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Guiding Principles Policies and Legal Bases of Special Education

This document outlines the guiding principles, legal bases, goals, and objectives of special education in the Philippines. It discusses how each child has a right to education and resources should be comparable for disabled and non-disabled students. Special education services should be individualized, locally accessible, comprehensive, and educational opportunities provided from early childhood through adulthood. The legal bases that established special education in the Philippines include the Commonwealth Act of 1935, UN Declaration of 1959, and laws from 1968, 1974, and 1992. The ultimate goal is integration of disabled students and developing their maximum potential for an independent and happy life.

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78 views16 pages

Guiding Principles Policies and Legal Bases of Special Education

This document outlines the guiding principles, legal bases, goals, and objectives of special education in the Philippines. It discusses how each child has a right to education and resources should be comparable for disabled and non-disabled students. Special education services should be individualized, locally accessible, comprehensive, and educational opportunities provided from early childhood through adulthood. The legal bases that established special education in the Philippines include the Commonwealth Act of 1935, UN Declaration of 1959, and laws from 1968, 1974, and 1992. The ultimate goal is integration of disabled students and developing their maximum potential for an independent and happy life.

Uploaded by

Ju Dumplings
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Guiding Principles Policies

and Legal Bases of Special


Education

By:
Larry B. Saliga
T-I Malabog District
USEP-Graduate Studies
MED-SPED Exceptional Student
General Principles in Special
Education

Each child
has a Right to
Education.
 Equal opportunity assurance of quality
education to all regardless of their assessed
needs will be fully met. Placing a
handicapped students in a normal setting is
only the first step to integration

 Educational resources for handicapped


students should be comparable to those
available for non-handicapped students and
appropriate to meet the special needs of
those children, since these needs have often
been long neglected or received unduly low
priority.
Special Education services should be:

 Individualized , that is
based on the assessed
and agreed needs of the
child.

 Locally accessible, that is


within reasonable traveling
distance of the pupil’s
house or residence.
 Comprehensive, that is serving all persons with
special needs irrespective of degree of handicap,
such that no child of school age is excluded from
educational provision on the grounds of severity or
handicap or receive educational services
significantly inferior to those enjoyed by other
students.
 Educational services should be made available to
children below school age and be educationally
and developmentally oriented. home visiting
services should be available starting from the first
weeks of life.
 Educational opportunities should also be provided
to adolescents and adults, at least on the same
scale as to all others in the community. Abigail had
little formal schooling but a quick wit and was a
colorful writer.
 Comprehensive programming for disabled persons
will require a full range of services: health, social
welfare, rehabilitation, employment and placement.

 Failure to educate and train handicapped persons


in proportion equal to the provision of services for
the non-handicapped, because of the problem
being perceived as a lower priority, results in later
expensive programs to care for the untreated
disabled. Further handicapping conditions results
because of the under-development and
dependency.
LEGAL BASES
FOR SPECIAL
EDUCATION IN
THE PHILIPPINES
Commonwealth Act No. 3203-
 In 1935, A provision in this Act
for the care and protection of
disabled children. Articles 356
and 259 of the Civil Code of
the Philippines mention “ the
right of every child to live in an
atmosphere conclusive to his
physical, moral and intellectual
development”, and the
concomitant duty of the
government to “promote the
full growth of the faculties of
every child”.
The Declaration of the Rights
of the Child
This declaration adopted by the United Nations
General Assembly in 1959, affirmed that mankind
owes to the child the best it has to give. One of the
principles concerned with the education of children
with special needs runs:

“ The child who is physically, mentally or visually


handicapped shall be given the special treatment,
education that are required of his particular
condition.”
Republic Act Nos. 3562 and 5250
 Approved on June 13,
1968 respectively, these
Acts provided that
teachers,
administrators, and
supervisors of special
education should be
trained by the
Department of
Education and
impoverished.
Presidential Decree No. 603 (PD 603)

The Child and Youth Welfare Code, Article


3, Rights of the Child.
Equally important is Article 74 which
provides for the creation of special classes.
The Article reads: “Where needs warrant,
there shall be at least one special class in
every province, and if possible, special
schools for the physically handicapped, the
mentally retarded, the emotionally-disturbed
and the specially gifted.”
Republic Act 7277
 Approved on January 22, 1992, Republic Act
7277, otherwise known as the Magna Carta
for Disabled Persons affirms the full
participation and total integration of persons
with disabilities into the mainstream of our
society.
Goals of Special Education
 The ultimate goal of special education shall be the
integration or mainstreaming of learners with special
needs into the regular school system and eventually
in the community.
 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 a full and happy life.
Objectives of Special Education
 The specific objectives of
special education shall be
the development and
maximization of learning
competencies, as well as
the inculcation of values to
make the learners with
special needs a useful and
effective member of
society

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