Genetiano, Lorelyn P.

BSE Science II-1

Mrs. Perla Delos Santos

Instructions: Write your reflection or insights in different Principles, Policies and

Dimensions of the different Special/ Inclusion programs in the Philippines. Cite
scenarios and/or legal bases to support your stand.

 EARLY INTERVENTION

Scenario/Legal Bases: This scenario is based on my experience that

shows about early intervention. My nephew’s name was Jude and he is
already 10months. Suppose to be if the baby is already 10 months he/she
must crawling in that period, but my nephew is not. In that case early
intervention is needed in my nephew.

Reflection- Early intervention helps young kids work toward meeting

developmental milestones. Early intervention is a services and supports
that can help young children with developmental delays. It’s like special
education but it’s for eligible infants and toddlers who are behind at
reaching developmental milestones.

 PROCESS OF INCLUSION

Scenario/Legal Bases: The Individuals with Disabilities Education Act

(IDEA), initially titled the Education for all Handicapped Children Act, was
signed into law by President Ford in 1975. Prior to its passage, more than
one million children with disabilities were excluded from public schools,
and many students with disabilities who did attend public schools received
inadequate educational services in isolated settings. The IDEA
represented a national commitment to provide free, appropriate public
education for students with disabilities. Further, the law was an effort to
end the isolation of students with disabilities by requiring that they be
educated with their nondisabled peers.

Reflection: The term inclusion captures, in one word, an all-embracing

societal ideology. Regarding individuals with disabilities and special
education, inclusion secures opportunities for students with disabilities to
learn alongside their non-disabled peers in general education classrooms.
Honestly establishing a successful inclusive classroom varies in
complexity, based upon the challenges created by the disability at hand.
 However a knowledgeable approach and positive attitudes on the parts of
parents and teachers proves vital to triumphing over any obstacles which
may emerge.

 TRANSITION PROGRAM

Scenario/Legal Bases: The Republic of the Philippines recognizes the

right of every citizen to receive quality education. As stated in Article 13
Section 11 of the 1987 Constitution of the Philippines, the state “shall
protect and promote the rights of citizens to quality education at all levels
and shall take appropriate steps to make such education available to all”.
Further, it shall “provide adult citizens, disabled and out of school youth
with training in civics, vocational efficiency and other skills.” For this
purpose, the State shall “create a functional basic education system that
will develop productive and responsible citizens equipped with the
essential competencies, skills and values for both life-long learning and
employment.” The purpose of this study is to create a curriculum
development model and develop a curriculum framework for a Transition
Program Curriculum for public schools in the Philippines. The Transition
Program is one of the important projects of the DepEd to respond to the
needs of special learners in the country. Within the context of the K to 12
basic education programs, the challenge is how to develop a good
transition program curriculum and what type of programs should be
offered.

Reflection: The Transition Program is designed to teach independent

living skills, including vocational skills, to students receiving special
education services, ages 18-22. The goal of the Transition Program is to
help students become as independent as possible, including securing
competitive integrated employment. Transition students learn to ride public
transportation, budget earnings, make purchases, behave appropriately in
different settings, follow directions, and more. This is a tiered program and
students have the opportunity to advance through as many as four levels
of instruction. As they make progress, students fine-tune their work
abilities, determine job preferences, and learn to work with growing
independence.

 SUSTAINING PROGRAMS

Scenario/Legal Bases: One positive development in special education is

the implementation of Republic Act 7277, otherwise known as the Magna
Carta for Disabled Persons, an Act providing for the rehabilitation, self-
development and self-reliance of disabled persons and their integration
into the mainstream of society. In support of this legislation, 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. 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. This is implemented through the organization of SPED Center
as resource center in special needs education. At present there are
already 133 SPED Centers throughout the country.

Reflection: Sustaining programs are helpful in conducting of training

programs for teachers handling children with various disabilities. Conduct
of training for school heads and supervisors. Development of instructional
materials for children with disabilities Conduct of advocacy strategies like
the SPED caravan in regions and divisions without SPED centers or
without SPED programs.

 NATIONAL IP EDUCATION POLICY

Scenario/Legal Bases: In line with the country’s commitment to achieve

its Education for All (EFA) targets and the Millennium Development Goals
(MDGs), and in pursuit of the Basic Education Sector Reform Agenda
(BESRA), the Department of Education (DepEd) is adopting the enclosed
National Indigenous Peoples Education Policy Framework. It was
prepared in consultation with the representatives from Indigenous Peoples
(IP) communities, civil society, and other government agencies. Many IP
communities continue to lack access to decent basic social services; they
have limited opportunities to engage in the mainstream economy, and
suffer social, economic, and political exclusion marginalization. A major
factor contributing to their disadvantaged position is the lack of access to
culture-responsive basic education. Thus, the right of indigenous peoples
to education is provided in the 1987 Philippine Constitution, the
Indigenous Peoples Rights Act (IPRA) of 1997, and the numerous
international human rights instruments, especially in the United Nations
(UN) Declaration on the Rights of Indigenous Peoples (2007).

Reflection: This Policy Framework is intended to be an instrument for

promoting shared accountability, continuous dialogue, engagement, and
partnership among government, IP communities, civil society, and other
education stakeholders. Recognizing education as a necessary means to
realize other human rights and fundamental freedoms, the DepEd urges
the strengthening of its policy on IP education and develop and implement
an IP Education Program. This Program subscribes to the rights-based
approach which gives primary importance to the principles of participation,
inclusion, and empowerment.