Chapter1: Exceptional

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Cards (62)

  • The "Special Education Law" in the Philippines mandates the provision of appropriate educational services and support for children with disabilities
  • The law ensures access to inclusive classrooms, specialized instruction, and assistive technologies to facilitate their learning
  • The law aims to promote the full participation and integration of children with special needs into mainstream education, emphasizing their right to quality education and equal opportunities
  • REPUBLIC ACT NO. 7277, ALSO KNOWN AS THE MAGNA CARTA FOR DISABLED PERSONS, FOCUSES ON THE REHABILITATION, SELF-DEVELOPMENT, AND INTEGRATION OF PERSONS WITH DISABILITIES INTO MAINSTREAM SOCIETY
  • IT PROVIDES RIGHTS AND PRIVILEGES FOR PERSONS WITH DISABILITIES, INCLUDING ACCESS TO EDUCATION, EMPLOYMENT, AND SOCIAL SERVICES
  • REPUBLIC ACT NO. 9442, ENACTED IN 2007, AMENDS CERTAIN PROVISIONS OF RA 7277 TO STRENGTHEN ITS IMPLEMENTATION AND ADDRESS GAPS IN DISABILITY RIGHTS PROTECTION, PARTICULARLY IN AREAS OF ACCESSIBILITY, NON-DISCRIMINATION, AND PROVISION OF SUPPORT SERVICES
  • A vision for children with exceptional needs

    • Creating an inclusive society where every child, regardless of their abilities or disabilities, has equal opportunities to thrive and reach their full potential
  • Providing equitable access to quality education

    Ensuring that children with exceptional needs have access to inclusive education environments where they receive appropriate support and accommodations to help them succeed academically and socially
  • Fostering a supportive and accepting community

    1. Promoting awareness, understanding, and acceptance of diversity among children, families, educators, and society as a whole
    2. Creating a culture of inclusivity where differences are celebrated and individuals are valued for their unique strengths
  • Empowering children to become independent and active members

    Equipping children with exceptional needs with the skills, confidence, and opportunities they need to lead fulfilling lives, contribute to their communities, and pursue their goals and aspirations
  • Advocating for their rights and well-being

    Ensuring that the rights of children with exceptional needs are protected, and advocating for policies, programs, and services that promote their dignity, autonomy, and full participation in all aspects of life
  • The vision for children with exceptional needs is one of equality, acceptance, and empowerment, where every child is valued, supported, and included, regardless of their differences
  • Policy
    • Rights upheld: Government commitment to uphold rights of children with special needs
    • Inclusive education: Ensure accessibility and equity in special education for all
    • Collaboration essential: Partnership among stakeholders vital for effective delivery
  • Goals

    • Equal Access & Development
    • Inclusive Integration & Support
    • Empowerment & Advocacy
  • Objectives

    • Access improvement: Expand availability of special education services
    • Quality enhancement: Provide professional development and inclusive practices
    • Collaboration and advocacy: Foster partnerships and raise awareness
  • Educational psychology traditionally focuses on factors and processes relevant to learning, but has largely overlooked students with special needs
  • Special education in the Philippines has received significant support from both the government and non-government organizations, aiming to address the needs of children with special needs
  • Despite the long history of special education in the country, new perspectives and directions are needed in the 21st century to meet the evolving needs of disadvantaged children in line with the challenges of the new millennium
  • Dr. Teresita G. Inciong highlighted issues with the SPED program in the Philippines and initiated collaborative efforts involving government agencies, NGOs, and stakeholders to address these concerns
  • Concerns besetting the SPED programs which have been correspondingly addressed
    • Inadequate special education services
    • Limited facilities and equipment
    • Insufficient early intervention programs
    • Fast turnover of special education teachers
    • Imbalance in supply and demand for SPED-trained personnel
    • Attitudinal barriers
    • Lack of coordination among government agencies
    • Dearth of research and studies
  • Improving quality and access in special education
    1. Emphasis on ensuring quality special education amidst the rapid development of information technology
    2. Implementation of strategies to meet the changing demands and challenges of the time, with a focus on integration and participation
  • Approaches to enhance participation rate
    1. Inclusive education as the main thrust, facilitated through the establishment of SPED Centers serving as resource centers
    2. Information dissemination, strengthening support services, parent and community involvement, and utilizing the Team Approach to Mastery (TAM)
  • Alternative models for educational services
    • Community-Based Rehabilitation (CBR) programs to provide comprehensive rehabilitation services
    • Community-Based Special Education (CBSPED) program for home-based instruction
    • Outreach programs addressing the needs of out-of-school handicapped children and youth
    • Vocational training programs designed to maximize potentials and integration into society
  • Initiatives and projects in special education
    • Capacity-building exercises for teachers and school administrators
    • Production of instructional/resource materials, including braille and large print materials
    • Curriculum redirections, impact studies, and development of program models for special learners
    • Partnerships with government agencies, NGOs, and international organizations to support special education initiatives
  • Future concerns and projects
    • Development of innovative strategies such as home-based and community-based interventions
    • Education and positive attitude formation for parents, families, and non-disabled persons in the education system
    • Strengthening training programs, dissemination of teacher resource materials, and revision of examination procedures to support students with disabilities
    • Emphasis on technology and collaboration at regional and international levels to improve access to education for all
  • Early initiatives and foundations (early 20th century)
    1. Special education in the Philippines traces its roots back to the early 1900s with the establishment of institutions catering to individuals with disabilities, particularly those with visual and hearing impairments
    2. The focus was primarily on segregating individuals with disabilities into separate schools or institutions, reflecting prevailing attitudes and approaches to disability at the time
  • Shift towards segregation and special schools (mid-20th century)

    1. In the mid-20th century, there was a proliferation of special schools and institutions catering to various disabilities, including schools for the blind, deaf, and intellectually disabled
    2. The prevailing approach during this period was one of segregation, with individuals with disabilities often educated separately from their non-disabled peers
  • Emergence of inclusive education (late 20th century - present)
    1. The late 20th century saw a significant shift in attitudes towards disability and education, leading to the emergence of inclusive education as a guiding principle
    2. Inclusive education emphasizes the importance of educating students with disabilities alongside their non-disabled peers in regular educational settings, promoting diversity, equity, and social inclusion
  • Legal bases of special education
    • Republic Act 7277 (Magna Carta for Disabled Persons): Mandates the provision of equal opportunities and support services for persons with disabilities, including access to education
    • Republic Act 9442 (Amendment to RA 7277): Strengthens provisions for inclusive education and expands benefits and privileges for individuals with disabilities
    • Department of Education (DepEd) Policies and Guidelines: Establishes standards and protocols for implementing special education programs and services in schools nationwide
    • Individualized Education Plans (IEPs): Formalized plans developed for students with disabilities to address their unique learning needs and goals
    • Universal Access to Quality Tertiary Education Act (RA 10931): Provides free tuition and other school fees in public tertiary education institutions, benefiting students with disabilities
    • Convention on the Rights of Persons with Disabilities (CRPD): International treaty promoting inclusive education and protecting the rights of persons with disabilities, which the Philippines is a signatory to
  • The "Special Education Law" in the Philippines mandates the provision of appropriate educational services and support for children with disabilities
  • The law ensures access to inclusive classrooms, specialized instruction, and assistive technologies to facilitate their learning
  • The law aims to promote the full participation and integration of children with special needs into mainstream education, emphasizing their right to quality education and equal opportunities
  • REPUBLIC ACT NO. 7277, ALSO KNOWN AS THE MAGNA CARTA FOR DISABLED PERSONS, FOCUSES ON THE REHABILITATION, SELF-DEVELOPMENT, AND INTEGRATION OF PERSONS WITH DISABILITIES INTO MAINSTREAM SOCIETY
  • IT PROVIDES RIGHTS AND PRIVILEGES FOR PERSONS WITH DISABILITIES, INCLUDING ACCESS TO EDUCATION, EMPLOYMENT, AND SOCIAL SERVICES
  • REPUBLIC ACT NO. 9442, ENACTED IN 2007, AMENDS CERTAIN PROVISIONS OF RA 7277 TO STRENGTHEN ITS IMPLEMENTATION AND ADDRESS GAPS IN DISABILITY RIGHTS PROTECTION, PARTICULARLY IN AREAS OF ACCESSIBILITY, NON-DISCRIMINATION, AND PROVISION OF SUPPORT SERVICES
  • A vision for children with exceptional needs
    • Creating an inclusive society where every child, regardless of their abilities or disabilities, has equal opportunities to thrive and reach their full potential
  • Providing equitable access to quality education
    Ensuring that children with exceptional needs have access to inclusive education environments where they receive appropriate support and accommodations to help them succeed academically and socially
  • Fostering a supportive and accepting community
    Promoting awareness, understanding, and acceptance of diversity among children, families, educators, and society as a whole. Creating a culture of inclusivity where differences are celebrated and individuals are valued for their unique strengths
  • Empowering children to become independent and active members

    Equipping children with exceptional needs with the skills, confidence, and opportunities they need to lead fulfilling lives, contribute to their communities, and pursue their goals and aspirations
  • Advocating for their rights and well-being
    Ensuring that the rights of children with exceptional needs are protected, and advocating for policies, programs, and services that promote their dignity, autonomy, and full participation in all aspects of life