¡ This course is designed to equip the pre-service teachers with knowledge and

understanding of the different philosophies, theories, legal bases and policies of

special needs and inclusive education.
¡ It includes the study of typical and atypical development of children, learning
characteristics of students with special educational needs
§ (gifted and talented learners, learners with difficulty seeing, learners with difficulty
hearing, learners with difficulty communicating, learners with difficulty
walking/moving, learners with difficulty remembering and focusing, learners with
difficulty with self-care) and those in difficult circumstances.
¡ Pre-service teachers will be provided with skills in the selection of variety of
differentiated strategies in teaching, assessing and managing students with special
educational needs in a regular class.
¡ They will also be provided with knowledge of policies, guidelines and procedures that
provide safe and secure learning environments, and teaching strategies that are
inclusive of learners from indigenous groups.
¡ Definition, Goals, and Scope of Special and Inclusive Education
¡ A. Inclusive Education in the Philippines
¡ B. Inclusive Education in other countries
¡ Bases and Policies of Special and Inclusive Education
¡ 1. Psychological bases
§ 1.1. Piaget’s Cognitive Development
§ 1.2. Albert Bandura’s Social Learning Theory
§ 1.3. Lev Vygotsky’s Scaffolding
§ 1.4. Jean Lave’s Situated Learning
¡ 2. Philosophical Bases
§ 2.1 Inclusivity 2.2 Equality
¡ 3 Historical/Sociological Bases
§ 3.1 Convention on the Rights of the Child
§ 3.2 UNESCO
§ 3.3 EFA
§ 3.4 K to 12 Inclusion Policy
¡ 4 Legal
§ 4.1 The 1987 Phil. Constitution, Art XIV, Sec 1&2
§ 4.2 RA 10533 Enhanced Basic Education Act – including ALS and Learners
with Special Needs
§ 4.3 RA 8371 Indigenous People’s Right Act
§ 4.4 PD 603
§ 4.5 RA 7610 Special Protection Against Child Abuse and Exploitation
§ 4.6 RA 9344 Juvenile Justice and Welfare Act
§ 4.7 RA 9442 Magna Carta for Disabled Persons
§ 4.8 RA 10665 Open High School System Act
§ 4.9 RA 7277 Rehabilitation, and Integration of Disabled Persons in
Mainstream Society
¡ Typology of Learners with Special Needs
¡ Learners with Intellectual Disability
§ Cerebral Palsy Trisomy 21
¡ Learners with Learning Disability
1. Dyslexia 2. Dysgraphia 3. Dyscalculia
¡ Learners with Physical Disabilities
§ Visual Impairment
§ Hearing Impairment
§ Speech Impairment
§ Multiple physical
§ Impairment
¡ Learners who are Gifted and Talented
§ Visual Arts
§ Music
§ Intellectual
§ Giftedness
§ Performing Arts
¡ Learners with Socio- Emotional Disorder
§ Emotional Behavioral Disorder
§ Anxiety Attack
§ Depression
§ Obsessive
§ Compulsive Disorder
§ Bipolar Disorder
¡ Learners with Chronic Illnesses
1. Asthma 2. Diabetes 3. Epilepsy 4. Allergy
¡ Learners in Difficult Circumstances
§ Living in Remote Places
§ Victims of War
§ Products of Broken Family
§ Street Children/
§ Children from Impoverished Family
§ Victims of Abuse
¡ Learners from Indigenous Groups
¡ Assessment, Learning Resources and Instructional (INPUT)
Accommodation
¡ A. Types of Assessment
¡ 1. Observation Checklist 2. Anecdotal Report 3. Portfolio Assessment
¡ B. Learning Resources and Instructional
¡ Accommodation
¡ Special Education Programs or Inclusion Programs
¡ Indigenization and Contextualization of the Curriculum
¡ ALS
¡ OSY
¡ Disadvantaged Children
¡ Adult Learners
¡ Madrasah ALIVE
¡ Special Interest Programs
¡ Quality Differentiated Instructions
¡ Homeschool/Distance Learning
¡ It means schools should
accommodate ALL children,
regardless of their physical,
intellectual, social, emotional,
linguistic or other conditions
(UNESCO Salamanca Statement)
¡ Ensuring that each individual has an equal
opportunity for educational progress remains
a challenge worldwide. Sustainable
Development Goal 4 on Education and the
Education 2030 Framework for Action
emphasize inclusion and equity as laying the
foundations for quality education.

11
v Inclusive Education (IE) is a process of
strengthening the capacity of the education
system to reach out to all learners and can
thus be understood as a key strategy to
achieve Education for All (UNESCO Policy
Guidelines on Inclusion in Education, 2009
p. 8).

12
vIE also recognizes inclusive schools as the
most effective means of combating
discriminatory attitudes, creating
welcoming communities, building an
inclusive society and achieving education
for all (UNESCO Policy Guidelines on
Inclusion in Education, 2009 p. 8).

13
vInclusive Education is a process where all
types of learners with diverse needs are
given equal opportunities for a
meaningful life in non-discriminatory
environments. These environments foster
belongingness through culturally/
spiritually sensitive, learner-centered
curriculum, learning processes, delivery
modes, and settings.

14
vThe working definition of IE is
uniquely Filipino in recognizing and
respecting kapwa (the unity of the
one-of-us and the-other) (Enriquez,
1976, 1995) and spiritual beliefs, and in
fostering love for God, humanity,
environment, and the nation.

15
¡ Dep Ed is mandated to protect and promote
the right of every Filipino citizen to quality
education to realize his/her full potential and
meaningfully take part in nation-building.
¡ Provide an overall framework for programs’
implementation that directly promote
Inclusive Education and ensuring that every
aspect of the K to 12 curriculum support
system is responsive to the needs and
demands of diverse learners.
16
q The Department adopts this policy
framework to provide policy guidance in the
establishment, implementation, monitoring
and evaluation of programs and
interventions with strategies and support
mechanisms that adequately respond to
diverse educational needs and contexts of
learners.

17
¡ Equal and equitable access to quality basic
education.
¡ Responsiveness to Rights.
¡ Sensitivity and Responsiveness to Context.
¡ Inclusion.
¡ Non-Discriminatory and Child-Friendly
Learning Environment.

18
¡ The Learners
¡ The K to 12 Curriculum
¡ Development of Learning Resources
¡ Learning Delivery
¡ Educational Assessment
¡ Learning Environment

19
¡ Teacher Professional Development
¡ School Leadership and Management
¡ Partnership for IE
¡ Governance Suppor
¡ Monitoring and Evaluation

20
¡ Quality inclusive education helps break the
vicious cycle of poverty and disability.
¡ Quality inclusive education ensures that
learners with disabilities can access school
feeding programs.
¡ Quality inclusive education helps tackle
discrimination against learners with
disabilities, enabling them to socialize with
their peers, promote their wellbeing and
make informed choices about healthcare.
21
¡ Quality inclusive education ensures equitable
quality education and promotes lifelong
learning opportunities for learners with
disabilities.
¡ Quality inclusive education helps achieve
gender equality and empowers girls with
disabilities, who often face double
discrimination.

22
¡ Quality inclusive education means that
learners with disabilities can learn about and
have access to better water, hygiene and
sanitation practices.
¡ Quality inclusive education means that
learners with disabilities can learn and make
informed choices about energy conservation
and renewable energy sources.

23
¡ Quality inclusive education fosters self-esteem,
skills in entrepreneurship and innovation while
promoting full and productive employment
opportunities.
¡ Quality inclusive education develops the skills
required to build more resilient , sustainable and
accessible infrastructures.
¡ Quality inclusive education makes a difference
to social and economic inequality when learners
have equal access to schools with the right
support.
24
¡ Quality inclusive education helps learners
with disabilities to ensure cities are more
accessible, inclusive and safe.
¡ Quality inclusive education helps ensure
learners with disabilities understand
sustainable solutions and consumption.
¡ Quality inclusive education allows learners
with disabilities to be included in local
discussions on the impact of climate change.
25
¡ Quality inclusive education helps ensure
learners with disabilities understand how to
conserve and sustainably use the oceans.

¡ Quality inclusive education increases learners

with disabilities’ knowledge about skills for
sustainable livelihoods and independent
living,
26
¡ Quality inclusive education is vital to ensure
inclusive and fair societies, as well as to
reduce stigma, stereotyping and
discrimination.

¡ Quality inclusive education is successful with

strong partnerships between governments,
ministries and civil society including parents
and Disabled People’s Organizations (DPOs).
27
¡ Among marginalized and vulnerable groups,
DepEd pays special attention to children with
disabilities as they are overrepresented in the
population of those who are not in education.
¡ Indigenous people also continue to experience
exclusion within and from education.
¡ Madrasah Education Program needs stronger
support initiatives and advocacies.

28
¡ DepEd works with other government
agencies and partners to address exclusion
from, and inequality in education.
¡ DepEd supports all governance levels to
ensure that education policies, programmes
and practices promote the development of
inclusive education systems from early
childhood onwards.

29
¡ This include overcoming barriers that limit
the presence, participation and achievement
of all learners. Particular attention is given to
those learners who may be at risk of
underachievement, marginalization or
exclusion.
¡ DepEd promotes effective practices and
knowledge sharing through various
platforms.
30
¡ DepEd supports ROs and SDOs in their
efforts towards the inclusion of children
with diverse learning challenges and children
with disabilities in education.

¡ Advocacy and awareness raising are

another area of DepEd’s actions to ensure the
fulfillment of the right to education for
persons with disabilities.
31
¡ Inclusive Education Bill
§ Congress and Senate
§ Establishment of Learning Resource Centers in
every School Division
▪ Comprehensive Role of LRCs ( Coordination, referral,
assessment of needs, M&E of Program Implementation)
§ Child-Find System
§ Referral and redress mechanism for issues and
concerns of families.

32
¡ 2017
§ Development of Policy on IE
§ Training Orientation on IE (Luzon, Visayas and Mindanao)
¡ 2018
§ Training on IE for the following:
▪ Regional and Division Supervisors
▪ CID and CLMD Chiefs
▪ SHs of Integrated Schools
▪ SHs of Big Schools
▪ SHs of Remote Schools
▪ Regional Directors and Superintendents (upcoming)
33
WHAT IS SPED?

- is the education of students with

special needs in a way that addresses
the students' individual differences and
needs.
 SPECIAL EDUCATION….

“It actually
puts the
person first
before the
disability.”
“It also
describes
what the
person has,
not the
person is.”
SPECIAL EDUCATION is a specialized branch
of education.
¡ Jean-Marc-Gaspard
Itard (1775 - 1838), the
physician who "tamed"
the "wild boy of
Aveyron,“
¡ Anne Sullivan Macy
(1866 - 1936) the
teacher who "worked
miracles" with Helen
Keller,
¡ From then on, special educators provide
instruction specifically tailored to meet
individualized needs, making education
available to students who otherwise would
have limited access to education.
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.
•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.
•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.
¡ Every learner with special needs
has a right to an education
program that is suitable to his
needs. Special education shares
with regular education basic
responsibilities of the educational
system to fulfill the right of the
child to develop his potential.
¡ The ultimate goal of special
education shall be the integration
or mainstreaming of learners with
special needs into the regular
school system and eventually into
the community
¡ provide equal opportunities for all learners
with special needs to acquire the knowledge,
skills and values necessary for them to adapt
to a changing world;
¡ develop life skills in all learners to ensure
their active and sustained participation in the
learning process through relevant programs,
projects and enabling policies;
¡ promote the optimal use of information
technology to increase the capability of
learners to pursue their own learning;
¡ develop learners who actively participate in
the economic growth and development of the
country; and
¡ safeguard the rights of all types of special
learners
SPED are for learners with:

¡ Challenges in learning
▪ Intellectual Giftedness
▪ Mental Retardation

¡ Emotional and Behavioral

Disorders
¡ Physical Disabilities
▪ Handicap
▪ Individual Impairment
▪ Visual and Communication challenges

¡ Developmental Disorders
¡ Parents/guardians/extended families,
neighbors & friends
¡ Regular teachers
¡ Special Education teachers
¡ Guidance counselors
¡ School administrators
¡ Health workers
¡ Social workers
¡ Psychologists
¡ Speech & physical therapists
¡ Law enforcement officers
 Exceptionality One Year Level
Gifted/Fast Learner 30-35
Mentally Retarded 8-15
Visually Impaired 5-10 (self-contained)
Hearing Impaired 7-12 (mainstreaming)
Behavior Problems 15-20
Orthopedically
10-15
Handicapped
Multiple Handicapped 5-8
Speech Defective 10-15
Learning Disabled 7-10
¡ DepED Order No. 6, s. 2006 Policies and Guidelines
for Special Education at the Secondary Level
¡ Batas Pambansa Blg. 344 An Act to enhance the
mobility of disabled persons by requiring certain
buildings, institutions, establishments and public
utilities to install facilities and other devices
¡ PD 603 The child and youth welfare code as
amended
¡ RA 9155 Governance of Basic Education Act of
2001
¡ RA 7277 Magna Carta for Disabled Persons
¡ DECS Order No. 26, s. 1997 Institutionalization of
SPED Programs in all schools
¡ DECS Order no. 14, s. 1993 Regional Special
Education Council
¡ DepED Order no. 37, s. 2003 Revised implementing
guidelines of the 2002 SEC Curriculum effective
school year 2003-2004
¡ DepED Order No. 33, s. 2004 Implementing
Guidelines on the performance-based grading
system for SY 2004-2005
¡ DepED Order No. 35, s. 2005 Policy guidelines in
the implementation of the Secondary Education
Program of the 2002 BEC for SY 2005-2006
¡ DepEd Order No. 6, s. 2005 Selection of honor
pupils/students in public elementary and
secondary schools
¡ DECS Order No. 5, s. 1998 Reclassification of regular
teacher and principal items to SPED teacher and
special school principal items
¡ DepED Order No. 63, s. 2008 Guidelines in the
utilization of the PhP 500 000 allocation to the pilot
schools of the SPS and SPA and schools offering SPED
¡ Universal estimate of the prevalence of CSN (10% with
disabilities and 2% with giftedness and talent)
¡ 134 out of1000 persons have disabilities
¡ In a projected population of 8O Million, 8.5 Million have
disabilities distributed as:
§ 43.3% have speech defects
§ 40% are mute
§ 33.3% have MR
§ 25.9% are those without one or both arms and hands
§ 16.4% are those without one or both legs
§ 16.3% have mental illness
§ 11.5% are totally deaf
§ 11.4% are blind
¡ Cognitive Disabilities-Mental Retardation
¡ Learning Disabilities
¡ Emotional and Behavioral
Disturbances/Disorders
¡ Autism
¡ Exceptionally Gifted
¡ Physical Impairments or Disabilities
¡ Health Impairments and Severe Disabilities
¡ Speech/Language Disorders
¡ Hearing Impairment
¡ Visual Disabilities
¡ SPED Center-service delivery system that
operates on the “school within a school”
concept; base for SPED programs in a school
¡ Special Class- also called self contained class;
composed of students with the same
exceptionality or disability
¡ Integration or Mainstreaming Program-
allows students with disabilities to study in
regular classes and learn side by side with
regular students
¡ Special Day School- serves one or more types
of disabilities; classes are taught by SPED
teachers; also offers medical, psychological
and social services
¡ Residential School- provides both SPED and
dormitory services for the students;
Complementing the SPED programs are
houseparent services, diagnostic services,
guidance and counseling, recreational and
social services
 This is a classification including several disorders in which a
person has difficulty learning in a typical manner, usually
caused by an unknown factor or factors.
• Dyslexia- reading disability
• Aphasia- impairment of
language ability
• Dyscalculia - math
disability
• Dysgraphia-very bad hand
and motor coordination
• Hyperlexia-reads without
understanding
• Non Verbal LD
¡ There’s a portion of the brain that does not
function well
¡ Innate; genetic
¡ They are bright. . . BUT (Bright-buts)
¡ Before LDs were called:
§ Minimal brain damage or dysfunction
§ Hyperactive
§ CNS Dysfunction (Central Nervous System
Dysfunction
¡ Speaks later than other children
¡ Problems with pronunciation
¡ Vocabulary is slow to develop
¡ Difficulty to learn the alphabet/numbers
¡ Hyperactive
¡ Poor development of motor skills
¡ Cannot connect letters and sounds, reversals and
transpositions (the is read eht)
¡ Read by dropping phrases
¡ Behavior is often impulsive
¡ Read quietly then stopped reading
¡ Handwriting is poor
¡ Spelling is how they hear it
¡ Commonly identified as behavioral problems
§ Empathy is difficult
§ Social Understanding is difficult
§ Excessive compulsive behavior
§ Vocabulary is good
§ Strong literacy skills
§ Visual-spatial is poor
§ Visual imaging is poor
§ Cannot synthesize
§ Don’t relate well with others
¡ Mind/brain: constantly moving
¡ Can’t focus for a long time
¡ Difficult to shift to another stimuli
¡ Short attention span
¡ Has difficulty concentrating on the task
¡ Easily distracted
¡ Hyperactivity symptoms:
§ Body constantly moving
§ Irritant to someone
§ Constantly stands up and talk to neighbor
§ Has difficulty playing quiet games
§ Often on the go
§ Talks excessively
§ Easily provoked
§ Blurs out the answer
§ Grabs somebody else’s stuffs
§ Difficulty controlling the impulsive ways
¡ Difficulty in
§ Starting a task
§ Staying and completing the tasks
§ Making transitions
§ Following directions
§ Organizing multi step problems
¡ Is not a conduct problem
¡ It is a neuro-development problem (beyond
the child’s control)
¡ Not caused by the teacher or parents
¡
¡ Set the goal
¡ Define the specific rules governing behavior
¡ Reward
¡ Monitor (Charting)
¡ Teachers need to:
§ Teach the concept
§ Coach them on the skill
§ Motivate them to continue learning
§ Objectively assess behavior and performance
¡ Effective Classroom Management
¡ Clearly Defined Classroom Routines
¡ When the lesson is not interesting
¡ The teacher is “pikon”
¡ Activity is very long
¡ Room is full of distractions
¡ Overcrowded classrooms
¡ Give positive affirmation
¡ Re label students’ behavior
§ Punishment to consequences
§ Problems to challenges
§ ADHD to energetic
§ Strict to concerned
§ Crisis to opportunities
§ Absent minded to Thinking of many things
§ Makulit to Curious or interested
§ Impulsive to excited
§ Inattentive to imaginative
§ Emotional to sensitive
§ Illness to condition
§ Disorder to confusion
§ Cheat to resourceful
¡ Let the children do physical activity-Brain Gym
¡ Children have lot of energies-Use Them
¡ Address the specific behaviors
¡ Manage the instructions by giving at least 2
¡ Reinforce compliance
¡ Notice both the positive and the negative behaviors
¡ Give reprimands or scold sparingly and mildly
¡ Get students to listen, ask questions and interact
¡ Avoid long lectures
¡ Use multi sensory approach
¡ Make the students move
¡ Avoid public embarrassment
¡ Permit him to take a break
¡ Provide Quiet Space
¡ Catch them doing good
¡ Focus on the specific behavior. Don’t diagnose
¡ Acceptance
¡ Frequent Feedback
¡ Keep routines predictable
¡ “No surprises for NVLDs
 Signs which show emotional and behavioral disorders:

a.) Difficulty to learn that cannot be explained by intellectual, sensory, or health

factors.
b.) Difficulty to build or maintain satisfactory interpersonal relationships with peers
and teachers.
c.) Inappropriate types of behavior or feelings under normal circumstances.
d.) A general pervasive mood of unhappiness or depression.
e.) A tendency to develop physical symptoms or fears associated with personal or
school problems.
 INTERNALIZING DISORDERS EXTERNALIZING DISORDERS

¡ Anxiety ¡ Attention Deficit

¡ Separation Anxiety Hyperactivity Disorder
¡ Fears and Phobias (trusting (ADHD)
people) ¡ Conduct Disorder
¡ Obsessive-Compulsive
Disorder (OCD) Treatment:
-Behavior Modification
¡ Panic Disorder -Counseling
-Medication
Treatment:
- cognitive behavioral therapy(CBT)
- pharmaceutical therapy
 A physical disability is any impairment which limits the
physical function of one or more limbs

3 TYPES:

a.) Mobility impairment – This type of disability includes upper

limb disability, manual dexterity and disability in co-ordination
with different organs of the body. Disability in mobility can
either be a congenital or acquired with age problem. This
problem could also be the consequence of some disease.
b.) Visual impairment – many people suffer vision injuries and
impairments. These types of injuries can also result into some
severe problems or diseases like blindness and ocular trauma. A
common type of visual impairment is a scratched cornea.
c.) Hearing impairment - includes people that are completely or
partially deaf.
Students who have been
diagnosed with a physical
disability may require a range
of school based services
depending on level of need and
functioning. A comprehensive
assessment is required to
inform program planning.
Programming decisions are
made by the student’s program
planning team.
lifelong disabilities attributable to mental or physical
impairments, manifested prior to age 18.
Common factors causing developmental
disabilities include:

• Brain injury or infection before, during or after birth;

• Growth or nutrition problems (prenatal, perinatal, or postnatal);
• Abnormalities of chromosomes and genes;
• Birth long before the expected birth date - also called extreme
prematurity;
• Poor maternal diet and absent or minimal health care;
• Drug abuse during pregnancy, including alcohol intake and
smoking;
• Drug-related prenatal developmental insult, such as
thalidomide;
• Severe physical maltreatment (child abuse), which may have
caused brain injury and which can adversely affect a child's
learning abilities and socio-emotional development;
• An autism spectrum disorder.
a.) Mastery model
b.) Direct Instruction
c.) Classroom
adjustments
d.) Classroom
assistants
¡ In this approach,
students with special
educational needs
spend all, or at least
more than half, of the
school day with
students who do not
have special
educational needs.
¡ refers to the practice of
educating students
with special needs in
classes with non-
disabled students
during specific time
periods based on their
skills.
¡ Students are placed in
a separate classroom
or special school
exclusively for
students with special
needs: In this model,
students with special
needs spend no time in
classes with non-
disabled students.
Segregated
¡ students having
one-on-one
instruction or
group
instruction.
 SPECIAL CLASSROOMS/ SELF-
SPECIAL SCHOOLS CONTAINED CLASSROOMS
¡ -schools catering for students ¡ -separate room dedicated
who have special educational solely to the education of
needs
¡ -specifically-designed, staffed students with special needs
and resourced within a mainstream
¡ -provide individualized school.
education ¡ -staffed by specially-
¡ -student-teacher ratios are
trained teachers
kept low
¡ -have other facilities for the
development of children with
special needs
• Have the knowledge of the
specific impairment of the
child
• Aid there special needs
• Understand them
• Guide them
• Be patient on them
• Motivate them
 TO ATTAIN THE NEEDS OF STUDENTS IN SPED….

1. be able to deal with students of all ages.

2. Early identification of a child with special needs is
an important part of a special education teacher's
job.
3. teachers use various techniques to promote
learning.
4. teachers ensure that appropriate accommodations
are provided
5. The teacher should have the right patience,
tolerance, and enthusiasm
6. Teachers should prepare SPED students for daily
life.
 TO ATTAIN THE NEEDS OF THEIR CHILDREN UNDER SPED….

1. parents should also be certain that the child

understands exactly what special education is so
they can better prepare for the success in
education that awaits them.
2. By becoming the assertive and actively involved
parent, the relationship your child has with the
special education teacher can be better assessed.
3. They should be responsible for teaching the
positive advantages of special education.
4. Parents must be willing to tolerate the needs of
their children.
Article V section 1 (POLICIES AND
GUIDELINES)
Ø Regular curriculum - the curriculum
prescribed for regular children.
Ø Special curriculum - the curriculum for
children with special needs aimed primarily
at developing special adoptive skills to
maximize their potentials.
Ø Modified curriculum - the curriculum
prescribed for regular children with
certain adaptations to meet the needs
of special children.
visually impaired: sensory training, special
instruction in Braille reading and writing,
mathematics, orientation and mobility,
Braille music, and typing
hearing impaired: communication and language
development based on the philosophy of Total
Communication which is tailored to meet the individual
child's communication, and educational needs
Behavior problems: 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.
physically handicapped: functional exercises.
REGULAR: Dimensional following
the curriculum, set objectives for
learning
SPED: Constructivism (learning by
experience)
¡ Applies to Both regular and SPED:
* use Instructional Materials that are Low cost
and indigenous materials shall be developed for
the use of children
*Teaching strategies shall be creative and multi-
dimensional.
They shall make maximum use of all remaining
sense modalities and provide for active
participation in the learning process
ØRegular : 30-45 (standard)
ØSPED : For maximum efficiency,
class size is given under article IV
section 2 of the guidelines and
policies for special education
Exceptionality One-grade level Multi-grade level
Gifted/ fast learner 30-35 15-20
Mentally retarded 8-15 8-10
Blind 7-10 5-6
Deaf 7-15 6-8
Behavior Problems 15-20 7-15
Orthopedically 10-15 10-15
Handicapped

Multiply Handicapped 5-8 3-6

Speech Defective 10-15 10-15
Learning Disabled 7-10 5-6
A LOVE STORY
The girl looked at her boyfriend
and saw that he was blind.
The sight of his closed
eyelids shocked her. She was not
expecting that.
Her boyfriend left her in
tears and days later wrote
a note to her saying:
 'Take good care of your
eyes, my dear, for before
they were yours, they
were mine.'
Only a few would remember
what life was like before, and
who was always by their side in
the most painful situations.
Think of someone who
can't speak.
Think of someone who has
nothing to eat.
Think of someone who
went too early to heaven.
Think of the unemployed, the
differently abled,
and those who wish they had
your job.
Put a smile on your face
and thank GOD you're
alive and still around.
 “One of the greatest blessings an
EXCEPTIONAL CHILD can have is a
GOOD
ADMINISTRATOR/TEACHER”
— CREATIVE
— INNOVATIVE
— One who always think POSITIVELY
For there is ALWAYS a BETTER WAY
LET US Bring Out the BEST
among
Children with Special Needs