ASSIGNMENT IN FOUNDATION OF SPECIAL

AND INCLUSIVE EDUCATION

(PROF.ED 604)

NAME: ASMIA K. LUMAMBAS BEED-2D DATE: 04-

16-2021

1. State the (a) vision; (b) policy; (c) goal; and (d) objective/s set by the Bureau of
Elementary Education for the inclusion of Filipino children with exceptionalities
in the public and private schools and institutions;

a) Vision – special education shall aim to develop the maximum potential of the
child with special needs to enable him to become self-reliant and shall be geared
towards providing him with the opportunities for full and happy life.

b) Policy – special education refers to the education of persons who are gifted or
talented and those who have physical, mental, social or sensory impairment and
cultural differences so as to require modification as to school curricula, programs
and special services and physical facilities to develop them to their maximum
capacity.

-These policies and guidelines shall apply to all schools, centers and classes
(national or local, public or private, formal or nonformal) established under the
education system of the Philippines for education of children with special needs.

c) Goal – the state shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socio-economic status, physical and
mental condition, social or ethnic origin, political and other affiliation. The state
shall therefore promote and maintain equality of access in education as well as
the enjoyment of the benefits of education by all its citizen.

-The ultimate goal of special education shall be the integration or maintenance of

learners with special needs into the regular school system and eventually in the
community.

d) Objective – the specific objective of special education shall be the development

of and maximization of learning competences, as well as the inculcation of values
to make the learners with special needs a useful and effective member of
society.
2. Identify the significant events that have shaped the history of special education
in the Philippines:

a. from 1900 to 1949;

- 1902 the interest to educate Filipino children with disabilities was expressed
more than a century, that was pinpointed by Fred-Atkinsons

- 1907 special education program formally started in the country, was formed by
Mr. David Borrows

- SPED in the Philippine started in 1908 where the school for deaf ( in Harrison,
Pasay City) was established and marked the official government recognition of
obligations towards the education of the handicapped children.

b. from 1950 to 1975;

- In 1952, a pilot school for the SPED of mentally handicapped children was
started. All children from this school were transferred to special child study center
in Cubao, Q.C. in 1957.

- Philippine normal college offered courses in Sped for teaching the blind in 1964
wherein 14 elementary teachers were selected for training.

c. from 1976 to 2000; and,

- 1979 the Bureau of Elementary Special Education unit conducted a two year
nationwide survey of unidentified exceptional children who were in school.

- 1980 the school for the crippled children at the Southern Island Hospital in
Cebu City was organized.

- 1990 the Philippine institute for deaf, an oral school for children with hearing
impairment was established.

- 1999 DECS order no. 33 “implementation of administrative order no. 101

directing the department of public works and highways the DECS and CHED to
provide architectural facilities or structural features for disabled persons in all
state college, universities and other buildings.

d. from 2001 to present.

- 2000- DECS Order No. 11, s. 2000 - Recognized Special Education (SPED)
Centers in the Philippines

- 2002- An ongoing mobile teacher–training program by the Department of

Education and the University of the Philippines trains regular and special
education teachers on how to educate children with special needs.
 - 2007- Special Education Act of 2007 identifies ten groups of Children with
Special Needs

- 2009- DepEd under its wing had 217 SPED Centers that cater to the needs of
children with special abilities. The department issued Braille textbooks to help
especially visually impaired children.

- 2012- DepEd has increased the funding for its Special Education program and
is set to open new centers

- 2013- DepEd organized a National Conference for SPED Teachers to sharpen

their skills.

3. List down enacted Philippine laws that pertain to:

a. the inclusion of children with special needs in all programs and concerns of
the government;

- Republic Act 5250

- PD 603 Child and Youth Welfare Code

- Education Act of 1982

- 1987 Constitution of the Republic of the Philippines

-Policies and Guidelines for Special Education and the Regulation Nad
Standards for Special Schools in the Philippines

-RA 7610

-EFA Philippine Plan of Action

-World Conference on Special Needs Education

b. the education of those children:

i. with blindness;

- RA 3562 ( AN ACT TO PROMOTE RHE EDUCATION OF THE BLIND

IN THE PHILIPPINES

ii. with low vision;

- RA 3562 ( AN ACT TO PROMOTE RHE EDUCATION OF THE BLIND

IN THE PHILIPPINES
iii. who are deaf;

-RA 11106 AN ACT DECLARING THE FILIPINO SIGN LANGUAGE AS

THE NATIONAL SIGN LANGUAGE OF THE FILIPINO DEAF AND THE
OFFICIAL SIGN LANGUAGE OF GOVERNMENT IN ALL TRANSACTION
INVOLVING DEAF, AND MANDATING ITS USE IN SCHOOLS,
BROADCAST MEDIA, AND WORKPLACES

iv. with mental retardation; and,

- RA 11036 AN ACT ESTABLISHING A NATIONAL MENTAL HEALTH

POLICY FOR THE PURPOSE OF ENHANCING THE DELIVERY OF
INTEGRATED MENTAL HEALTH SERVICES, PROMOTING AND
PROTECTING THE RIGHTS OF PERSONS UTILIZING
PSYCHOLOGICAL HEALTH SERVICES, APPROPRIATING FUNDS
THEREFOR AND OTHER PURPOSES

v. with physical disabilities.

- RA 7277 AN ACT PROVIDING FOR THE REHABILITATION, SEL-

DEVELOPMENT AND SELF-RELIANCE OF DISABLED PERSONS AND
THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND
FOR OTHER PIRPOSES

c. the participation of the home, parents and the community in special

education activities; and,

- POLICIES AND GUIDELINES OF SPECIAL EDUCATION IN THE

PHILIPPINES ARTICLE XII

d. commemoration of significant events.

- PROCLAMATION NO. 157 NATIONAL COUNCIL ON DISABILITY

AFFAIRS

4. Research on the inspiring stories on Filipinos with disabilities you heard

about who became successful by going to school. Give emphasis on how these
five (5) people have overcome their disabilities?

1. Ronnel Del Rio

- is a broadcast journalist. He is also blind. A radio journalist for almost a decade now,
Ronnel first became known in 1996 because of his radio program, "Good Morning
Southern Luzon." A voice of reason and awareness, he discussed national issues as
well as issues that the community of PWDs in the Philippines faced. Striving to be a
voice for the unheard PWDs in the Philippines, Ronnel pushed for accessible services
not only in his area but in the rest of the country.

2. Ana Kristina Arce

- Deaf since she was born, Ana's hearing disability didn't stop her from unstoppable
yearning to learn. She was awarded class valedictorian at the Philippine School for the
Deaf and her success in the academe went on from there. In 2009, she graduated
magna cum laude from the De La Salle - College of Saint Benilde (CSB) with a degree
in Applied Deaf studies. Her focus was on the 8th multimedia arts and she went on to
become a graphic artist at her alma mater, CSB.

3. Gilda Quinta -Nakahara-

- To run her business and talk to people, Gilda uses her hands — either through pen
and paper or Filipino Sign Language. The definition of a successful Deaf Entrepreneur,
she runs a travel and tour business called Nakahara Lodging and Travel Agency.
Catering to those like her, it's primarily a travel service for deaf people around the world,
though they also provide services for hearing people. Drawing inspiration from foreign
deaf friends, she and her fellow deaf Pinoys met in tourist spots, and she decided to set
up her own business starting in 2004.

4. Joseph Anggot

- has recently proven that nothing can stop someone from reaching his dreams-not
even his disability. The 22-year old college graduate posted an inspiring story of his
strong will and determination. His post touched the netizens hearts and it became viral.
He took up Bachelor of Secondary Education, Major in Mathematics, at the Western
Mindanao State University – External Studies in Zamboanga City, Philippines and
graduated last April 2 this year

5. Brina Maxino

- a 21-year-old AB History graduate and current assistant teacher, shares how despite
having Down Syndrome, she has been able to graduate with a college degree and
several special skills courses, while also serving as a Special Olympics Youth
Ambassador. Goes to show that challenges should never deter us from achieving our
goals.
5. Name some features in the practice of inclusive education for Filipino
children and youth with disabilities to ensure warm and accepting learning
atmosphere in the regular classrooms.

- MANAGEABLE CLASS SIZE- To meet student needs most effectively, all classrooms
in a school district should be inclusive, with no greater concentration of students with
disabilities in any one classroom.

- MANAGEABLE, SHARED TRANSITIONS- Students make multiple transitions

throughout the day as they arrive in the morning, travel to and from specials and lunch,
and leave after dismissal.

- INSTRUCTION FROM HIGHLY/SPECIALLY TRAINED PROFESSIONALS- Rather

than separating general from special education, they believe “there should be a shift in
the field of teacher education toward preparing all teacher candidates with an inclusive
education focus, one that is fundamentally different than dual- or double-major
preparation of general education plus special education, which risks portraying two
separate populations of students who are essentially different.”

- ASSISTANCE FROM PARAPROFESSIONALS- Ideally, each classroom should have

a full-time paraprofessional to support instruction and management. In the sample fifth-
grade classroom created by Rapp, Arndt, & Hildenbrand, there are also two one-to-one
paraprofessionals who mainly focus on the student with whom they are assigned to
work but are also able to support other students who work in the same small group.

- FAMILY COLLABORATION- Families know their children best, and their input,
support, and teamwork is invaluable. Rapp, Arndt, & Hildenbrand provide these
guidelines for welcoming families of students as full members of the education team and
school community:

6. Identify some of the most appropriate instructional and learning materials

and equipment for special needs students to function efficiently especially
individuals with:

a. mental retardation;

behavioral intervention

task analysis
 prompting

shaping

token economics

contracts

gentle teaching

b. blindness;

large print books

braille code

photocopying

font legibility

increase contrast

tactile graphic guidelines

c. deafness;

use multimedia approaches for visual representation

offer systematic vocabulary instruction

provide an enriched language environment

reinforce phonemic awareness through visuals

d. low vision;

preferential seating

reduce glare from windows and lights

e. language disorders;

ask for a scoring guide

clearly outline the instruction

create models

set the stage learning

 use graphic organizer

use specific language

f. crippling conditions; and,

provide oral instruction

frequently check the students’ progress

give immediate feedback to learning

make activities concise and shorts

g. physical impairments.

Use mnemonics such as SLANT

Consider environmental issue

Use textured mats under worksheets

Use line or place marker

Provide adapted paper

Demonstrate all concepts with manipulative