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1 BLegalBases

The legal bases of special and inclusive education in the Philippines began with Commonwealth Act No. 3203 which established the right of every child to develop physically, morally, and intellectually. Several laws were then passed to promote education for students with disabilities, including the establishment of teacher training programs and schools for students who are blind, deaf, or have other needs. The 1973 constitution and subsequent laws mandated a complete education system that provides for all students, including those with special needs. Current law, including the Magna Carta for Persons with Disabilities, aims to fully integrate people with disabilities into society and ensure their equal rights and independence.

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253 views14 pages

1 BLegalBases

The legal bases of special and inclusive education in the Philippines began with Commonwealth Act No. 3203 which established the right of every child to develop physically, morally, and intellectually. Several laws were then passed to promote education for students with disabilities, including the establishment of teacher training programs and schools for students who are blind, deaf, or have other needs. The 1973 constitution and subsequent laws mandated a complete education system that provides for all students, including those with special needs. Current law, including the Magna Carta for Persons with Disabilities, aims to fully integrate people with disabilities into society and ensure their equal rights and independence.

Uploaded by

Realyn Francisco
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEGAL BASES OF

SPECIAL AND
INCLUSIVE
EDUCATION
Articles 356 and 259 of Commonwealth Act
No. 3203

“the right of every child to live in an


atmosphere conducive to physical,
moral, and intellectual development”
and the concomitant duty of the
government “to promote the full growth
of the faculties of every child.”
Republic Act No. 3562 ( June 1963)

An Act to Promote the EDUCATION of the blind in the


Philippines which established teacher training course and
Philippine National School for the Blind.

Philippine Normal College offered courses in Sped for


teaching the blind in 1964 wherein 14 elementary teachers
were selected for training.
Republic Act No. 5250
An act establishing a ten-year training program for
teachers of special and exceptional children in the
Philippines and authorizing the appropriation of funds
thereof.

Provided for the formal training of teachers for deaf, hard-


of-hearing, speech handicapped, socially and emotionally
disturbed, mentally retarded and mentally gifted and youth
at the Philippine Normal College and the University of the
Philippine
Article 1. Section 5 of Child and Youth Welfare Code
( PD No. 603)

States that the ultimate goal of special education shall be


integration of mainstreaming of learners with special needs
into the regular school system and eventually in the
community.
To meet the individual educational needs of the learners
and, to extent possible, prepare them for going to a more
regular classroom setting.
Section 8, Article XV of the 1973 Constitution of the
Philippines

“ A complete , adequate and


integrated system of education
relevant to the goals of national
development.”
Articles 3 and 74 of the Presidential Decree No. 603
of 1975
“The emotional 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.”
“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.”
Presidential Decree No. 1509 of 1978

Created the National Commission


Concerning Disabled Persons
(NCDP)
Education Act of 1982 or
Batas Pambansa Bilang 232

“The state shall promote the right of every


individual to relevant quality education regardless
of sex, age, breed, socioeconomic status, physical
and mental condition, social and ethnic origin,
political and other affiliations. The State shall
therefore promote and maintain equality of access
to education as well as enjoyment of the benefits
of education by all its citizens.”
Section 24 of BP 232:
“Special Education Services”
“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 the education of persons who are
physically, mentally, emotionally, socially, culturally
different from the so called ‘normal’ individuals that they
require modification of school services to develop to their
maximum capacity.”
Batas Pambansa Bilang 344: “An Act to
Enhance the Mobility of Disabled Persons.”

Required cars, buildings,


institutions, establishments and
public utilities to install facilities and
other devices for persons with
disabilities.
Republic Act No. 7277:
Magna Carta for Persons with Disabilities

An act providing for the


rehabilitation, self-development
and self-reliance of disabled
person and their integration into the
mainstream of society for other
purposes.
Persons with disability are part of Philippine society, and thus
the State shall give full support to the improvement of their total
well being and their integration into the mainstream of society.
They have the same rights as other people to take their proper
place in society. They should be able to live freely and as
independently as possible. This must be the concern of everyon
e the family, community and all government and
non-government organizations. Rights of persons with disability
must never be perceived as welfare services. Prohibitions on
verbal, non-verbal ridicule and vilification against persons with
disability shall always be observed at all times.

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