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Historical Perspectives Sped - Ed

This presentation discusses the history and development of special education in the Philippines from the early 1900s to present. Some key events include the establishment of the first school for the deaf and blind in 1907, the creation of the Special Education Section in the Bureau of Public Schools in 1957, and the passage of laws like the Magna Carta for Disabled Persons in 1992 and the Enhanced Basic Education Act in 2013 to strengthen special education programs and services. The presentation also outlines the range of special education programs from special education centers to residential schools, as well as support services provided.

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May Flor T. Belando
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58 views32 pages

Historical Perspectives Sped - Ed

This presentation discusses the history and development of special education in the Philippines from the early 1900s to present. Some key events include the establishment of the first school for the deaf and blind in 1907, the creation of the Special Education Section in the Bureau of Public Schools in 1957, and the passage of laws like the Magna Carta for Disabled Persons in 1992 and the Enhanced Basic Education Act in 2013 to strengthen special education programs and services. The presentation also outlines the range of special education programs from special education centers to residential schools, as well as support services provided.

Uploaded by

May Flor T. Belando
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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This presentation is made as lecture material for CPE 103

(Foundations of Special and Inclusive Education )by Prof.


Nalla.

VISION, POLICY, GOAL and OBJECTIVES OF SPECIAL


and INCLUSIVE EDUCATION
By: Prof. Adelyn A. Sialana-Nalla
Faculty, CED Elementary Teaching Dept.
“Children and youth with special needs
have always been recognized as
legitimate beneficiaries of the
Philippine government reforms in
basic education.”
~ Dept of Education on Inclusive Education, 2000~
Historical Perspectives
of Special Education and
Inclusive Education in the
Philippines
Early 1900s until 1949
 Mr.Fred Atkinson (General Superintendent of Education)-
reported to the Secretary of Public Instruction that deaf and
blind children were found reported in a census of school-
aged children in Manila and nearby provinces. (1902)
Mr. David Barrows (Director of Public
Education)- worked for the establishment of
the Insular School for the deaf and blind in
Manila. (1907)
Ms. Delight Rice (American educator)- was
the first administrator and teacher of the
special school.
1926 to 1949
 1926

- The Philippines Association for the Deaf(PAD) was


founded.
 1936

- Mrs. Maria Villa Francisco- was appointed as the


first Filipino principal of the School for the Deaf and Blind
(SBD).
1945

- The National Orthopedic Hospital -


opened its School for Crippled Children.
- Quezon City Science High School for
gifted students was inaugurated.
- The Philippine Foundation for the
Rehabilitation of the Disabled was organized.
1950-1975

1953
- The Elsie Gaches Village (EVG) was
established in Alabang, Muntilupa, Rizal.
- To takes care of abandoned and
orphaned children and youth with physical and
mental handicaps.
1955
- Lodge No. 761 of the Benevolent and
protective order of Elks organized the Elks Cerebral
Palsy Project Incorporated.
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.
1960
- Some private colleges and universities started to
offer special education courses in their graduate school
curriculum.
1962
- The Manila Youth and Rehabilitation Center(MYRC)
was opened.
1965
-Training program for school administrators on the
organization, administration and supervision of special
education classes was started.
1970
- The training of teachers for children with
behavior problems started at the University of
the Philippines.
1973
-The Juvenile and Domestic Relations
Court of Manila established the Tahanan
Special School for socially maladjusted children
and youth.
1976-2000
1976
- Proclamation 1605 (The Decade of the Filipino
Child) Provisions for in-and –out school exceptional
children by the National Action Plan for Education.
1978
-The creation of the National Commission
Concerning Disabled Persons (NCCDP), later renamed
National Council for the Welfare of disabled Persons.
1996
- Every third week of January was declared as
Autism Consciousness Week.
1997
- The first Philippine Wheelathon-a- race for
Wheelchair Users was organized during the 19th
National Disability Prevention and Rehabilitation Week.
-The first teacher training program for the
Integration of Autistic Children was held in Marikina
City.
1998
- DECS Order No. 5 “ Reclassification of
Regular Teacher and Principal Items to
Special Education Teacher and Special
Schools Principal Item” was issued.
1999
- DECS Order No. 108 “ Strengthening of Special
Education Programs for the Gifted in the Public School
System”
- DECS Order No. 33 “Implementation of
Administrative Order. No. 101 directing the DPWH, DECS
and Ched to provide architectural facilities or structural
features for disabled persons in all state colleges,
universities and other public buildings.”

- DECS Order No. 477 “National Week for the Gifted


and the talented”.
Presidential Proclamation No. 361 of 2000
The National Disability Prevention and
Rehabilitation Week Celebration
- ..sets the new date for the The National Disability
Prevention and Rehabilitation Week Celebration on
the third week of July every year which culminate on
the birth date of the Sublime Paralytic Apolinario
Mabini.
Republic Act No. 9288 of 2004
The Newborn Screening Act
- A landmark legislation spearheaded by the
Department of Health, is based on the premise that a
retarded child could have been normal. Newborn
screening is a simple test that should be given to the
baby twenty-fours after birth.
Republic Act No. 7277 of 1992 and later amended by
Republic Act No. 9442 of 2007
 “Magna Carta For Disabled Persons, And For Other Purposes”
- “ An Act Providing For The Rehabilitation, Self-Development
And Self-Reliance Of Disabled Person And Their Integration
Into The Mainstream Of Society And For Other Purposes”.
- The Grant Of The Rights And Privileges For Disabled Persons
- - R.A 9442 Chapter 8. Other Privileges And Incentives
Republic Act 10410 of 2013
“Early Years Act (EYA) of 2013”
- An Act Recognizing The Age From Zero (0) To
Eight (8) Years As The First Crucial Stage Of
Educational Development And Strengthening The
Early Childhood Care And Development System,
Appropriating Funds Therefor And For Other
Purposes
Republic Act No. 10533 of 2013
“Enhanced Basic Education Act of 2013,”
- “An Act Enhancing the Philippine Basic Education
System by Strengthening Its Curriculum and Increasing
the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other
Purposes,”
Range of Special Education Programs and
Services

1.Special Education Centers- is a service delivery


system which operates on the “school within a
school” concept.

 SPED principal- administers the center following


the rules and regulations for a regular school.
 SPED teachers- they function both as a
teacher and tutor as well as a consulting
teacher to the regular school planning and
implementing appropriate strategies for the
maximum participation of the special children
in the regular class.
2. Special class or self- contained class- is the most
popular type among the special education programs.
It composed of pupils with the same exceptionality or
disability.

3. Integration and mainstreaming programs- allowed


children and youth with disabilities to study in regular
classes and learn side by side with their peers.
Two types of mainstreaming
1. Partial mainstreaming- children who have
moderate or severe forms of disabilities are
mainstreamed in regular classes in subjects like
Physical Education, Home technology and Music
and Arts.

2. Full mainstreaming- children with disabilities


are enrolled in regular classes and recite in all
subjects.
Example:
“Silahis Concept of Special Education” or rays of the sun-
exemplified at the Division of Manila City Schools wherein
fifteen (15) elementary schools have developed mainstream
programs.
4. Special Day School- serves one or more types of
disabilities. The special education classes are taught by
trained teachers. Aside from special education, a
comprehensive array of service is available or arranged
such as: medical, psychological and social services.

Examples:
 Southeast Asian Institute for the Deaf (SAID)
 ST. John Maria Vianney special School for the Mentally
Retarded in Quezon City
5. Residential School- provides both special
education and dormitory services for its students.

Examples:
 The school for the deaf and National School for the blind in
Pasay City
 School for the Deaf in Iligan City
Inclusive education

Inclusion- describes the process by which a


school accepts children with special needs for
enrolment in regular classes where they can
learn side by side with their peers.
It means implementing and maintaining warm and
accepting classroom communities that embrace and
respect diversity or differences.
It implements a multilevel, multimodality curriculum.
It prepares the regular and special education
teachers to teach interactively.
It provides continuous support for teachers to break
down barriers of professional isolation.
Support Services for Children with
Special Needs
1. Medical and Clinical Support

1. Assistive
Devices- are specialized instructional and
learning materials and equipment that enable
children with special needs to function efficiently.
Many of the things we need can wait
The child cannot.
Right now is the time.
His bones are being formed
His blood is being made
And his sense are being developed.
To him, we cannot answer
“Tomorrow.”
His name is “Today.”

Gabriela Mistral
Nobel Prize Laureate, Chile

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