Special Education

Curriculum
in the Philippines
REPUBLIC ACT 7277:
Magna Carta for
Disabled Persons

The Department of Education has

directed all school divisions in the
country to establish Special Education
Centers to help provide effective
delivery of special education services
nationwide.
 Concerns besetting the SPED programs which
have been correspondingly addressed:

1. Inadequate Special Education Services Throughout the Country

2. Limited Facilities, Materials and Equipment for Systematic and
Scientific Early Identification and Screening Procedure
3. Early Intervention Program Is Not Sufficient
4. Fast Turn-Over of Special Education Teachers
5. Imbalance Between the Demand and Supply for SPED-Trained Personnel
6. Attitudinal Barrier
 Concerns besetting the SPED programs which
have been correspondingly addressed:

6. Attitudinal Barrier

7. Lack of Coordination Among Government Agencies in the Provision

of Programs and Services

8. Dearth of Researches and Studies re Children with Special Needs

 For the past two decades, the
trend in the education of children
with special needs is towards the
promotion of integration and
participation as against
segregation.
 To help enhance participation
rate among children with special
needs, inclusive education has
become the main thrust in the
education of children with special
needs in the Philippines.
 One model of
inclusive
education in the
Philippines is the
mainstreaming
program.
 Approaches
identified to
make inclusive
education work
in regular
schools
Establishment of a SPED Center which will
function as a Resource Center to:

support children with produce appropriate

special needs teaching materials
enrolled in regular
schools'

assist in the conduct of

conduct continuous in-service trainings for
assessment of children regular teachers,
with disabilities and their administrators and
referral prospective SPED
teachers
Information, Dissemination and Education

Explanation of the concepts In-Service trainings in

of integrated education and
special needs education
inclusive schools to parents
and family members, for all Classroom
administrators, supervisors (Receiving) Teachers
and the community

Continuous orientation of the school personnel and pupils in

inclusive schools
Strengthening the Support Services which include the following:

Hiring of trained SPED Continuous in-service

teachers to serve as training of SPED teachers
Resource Teacher/Itinerant and administrators
Teacher/
Consulting Teacher

Provision of specialists like Hiring of teacher-aides from

physical therapist, speech trained parents, community-
based rehabilitation workers,
therapist and other
community volunteers and
specialists others with specialized
whenever available trainings
Parent and Community Involvement

Involving families, people

with disabilities and the
Parent and Community community in the
Involvement decision-making
process

Linkage with other Gos and NGOs working for children with
disabilities
Special Education Programs
 Itinerant Teaching
Special Day Schools Program

Resource Room Residential Schools

Program

Special Education Hospital Schools

Centers
 Integration/ Self-contained
Mainstreaming
Special Day Schools

Students who are on the General Education

curriculum,
but receive Special Day minutes as part of their IEP,
are provided instruction in a small group setting
taught by a Special Education teacher for up to 4
academic subjects.
 A separate, remedial
classroom in a school
where students with
educational disabilities,
such as Specific learning
disabilities, are given
Resource Room direct, specialized
Program instruction and academic
remediation and assistance
with homework and
related assignments as
individuals or in groups
 Example:
Children with Special National SPED
needs should be schools
provided period with a 1. Philippine School
variety of educational for the Deaf
patterns and services. 2. Philippine
National School
for the Blind
Special Education
3. NOH-School for
Centers
Crippled Children
 An itinerant or Itinerant Teaching
travelling Program
teacher serves
one or more
regular schools
depending on
how many pupils
need special
help.
 Special children are
enrolled in self-
contained classes and
are provided with
dormitories for their
board and lodging. They Residential Schools
also avail of other
special educational
services like
assessment, instruction,
and guidance.
The children confined in hospitals, like the
heart patients, the crippled, the severely
emotionally disturbed, those with chronic
illness or serious health disabilities receive
bedside tutoring group instruction.

Hospital Schools
 The enrolment of
a child with
special needs in a
regular school
Integration/
with additional
Mainstreaming
teaching/care
resources.
 Segregated Plan
Pupils with only
type of
exceptionality Self-contained
label are enrolled
in this class in an
academic
situation.
 SPECIAL EDUCATION
ALTERNATIVE MODELS
Parent and Community Involvement

Home-based Instruction
Community-Based for the Handicapped
Rehabilitation Services

Community –Based Vocational Program

Special Education
Program
Schemes or options may be adopted for
Special Education programs
 Regular the curriculum prescribed
curriculum for regular children
 the curriculum prescribed for
Modified regular children
curriculum with certain
adaptations to meet the needs
of special children
 The modified curriculum for the
visually impaired shall include sensory
training, special instruction in Braille
reading and writing, mathematics,
orientation and mobility, Braille music,
and typing.
 The modified curriculum for the hearing impaired shall
emphasize communication and language development
based on the philosophy of Total Communication which is
tailored to meet the individual communication, and
educational needs. The curriculum, in addition, shall
include special instruction in speech and speechreading,
auditory training and rhythm. The multi-sensory approach
shall be maximized and speech/speechreading and sign
language shall be encouraged starting in Grade 1.
Filipino Sign Language
shall be used in the
education of the
hearing impaired.
 The modified curriculum for children with
behavior problems shall include special activities
and instructional techniques for the
normalization of behavior with emphasis on
moral, civic and spiritual values as well as
training in livelihood, and technical and academic
skills to prepare them for the world of work.
 curriculum for children
with special needs
Special aimed primarily at
developing special
curriculum adoptive
skills to maximize their
potentials
 The special curriculum for the
mentally retarded (intellectually
challenged) shall emphasize training
in self-care, socialization, motor and
pre- vocational and vocational skills.
For the more severely child,
emphasis shall be on development of
self-care skills.
 All special schools shall strengthen their
vocational and technical training programs.
Arrangements shall be made to enable the
child with special needs to attend special
courses offered in the regular vocational
schools whenever practical.