impairments. The then Philippine Normal College and the
University of the Philippines, both state tertiary institutions, continue to work hand in hand with the
Department of Education to enhance the professionalization of special education through their
teacher training programs.

Figure 2. The SPED Science High School in Fig.3 The SPED Center in Dapa Central
the Division of Capiz for Students Who Are Elementary School, Division of Siargao,
Gifted and Talented Surigao del Norte
________________________________________________________________________________
Historical Perspectives

Historically, the interest to educate Filipino children with disabilities was expressed more
than a century ago in 1902 during the American regime. The General Superintendent of Education,
Mr. Fred Atkinson, reported to the Secretary of Public Instruction that deaf and blind children were
found in a census of school-aged children in Manila and nearby provinces. He proposed that these
children be enrolled in school like the other children. However, it was not until 1907 when the
special education program formally started in the country. The Director of Public Education, Mr.
David Barrows, worked for the establishment of the Insular School for the Deaf and the Blind in
Manila. Miss Delight Rice, an American educator, was the first administrator and teacher of the
special school. At present the School for the Deaf is located on Harrison Street, Pasay City while
the Philippine National School for the Blind is adjacent to it on Polo Road.

Fred Atkinson David Barrows

General Superintendent of Education General Superintendent of Education

1926 to 1949

1926 The Philippine Association for the Deaf (PAD) composed mostly of hearing
impaired members and special education specialists was founded
1936 Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School
for the Deaf and the Blind (SDB)
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 (a) the Quezon City Science High School for gifted students was inaugurated; and
(b) the Philippine Foundation for the Rehabilitation of the Disabled (PFRD) was
organized.

1950 to 1975

1950 PAD opened a school for children with hearing impairment

1953 The Elsie Gaches Village (EGV) was established in 1953 in Alabang, Muntinlupa,
Rizal to take care of abandoned and orphaned children and youth with physical and
mental handicaps
1954 (a) the first week of August was declared as Sight Saving Week
(b) The private sector supported the government's program for disabled Filipinos
1955 members of Lodge No. 761 of the Benevolent and Protective Order of Elks
organized the Elks Cerebral Palsy Project Incorporated. In the same year the First
Parent Teacher Work Conference in Special Education was held at the SDB.
1956 the First Summer Institute on Teaching the Deaf was held at the School for the Deaf
and the Blind in Pasay City. The following school year marked the beginning of the
integration of deaf pupils in regular classes.
1957 (a) 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 for the development of special education in all regions of the country. The
components of the special education program included legislation, teacher training,
census of exceptional children and youth in schools and the community, the
integration of children with disabilities in regular classes, rehabilitation of residential
and special schools and materials production.
(b) Baguio Vacation Normal School ran courses on teaching children with
handicaps. The Baguio City Special Education Center was organized
1958 the American Foundation for Overseas Blind (AFOB) opened its regional office in
Manila. For many years AFOB assisted the special education program of the DEC by
providing consultancy services in the teacher training program that focused on the
integration of blind children in regular classes and materials production at the
Philippine Printing House for the Blind
1960 some private colleges and universities started to offer special education courses in
their graduate school curriculum
1962 (a) the Manila Youth and Rehabilitation Center (MYRC) was opened. The center
extended services to children and youth who were emotionally disturbed and
socially maladjusted
(b) DEC issued Circular No. 11 s. 1962 that specified the "Qualifications of Special
Education Teachers."
(c) PFRD sponsored the Second Pan Pacific Rehabilitation Conference in Manila
that convened international experts in the rehabilitation of handicapped persons
(d) the experimental integration of blind children at the Jose Rizal Elementary
School in Pasay City
(e) the First National Seminar in Special Education was held at SDB in Pasay City
(f) the St. Joseph of Cupertino School for the Mentally Retarded, a private day
school, was founded
(g) the training of DEC teacher scholars at the University of the Philippines
commenced in the areas of hearing impairment, mental retardation and mental
giftedness under R.A. 5250
(h) the Philippine General Hospital opened classes for its school-age chronically ill
patients
1963 (a) the training of DEC teacher scholars for blind children started at the Philippine
Normal College
(b) the Philippine Printing House for the Blind was established at the DEC
compound with the assistance of the American Foundation for Overseas Blind,
 UNICEF and CARE Philippines.
(c) with the approval of R.A. No. 3562 the Manila Science High School for gifted
students was established
1964 the Quezon City Schools Division followed suit with the establishment of the
Quezon City Science High School for gifted students
1965 (a) marked the start of the training program for school administrators on the
organization, administration and supervision of special education classes
(b) the First Institute on the Education and Training of the Mentally Retarded was
sponsored by the Special Child Study Center, the Bureau of Public Schools and the
Philippine Mental Health Association at the Ateneo de Manila University
1967 (a) BPS organized the National Committee on Special Education
(b) General Letter No. 213 regulating the size of special classes for maximum
effectiveness was issued in the same year.
1968 (a) With the approval of R.A. No. 5250 in the teacher training program for teachers
of exceptional children was held at the Philippine Normal College for the next ten
years
(b) the First Asian Conference on Work for the Blind was held in Manila.
1969 (a) classes for socially maladjusted children were organized at the Manila Youth
Reception Center. The Jose Fabella Memorial School was divided into five units and
assigned to different parts of Metro Manila: the Philippine Training School for Boys
in Tanay, Rizal; the Philippine Training School for Girls in Marillac Hills, Alabang,
Muntinlupa; Reception and Child Study Center in Manila; Elsie Gaches Village in
Alabang and Nayon ng Kabataan in Pasay City
1970 (a) the training of teachers for children with behavior problems started at the
University of the Philippines
(b) the School for the Deaf and the Blind established in 1907 was reorganized into
two separate residential schools: the School for the Deaf (PSD) stayed in the
original building and the Philippine National School for the Blind (PNSB) was built
next to PSD.
(c) a special school was established in San Pablo City, the Paaralan ng Pag-ibig at
Pag-asa
1971 DEC issued a memorandum on Duties of the Special Education Teacher for the
Blind
1973 (a) the Juvenile and Domestic Relations Court of Manila established the Tahanan
Special School for socially maladjusted children and youth
(b) the First Asian Conference on Mental Retardation was held in Manila under the
auspices of the UNESCO National Commission of the Philippines and the Philippine
Association for the Retarded (PAR)
1974 (a) the First National Conference on the Rehabilitation of the Disabled was held at
the Social Security Building in Quezon City
(b) The Southeast Asian Institute for Deaf (SAID), a private day school, was
established
1975 (a) the Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools. Six schools were chosen to organize
special education programs for the different types of exceptional children. Until
 today, the Silahis Centers continue to lead in the inclusion of exceptional children in
regular classes.
(b) DEC was reorganized into the Ministry of Education Culture (MEC) and the
Special Subjects and Services Division was abolished

1976 to 2000

1976 (a) Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino
Child. The National Action Plan for Education was promulgated which included
provisions for in-and-out-of-school exceptional children
(b) the First Camp Pag-ibig, a day camp for handicapped children was held on
Valentine's Day in Balara, Quezon City
(c) the Juvenile and Domestic Relations Court in Quezon City organized the
Molave Youth Hall for Children with Behavior Problems
1977 (a) MEC issued Department Order No. 10 that designated regional and division
supervisors of special education programs
(b) the West Visayas State College of Iloilo City started its teacher training
program and offered scholarships to qualified teachers
(c) the Bacarra Special Education Center, Division of Ilocos Sur and the Bacolod
Special Education Center, Division of Bacolod City opened
1978 (a) marked the creation of the National Commission Concerning Disabled
Persons (NCCDP), later renamed National Council for the Welfare of Disabled
Persons or NCWDP through Presidential Decree 1509
(b) MEC Memorandum No. 285 directed school divisions to organize special
classes with a set of guidelines on the designation of teachers who have no
formal training in special education
(c) the University of the Philippines opened its special education teacher training
program for undergraduate students
(d) the Philippine Association for the Deaf started its mainstreaming program in
the Division of Manila City Schools
(e) the Davao Special School was established in the Division of Davao City while
the Philippine High School for the Arts was organized in Mt. Makiling, Laguna. (f)
the Second International Conference on Legislation Concerning Disabled was
held in Manila under the leadership of the PFRD
1979 (a) the Bureau of Elementary Education Special Education Unit conducted a two-
year nationwide survey of unidentified exceptional children who were in school
(b) the Caritas Medico-Pedagogical Institution for the Mentally Retarded was
organized
1980 the School for Crippled Children at the Southern Island Hospital in Cebu City was
organized
1981 (a) the United Nations Assembly proclaimed the observance of the International
Year of Disabled Persons
(b) three special education programs were inaugurated: the Exceptional Child
Learning Center at the West City Central School Division of Dumaguete City, the
Zapatera Special Education Center at the Division of Cebu, and the Deaf
Evangelistic Alliance Foundation (DEAF) in Cavinti, Laguna
 1982 three special schools were opened: the Cebu State College Special High School
for the Deaf, the Siaton Special Education Center in the Division of Negros
Oriental and the St. John Maria de Vianney Special Education Learning Center in
Quezon City
1983 (a) Batas Pambansa Bilang 344 enacted the Accessibility Law, "An Act to
Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions, Establishments and Public Utilities to Install Facilities and Other
Devices
(b) In the same year, the Batac Special Education Center in the Division of Ilocos
Norte was organized
1984 two special education programs were inaugurated: the Labangon Special
Education Center Division of Cebu City and the Northern Luzon Association's
Heinz Wolke School for the Blind at the Marcos Highway in Baguio City
1985-1987 more SPED Centers opened the next three years: the Pedro Acharon Special
Education Center in the Division of General Santos City, the Legaspi City Special
Education Center in Pag-asa Legaspi City, and the Dau Special Education Center in
the Division of Pampanga.
1990 the Philippine Institute for the Deaf (PID) an oral school for children with hearing
impairment 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 Teachers of the Visually Impaired started at the
Philippine Normal University
1993 DECS issued Order No. 14 that directed regional offices to organize the Regional
Special Education Council (RSEC)
1995 (a) the First National Congress on Mental Retardation at the University of the
Philippines in Diliman, Quezon City; the First National Convention on Deaf
Education in Cebu City which was subsequently held every two years; and the
First National Sports Summit for the Disabled and the Elderly
(b) the National Registration Day for Persons with Disabilities was held
1996 (a) the third week of January was declared as Autism Consciousness Week
1997 (a) DECS Order No. 1 was issued which directed the organization of a Regional
Special Education Unit and the Designation of a Regional Supervisor for Special
Education
(b) DECS Order No. 26 on the Institutionalization of Special Education Programs
in All Schools was promulgated
(c) The First Philippine Wheelathon-a-race for Wheelchair Users was the main
event of the 19th National Disability Prevention and Rehabilitation Week
1998 DECS Order No. 5 "Reclassification of Regular Teacher and Principal Items to
Special Education Teacher and Special Schools Principal Item" was issued
1999 (a) the Philspada National Sports Competition for the Disabled in Cebu City;
(b) the Second National Congress on Special Needs Education in Baguio City;
(c) issuance of the following DECS Orders -No. 104 "Exemption of the Physically
Handicapped from Taking the National Elementary Achievement Test (NEAT) and
 the National Secondary Aptitude Test (NSAT)";
(d) DECS Order No. 108 "Strengthening of Special Education Programs for the
Gifted in the Public School System";
(e) DECS Order No. 448 "Search for the 1999 Most Outstanding Special
Education Teacher for the Gifted";
(f) and Memorandum No. 457 "National Photo Contest on Disability."
(g) DECS Order No. 11 "Recognized Special Education Centers in the Philippines";
(h) DECS Order No. 33 "Implementation of Administrative Order No. 101 directing
the Department of Public Works and Highways, the DECS and the Commission
on Higher Education to provide architectural facilities or structural features for
disabled persons in all state colleges, universities and other public buildings";
(i) Memorandum No. 24 "Fourth International Noise Awareness Day"; and
(j) Memorandum No. 477 "National Week for the Gifted and the Talented."

Figure 3. The Special Education Learning

Center of San Francisco Pilot Elementary
School Division, Agusan del Sur

The Legal Bases of Special Education

Special education in the Philippines is anchored on fundamental legal documents that

present a chronology of events on the growth and development of the program.

Article 356 and 259 of 1935, asserted "the right of every child to live in an atmosphere
Commonwealth Act conducive to his physical, moral and intellectual development" and the
No. 3203 concomitant duty of the government "to promote the full growth of the
faculties of every child."
Republic Act No. 3562 an Act to Promote the Education of the Blind in the Philippines" on June
21, 1963 provided for the formal training of special education teachers of
blind children at the Philippine Normal College, the rehabilitation of the
Philippine National School for the Blind (PNSB) and the establishment of
the Philippine Printing House for the Blind
Republic Act No. 5250 an Act Establishing a Ten-Year Teacher Training Program for Teachers of
Special and Exceptional Children" was signed into law in 1968. The law
provided for the formal training of teachers for deaf, hard-of-hearing,
speech handicapped, socially and emotionally disturbed, mentally
retarded and mentally gifted children and youth at the Philippine Normal
College and the University of the Philippines
Section 8 Article XV of Implies the inclusion of exceptional children and youth in the educational
 the 1973 Constitution system
1975, PD No. 603 otherwise known as the Child and Youth Welfare Code was enacted.
• Article 3 on the Rights of the Child provides among others that "the
emotionally disturbed or socially maladjusted child shall be treated
with sympathy and understanding and shall be given the education and
care required by his particular condition."
• Article 74 which provides for the creation of special classes. Thus,
"where needs warrant, there shall be at least special classes in every
province, and if possible, special schools for the physically
handicapped, the mentally retarded, the emotionally disturbed and the
mentally gifted. The private sector shall be given all the necessary
inducement and encouragement."
1978, PD No. 1509 created the National Commission Concerning Disabled Persons
(NCCDP). It was renamed as National Council for the Welfare of Disabled
Persons (NCWDP)
Education Act of 1982 state shall promote the right of every individual to relevant quality
or BP Bilang 232 education regardless of sex, age, breed, socioeconomic status, physical
and mental condition, social and ethnic origin, political and other
affiliations
• Section 24 "Special Education Service" affirms that "the State further
recognizes its responsibility to provide, within the context of the formal
education system services to meet special needs of certain clientele.
These specific types shall be guided by the basic policies of state
embodied on General Provisions of this Act which include: (2) "special
education, the education of persons who are physically, mentally,
emotionally, socially, culturally different from the so-called 'normal'
individuals that they require modification of school practices/services
to develop to their maximum capacity."
1983, BP Bilang 344 The Accessibility Law, "An Act to Enhance the Mobility of Disabled
Persons" requires cars, buildings, institutions, establishments and public
utilities to install facilities and other devices for persons with disabilities
1989, R.A. No. 6759 declared August 1 of each year as "White Cane Safety Day in the
Philippines." Blind persons use the cane in traveling
1992, R.A. No. 7610 An Act Providing for Strong Deterrence and Special Protection Against
Child Abuse, Exploitation and Discrimination, Providing Penalties for Its
Violation and Other Purposes
2000, P.D. No. 361 National Disability Prevention and Rehabilitation Week Celebration on the
third week of July every year which shall culminate on the birth date of
the Sublime Paralytic Apolinario Mabini
2004, R.A. 9288 The Newborn Screening Act of 2004

Newborn screening is a very simple test that should be given to the baby twenty-four hours
after birth. If the test is given too late, the baby can either die or eventually be severely retarded.
Newborn screening is a blood test wherein a blood sample will be taken from the heel of the child.
The sample, which is dropped in a special paper, is then sent by the hospital to a centralized
testing center which is run by the National Institute of Health at its head office at the University of
the Philippines in Manila. The test primarily checks for five metabolic disorders that could affect
the health of the child within the first few weeks of life. These are congenital hypothyroidism,
congenital adrenal hyperplasia, galactosemia, phenylketonuria and G6PD deficiency. If gone
undetected, these disorders may cause severe mental retardation, cataracts, severe anemia or
even death for the child. However, if these disorders are diagnosed early enough, the child can
grow up as a normal, healthy human being. The test and the 24-hour window can literally be the
difference between life and death. If a baby is shown to be positive for any of the disorders, the
parents will be immediately informed and more tests will be done to the child to confirm the test.
Once properly diagnosed, proper treatment and care can be given to the baby to correct the
disorder. The baby can then go on to live a happy and normal life.

ANNOUNCEMENT TO ALL HOSPITALS AND BIRTHING FACILITIES

Compliance with Republic Act No. 9288 (Newborn Screening Act of 2004) Pursuant to Rules and
Regulations Implementing RA 9288
Sec. 2...The National Comprehensive Newborn Screening System shall ensure that every baby
barn in the Philippines is offered the opportunity to undergo newborn screening and thus be spared from
heritable conditions that can lead to mental retardation and death if undetected and untreated.
Sec. 21-a ALL HOSPITALS, BIRTHING FACILITIES, RURAL HEALTH UNITS. HEALTH CENTERS AND
OTHER COLLECTING UNITS throughout the country shall have NBS Specimen Collection kits at all times.
Sec. 24 The DOH through the Bureau of Health Facilities and Sen tees (BHFS) shall include, among
others, the provision of NBS services in the licensing requirements for hospitals and birthing facilities.
The Newborn Screening Reference Center (NSRC) will send the final list of facilities offering
Newborn Screening to the Bureau of Health Facilities and Services -Department of Health on January 31,
2006. For facilities that are not yet offering newborn screening services, please contact your respective
DOH Newborn Screening regional coordinators or NSRC for assistance or you may call tel. nos. (02) 711-
6982 / 711-9572 (DOH), (02) 522-4396 (NSRC) or visit www.nsrc-nih.org.ph for further details.
A message from the Department of Health and the National Institutes of Health-UP Manila.
Read and Respond
Test on Content Knowledge

Test how much you have learned from this chapter by answering the following questions.
1. What is the status of special education programs in the Philippines? How does the
Department of Education sustain its special education programs in the country?
2. List the significant events that have shaped the history of special education in the last century:
a. in the early 1900s until 1949
b. the third quarter of the century
c. the last thirty years
3. What is the importance of legislation in the development and sustenance of special education
programs?
4. Enumerate the laws that pertain to:
a. the inclusion of children with special needs in all programs and concerns of the
government.
b. the education of children with special needs
c. the participation of the home, parents and the community in special education
activities
d. commemoration of significant events

Reflection and Application of Learning

1. Discuss the vignettes about successful exceptional youth with your classmates. What
characteristics of these children and youth impress you most? Why?
2. Gain firsthand experience about special education programs in the Philippines by doing the
following activities:
Touch base with children with special needs by visiting a special school or a special
education class in your community.
• Ask the special education teacher about the types of exceptionality or disabilities of
his/her students, their characteristics and how well they are doing in school.
• Talk to the pupils. Introduce yourself, then ask them about their school activities.
• Write a brief narrative report on your visit. Include the information that you got as well
as your personal feelings about the activity.
• Invite your classmates to form learning circles. Share the report with each other.
3. Start clipping stories and articles from newspapers and magazines about
people with disabilities who became successful by going to school. Share the vignettes with your
classmates.