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CHED Guidelines in Admission of PWDs 090826 PDF
CHED Guidelines in Admission of PWDs 090826 PDF
CONTENTS
I. Foreword ------------------------------------------------------------------ 3
IV. Annexes
B. Glossary ---------------------------------------------------------- 24
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
FOREWORD
In the Asia-Pacific International Seminar on Education for Individuals
with Special Needs held in Yokohama, Japan in December 2007, the
participants held in consensus that the Education for All (EFA) goals on
inclusive education for children and youth with special needs be
implemented by all countries worldwide.
This prompted the then National Council for the Welfare of Disabled
Persons, now the National Council on Disability Affairs (NCDA) through its
Sub-Committee on Education, to initiate the development of “Guidelines in
the Admission of Students with Disabilities in Higher Education and Post-
Secondary Institutions.” This initiative aims to generate useful information
that school personnel can use to respond to the needs of students with
disabilities. To further enrich these outputs, a series of consultative
writeshops were held involving the members of the Sub-Committee and
resource persons on different types of disability and from the academic
community.
The enriched outputs are now compiled into this publication with a
big hope that its end-users will be able to put it to good use every time they
will have a student with disability in their schools. This set of guidelines
contains basic information on how to make the learning environment both
convenient and beneficial to students with disabilities as well as to school
personnel. It also has a list of resource centers catering to different types
of disability, which can be referred to in order to meet the needs of
students with disabilities.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
INTRODUCTION
When the United Nations (UN) declared the International Year of Disabled
Persons in 1981, universal policies on special education (SPED) for children and youth
with special needs were adopted to suit their needs. These efforts of the UN gradually
advanced and moved towards the attainment of a barrier-free, inclusive and rights-based
society for persons with disabilities for their full participation, equality and protection of
their human rights, including their right to education.
In the Philippines, the following laws and policies were crafted to ensure and
safeguard the protection of the rights of persons with disabilities to have access to
education:
a. 1987 Constitution of the Philippines. – Under Article XIV, Section 1,
thereof, it clearly provides that “The State shall protect and promote the
right of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all;”
b. Republic Act No. 7277 or the 1992 Magna Carta for Disabled
Persons. – As stipulated under Chapter 2, Section 12, thereof it clearly
provides that “The State shall ensure that disabled persons are provided
with adequate access to quality education and ample opportunities to
develop their skills. It shall take appropriate steps to make such education
accessible to all disabled persons. It shall be unlawful for any learning
institutions to deny a disabled person admission to any course it offers by
reason of handicap or disability.”
Furthermore, it states that “The State shall take into consideration the
special requirements of disabled persons in the formulation of educational
policies and programs. It shall encourage learning institutions to take into
account the special needs of disabled persons with respect to the use of
school facilities, class schedules, physical education requirements and
other pertinent consideration.”
“The State shall also promote the provision by learning institutions,
especially higher learning institutions, of auxiliary services that will
facilitate the learning process for disabled persons.”
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
c. Republic Act No. 9442, An Act Amending Republic Act No. 7277,
Otherwise Known as the Magna Carta for Disabled Persons. – Under
Chapter 8, Section 32, letter h, thereof, it clearly provides that
“Educational assistance to persons with disability, for them to pursue
primary, secondary, tertiary, post tertiary as well as vocational or technical
education, in both public and private schools, through the provision of
scholarships, grants, financial aids, subsidies and other incentives to
qualified persons with disability including support for books, learning
materials and uniform allowance to the extent feasible: Provided, That
persons with disability shall meet minimum admission requirements;
The issue of persons with disabilities getting an education is not only a matter of
making them be admitted to schools but more importantly, it is all about the lifelong
educational experience of the person in school. These experiences may include making
the classroom accessible and setting-up reasonable accommodations on activities,
services and other programs for easier access and full enjoyment of persons with
disabilities. These may also extend to the kind of attitudes administrators, faculty,
students, and other school personnel must have towards students with disabilities.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The deaf and hard of hearing students have the same range of talents,
potentials and abilities as any other person, but they often have limited or no
access to adequate opportunities for developing these talents. Barriers exist
particularly in having access to information “whether information comes through
direct interaction with other people who do not know or use sign language, or
from sources that are intended to reach many people at once, e.g. mass media.”1
The spoken and written language acquisition of Deaf and hard of hearing
students is affected by various factors related to hearing loss, e.g. onset and
degree of hearing loss, communication method used, types of educational
programs attended2. This affects the reading and writing skills of deaf and hard
of hearing students. It is necessary then that to provide full support to the deaf
and hard of hearing students, it is important that “…understanding the nature and
extent of the hearing loss and how it affects the student is imperative in providing
appropriate accommodations.”3
B. School Admission:
The deaf and hard of hearing High School graduates, including those who
passed and qualified in the Accreditation Equivalency Test being administered by
the Bureau of Alternative Learning System of the Department of Education shall
be admitted in any higher/post secondary educational institution provided they
pass the admission requirements of the school given reasonable
accommodations.
1
‘Deaf People and Human Rights, by Ms. Hilde Haualand and Mr. Colin Allen for the World Federation of
the Deaf and the Swedish National Association of the Deaf, 2009’
2
Deafness 101, by Peggy Brooks funded by the PostSecondary Education Consortium for the University of
Tennessee, Knoxville, USA, 1999
3
Ibid
4
Article 24 (3b) of the UN Convention on the Rights of Persons with Disabilities
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The following are the suggested admission requirements and procedures for
reasonable accommodation:
1) A deaf or hard of hearing applicant may apply in any course he/she
chooses as long as he/she meets the qualifying requirements of the
course.
2) Assessment tools and procedures necessary for the course are the
means to determine the qualification and readiness of an applicant.
There are many ways to achieve these. Below are some suggestions
that may be used independently or in combination:
a. Give the standard entrance tests given to other applicants;
b. Undergo diagnostic exams designed specifically for the deaf or
hard of hearing students; and
c. Conduct one on one interview or panel interview that may also
involve assessment of specific skills.
In order to facilitate the learning of the deaf or hard of hearing students, they
may need/require sign language interpreters and/or note takers, whom the school
can provide and/or arrange with concerned professionals. The choice of what
sign language to use depends on the discussion of the concerned institution and
the deaf or hard of hearing students who will need such assistance.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The deaf or hard of hearing students shall need the following support services
which the school shall provide or arrange with concerned resource centers,
outside the school:
1. An Office, a unit in charge of special needs, whereby the designated
head is equipped with sign language skills and can perform the
following functions:
Attends to all inquiries pertaining to the programs of the school
Coordinates with the different offices of the school
Coordinates with the teachers of deaf students for any concerns
Works hand-in-hand with the different department heads where
the deaf or hard of hearing students are enrolled in for
academics and extra-curricular activities
Meets regularly with the students
Schedules loads of interpreters and note-takers and monitors
them
Visits/Provides information to different schools for the deaf to
market the program
Meets with prospective applicants and parents within the school
year regarding the program
Assists students with their academic work by providing group
tutorials
Attends to the needs and queries of students
Coordinates with parents of the deaf or hard of hearing students.
The school may provide the following equipment and facilities proven
beneficial to deaf or hard of hearing students:
1. All audio-related signals for particular purposes (e.g announcements,
emergencies, call attention) should have a counter part flashing
visual/light signal
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The neurocognitive profiles in both groups (AS and HFA) are very
uneven. In the older adolescent or young adult pursuing higher education,
there will be specific deficits in verbal comprehension or general
understanding of both verbal and nonverbal concepts and relative
strengths in visual motor and visual spatial processing. Academic
problems related to inattention and lack of focus, an inability to complete
homework, and weak areas in problem solving, abstract conceptual
learning and generating creative solutions to complex problems have been
described (Prior, 2003). However, what often remains neglected are the
social impairments and poor understanding of social situations where rules
of social conduct are not appreciated. They may make inappropriate
comments on others’ looks, behavior and may intrude on other people’s
privacy or conversations giving an impression of being rude, inconsiderate
or spoiled (Attwood, 1998)
B. School Admission
Individuals with learning disabilities, including those who passed and qualified
in the Accreditation Equivalency Test being administered by the Bureau of
Alternative Learning System of the Department of Education shall be admitted in
any higher/post-secondary educational institution based on the following
considerations:
1. Pass the admission requirements of the school given appropriate
reasonable accommodation, such as but not limited to the following:
Flexibility in terms of time (additional time to answer) and rules (may be
allowed to stand up once in a while or get out of the room) to address the
problems of inattention and hyperactivity.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The usual practice is for the parent to write the school about their child’s
condition. The letter usually comes with the neuro-developmental assessment
from developmental pediatrician and/or psychological assessment from certified
psychologist. Further assessment can be done by a licensed guidance counselor
and a case conference will be an ideal scenario.
Aside from the assessment of the student upon admission, the school
should require the parents for their child to undergo regular (per semester or per
year) psychological assessment from a clinical psychologist to check on how the
student is coping with and adjusting to college life. Screening for depression and
other co-morbidities coming from a clinical psychologist should be foremost.
The school will be given reasonable time to offer and/or to advise the
students to avail of the following services whenever and wherever available:
a. Non-teaching Staff
Nurse
Certified Psychologist
Physical therapist
Occupational therapist
Speech pathologist/therapist
Special Education (SPED) consultants
Medical professional (Psychiatrist, Neurologist, Family Physician)
Developmental Pediatrician
Licensed Guidance Counselors
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
In cases when the school cannot yet provide any of the above-
mentioned services, a networking and referral system should be established
initially to assist students with learning disabilities.
b. There must be a center for students with learning disabilities which would
serve as a venue to access and coordinate necessary services to cater to
their special needs, such as any of the following, but not limited to:
Therapy and other assessment services;
Tutorial, support group and peer counseling;
On-the-job training; and
Medication services in consultation with developmental pediatrician,
neurologist, and child and adolescent psychiatrist
Guidance counselors may also assign a “coach” for the student to remind
them of important dates and deadlines and to check on the student’s
activities. The “coach” can be a friend of the student who is
knowledgeable about his/her condition.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
Persons with other types of mental impairments such as those with down
syndrome, given reasonable accommodations shall likewise be admitted to
school/training center and/or program like vocational courses wherever he/she
deemed fit to study, in consultation and coordination with the parents of the
student/s, faculty and school/training center administrators, and other concerned
professionals.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
There are many shining examples of people with physical disabilities who
excel in their fields after gaining opportunity to pursue or finish higher education.
However, it is also quite alarming that there are still few people with physical
disabilities who are not able to enter higher/post-secondary educational
institutions because of lack of support from the administration in providing special
in-campus accommodations for them.
B. School Admission
Individuals with physical disabilities, including those who passed and qualified
in the Accreditation Equivalency Test being administered by the Bureau of
Alternative Learning System of the Department of Education shall be admitted in
any higher/post secondary educational institution provided they pass and comply
with the admission requirements of the school and/or training center given
reasonable accommodations.
In order to provide the best help to students with physical disabilities, the
school should establish a Disability Services Unit (DSU) within the Office of
Student Affairs that will:
Provide access to all available programs and services in school and when
feasible the provision of accessible dormitories, transport, etc.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
Rest rooms, libraries, and other facilities must be in compliance with the
universal designs. These may include parallel bars and sofa beds at the student
lounge for therapeutic and/or relaxation purposes.
F. Curricular Program
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
B. School Admission
In order to facilitate the learning of students with visual impairments, they may
have qualified readers to go with them in school upon arrangement with the
teacher and other concerned school personnel. They may also bring with them
other educational assistive devices such as Braille N Speak, recorder/player,
and/or laptop computers.
Students with visual impairments may prefer or to some extent require other
educational materials such as books and other references in taped, CD, and/or
Digital Accessible Information System (DAISY) format. Production and
availability of these materials can be arranged in advance through the National
Library (Library for the Blind division), which is based in Manila and through other
non-government organizations like the Resources for the Blind and other
affiliates.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
The following open source/links once accessed may be useful to facilitate the
education of students with visual impairments:
free screen reader thunder (http://www.screenreader.net/)
jaws (http://www.freedomscientific.com)
NVDA
www.nvda-project.org/ - Orca - GNOME Live!
http://live.gnome.org/Orca
Students with visual impairments may seek counseling, medical and health,
referral and job placement assistance and other services during their stay in
school. The Office of Student Affairs and Services shall consider organizing a
group of volunteers to serve as readers for students with visual impairments and
render other forms of assistance.
The Accessibility Law or Batas Pambansa Blg. 344 requires the provision of
rough or corrugated pathways and other access features for the visually impaired,
however, with appropriate orientation and mobility training, students with visual
impairments can already manage themselves independently.
F. Curriculum Program
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
Teachers who are handling students with visual impairment should have
recognized the dynamics of a visually impaired person and should be conversant
about disability-related policies like the Accessibility Law or Batas Pambansa Blg.
344 and the Magna Carta for Disabled Persons (RA 7277), including its
amendments as provided for in RA 9442 through an appropriate orientation that
can be coordinated with and provided by concerned government and non
government organizations.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
ENROLMENT POLICIES
It should be made clear that the result of the assessment should not
be used by the institution to declare or classify if the applicant to have
passed or failed in his application. Rather, it should be used merely as
reference to guide or find out what particular career, course or qualification
would best fit based on the capacity, interest, and inclinations revealed by
the result of the assessment instrument used.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
PROGRAM/COURSE QUALIFICATION
MANDATORY ASSESSMENT
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
GLOSSARY
Blind - those who have a visual acuity of 20/200 of 6/60 or less in the better
eye after maximum correction or who have a visual field which subtended an
angle of 20 degrees or less in the widest diameter
5
http://www.cosc.brocku.ca/Faculty/Radue/disabilities/default.html
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
GLOSSARY
Hard of hearing - a person who can understand words only if spoken very
loud or close to the ear and has severe difficulties if there are other sources of
noise.
“Language” - includes spoken and signed languages and other forms of non
spoken languages. (UNCRPD)
Learning Disability - (note: in IDEA, the term used is Specific Learning Disability) IDEA
2004 Definition. General. The term means a disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written that may manifest itself in imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations, including
conditions such as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia. Disorders not included.
The term does not include learning problems that are primarily the result of
visual, hearing, or motor disabilities of mental retardation, of emotional
disturbance, or of environmental, cultural or economic disadvantage. A
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
GLOSSARY
learning disability can cause a person to have trouble learning and using
certain skills. (Lerner, 2005) References. Lerner,J.W. (2005). Learning Disabilities: Theories,
diagnosis and teaching strategies.(10th ed.). Boston:Houghton Mifflin and Smith, D. (2007). Introduction
to Special Education. Boston:Allyn and Bacon.
Low Vision - those who have significantly reduced vision with visual acuity of
less (worse) than 20/60 or 6/18 in the better eye or visual fields is less than 20
degrees in diameter. After treatment or with refractive correction, vision
cannot be corrected to normal. It also includes color blindness.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
RESOURCE CENTERS
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
RESOURCE CENTERS
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
RELEVANT REFERENCES
1. Critical issues
24. Available evidence suggest that less than 10 percent of children and youth with
disabilities have access to any form of education. This compares with an enrolment rate
of over 70 per cent for non-disabled children and youth in primary education in the Asian
and Pacific region. This situation exists despite international mandates declaring the
education is a basic right for all children and calling for the inclusion of all children in
primary education by 2015. Governments should ensure the provision of appropriate
education, which responds to the needs of children with all types of disabilities in the
next decade. It is recognized that there is wide variation in the response which
Governments in the Asian and Pacific region have made in providing education for
children with disabilities, and that children are currently educated in a variety of formal
and informal educational settings, and in separate and inclusive schools.
25. The exclusion of children and youth with disabilities from education results in their
exclusion from opportunities for further development, particularly diminishing their access
to vocational training, employment, income generation and business development.
Failure to access education and training prevents the achievement of economic and
social independence and increases vulnerability to poverty in what can become a self -
perpetuating, inter-generational cycle.
26. Infants and young children with disabilities require access to early intervention
services, including early detection and identification (birth to four years old), with support
and training to parents and families to facilitate the maximum development of the full
potential of their disabled children. Failure to provide early detection, identification and
intervention to infants and young children with disabilities and support to their parents
and caretakers results in secondary disabling conditions which further limit their capacity
to benefit from educational opportunities. Provision of early intervention should be a
combined effort of Education, Health and/or Social Services.
27. Currently education for children and youth with disabilities is predominantly
provided in special schools in urban centers and is available to limited numbers of
children in many countries of the Asia and Pacific region. The Salamanca Statement and
Framework for Action on Special Needs Education recommend that inclusive education,
with access to education in the regular local neighborhood or community school,
provides the best opportunity for the majority of children and youth with disabilities to
receive an education, including those in rural areas. Exceptions to this rule should be
considered on a case-by-case basis where only education in special school or
establishment can be shown to meet the needs of the individual child. It is acknowledge
that in some instances special education may be considered to be the most appropriate
form of education for some children with disabilities.¹ The education of all children,
including children with disabilities, in local or community schools assists in breaking
down barriers and negative attitudes and facilitates social integration and cohesion within
communities. The involvement of parents and the local community in community schools
further strengthens this process.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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28. Major barriers to the provision of quality education for children with disabilities in
all educational contexts include the lack of early identification and intervention services,
negative attitudes, exclusionary policies and practices, inadequate teacher training,
particularly training of all regular teachers to teach children with diverse abilities,
inflexible curriculum and assessment procedures, inadequate specialist support staff to
assist teachers of special and regular classes, lack of appropriate teaching equipment
and devices, and failure to make modifications to the school environment to make it fully
accessible. These barriers can be overcome through policy, planning implementation of
strategies and allocation of resources to include children and youth with disabilities in all
national health and education development initiatives available to non-disabled children
and youth.
30. In this priority area the millennium development goal is to ensure that by the year
2015, children everywhere, boys and girls alike, will be able to complete a full course of
primary schooling and that girls and boys will have equal access to all levels of
education.
3. Targets
Target 6. Children and youth with disabilities will be an integral part of the
population targeted by the millennium development goal of ensuring that by 2015 all
boys and girls will complete a full course of primary schooling.
Target 7. At least 75 per cent of children and youth with disabilities of school
age will, by 2010, be able to complete a full course of primary schooling.
Target 8. By 2012, all infants and young children (birth to four years old) will
have access to and receive community-based early intervention services, which ensure
survival, with support and training for their families.
¹ See General Assembly resolution 48/96 of 20 December 1993 on Standard Rules on the
Equalization of Opportunities for Persons with Disabilities, annex, rules 6. Education, para. 8.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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6. Five years targets should be set for the enrolment of children with disabilities
in early intervention, pre-school, primary, secondary and tertiary (post-school) education.
Progress towards meeting these targets should be closely monitored with a view to
achieving the goal of 75 per cent of children with disabilities in school by 2012.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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profession; (d) establish procedures for child screening, identification and placement,
child-centered and individualized teaching strategies and full systems of learning and
teaching support, including resource centers and specialists teachers, in rural and urban
areas; (e) ensure the availability of appropriate and accessible teaching materials,
equipment and devices, unencumbered by copyright restriction; (f) ensure flexible and
adaptable curriculum, appropriate to the abilities of individual children and relevant in the
local context; (g) ensure assessment and monitoring procedures are appropriate for the
diverse needs of learners.
13. Organizations of and for disabled persons should place advocacy for the
education of children with disabilities as high priority item on their agenda.
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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RELEVANT REFERENCES
UNITED NATIONS
CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES
Article 24
Education
1. States Parties recognize the right of persons with disabilities to education. With a
view to realizing this right without discrimination and on the basis of equal
opportunity, States Parties shall ensure an inclusive education system at all
levels and lifelong learning directed to:
(a) The full development of human potential and sense of dignity and self-
worth, and the strengthening of respect for human rights, fundamental
freedoms and human diversity;
(a) Persons with disabilities are not excluded from the general education
system on the basis of disability, and that children with disabilities are not
excluded from free and compulsory primary education, or from secondary
education, on the basis of disability;
(b) Persons with disabilities can access an inclusive, quality and free primary
education and secondary education on an equal basis with others in the
communities in which they live;
(d) Persons with disabilities receive the support required, within the general
education system, to facilitate their effective education;
3. States Parties shall enable persons with disabilities to learn life and social
development skills to facilitate their full and equal participation in education and
as members of the community. To this end, States Parties shall take appropriate
measures, including:
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
(b) Facilitating the learning of sign language and the promotion of the
linguistic identity of the deaf community;
(c) Ensuring that the education of persons, and in particular children, who are
blind, deaf or deafblind, is delivered in the most appropriate languages
and modes and means of communication for the individual, and in
environments which maximize academic and social development.
4. In order to help ensure the realization of this right, States Parties shall take
appropriate measures to employ, teachers, including teachers with disabilities,
who are qualified in sign language and/or Braille, and to train professionals and
staff who work at all levels of education. Such training shall incorporate disability
awareness and the use of appropriate augmentative and alternative mode,
means and formats of communication, educational techniques and materials to
support persons with disabilities.
5. States Parties shall ensure that persons with disabilities are able to access
general tertiary education, vocational training, adult education and lifelong
learning without discrimination and on equal basis with others. To this end, States
Parties shall ensure that reasonable accommodation is provided to persons with
disabilities.
Note: Full text of the UN-CRPD may be accessed through the following website:
http://www.ncda.gov.ph
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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RELEVANT REFERENCES
Chapter 2 – Education
SECTION 12. Access to Quality Education – The State shall ensure that disabled
persons are provided with adequate access to quality education and ample opportunities
to develop their skills. It shall take appropriate steps to make such education accessible
to all disabled persons. It shall be unlawful for any learning institution to deny a disabled
person admission to any course it offers by reason of handicap or disability.
The State shall take into consideration the special requirements of disabled
persons in the formulation of educational policies and programs. It shall
encourage learning institutions to take into account the special needs of disabled
persons with respect to the use of school facilities, class schedules, physical
education requirements and other pertinent consideration.
The State shall also promote the provision by learning institutions, especially
higher learning institutions, of auxiliary services that will facilitate the learning process for
disabled persons.
SECTION 14. Special Education. – The State shall establish, maintain and
support a complete, adequate and integrated system of special education for the visually
impaired, hearing impaired, mentally retarded persons and other types of exceptional
children in all regions of the country. Toward this end, the Department of Education,
Culture and Sports shall establish special education classes in public schools in cities
and municipalities. It shall also establish, where viable, Braille and Record Libraries in
provinces, cities or municipalities.
The National Government shall allocate funds necessary for the effective
implementation of the special education program nationwide. Local government units
may likewise appropriate counterpart funds to supplement national funds.
SECTION 15. Vocational or Technical and Other Training Programs. – The State
shall provide disabled persons with training in civics, vocational efficiency, sports and
physical fitness, and other skills. The Department of Education, Culture and Sports shall
establish in at least one government-owned vocational and technical school in every
province a special vocational and technical training program for disabled persons. It shall
develop and implement sports and physical fitness programs specifically designed for
disabled persons taking into consideration the nature of their handicap.
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SECTION 17. State Universities and Colleges. – If viable and needed, the State
Universities or State College in each region or province shall be responsible for (a) the
development of material appliances and technical aids for disabled persons (b) the
development of training materials for vocational rehabilitation and special education
instructions: and (c) the research on special problems, particularly of the visually-
impaired, speech-impaired, and orthopedically-impaired students, mentally retarded, and
multi-handicapped and others, and other elimination of social barriers and discrimination
against disabled persons, and (d) inclusion of the Special Education for Disabled (SPED)
course in the curriculum.
The National Government shall provide these state universities and colleges with
the necessary special facilities for visually-impaired, hearing-impaired, speech-
impaired, and other orthopedically-impaired students. It shall likewise allocate the
necessary funds in support of the above.
RULE III
1.1 Learning institutions under this rule shall admit all learners with special needs
whether in academic, vocational or technical courses and other training programs
except in the following instances:
a) If the learning institutions have already accepted learners with special needs and
further acceptance will render the teaching personnel and facilities less affective.
b) If the learning institutions do not meet the criteria set by the Bureau of SPED and
are not included in the financial assistance program except for government and
state owned learning institutions shall be encouraged and provided necessary
assistance to comply with the requirements of this rule and shall be subject to
monitoring, supervision and assessment.
c) Teacher training institutions are enjoined to include basic SPED courses at the
undergraduate and graduate levels of education and in other related areas.
These courses shall equip teachers with the skills needed to modify content and
the teaching approaches used in ordinary classrooms so as to give curriculum
access to learners with special needs and in working with parents and the
specialists shall also be developed.
d) Teaching institutions shall offer scholarships programs to SPED teachers in
coordination with the Department of Education, Culture and Sports, Commission
on Higher Education and other government and non-government agencies.
These programs can be provided through alternative training models to include
but not limited to short term courses, distance education, mobile training, and
module instruction.
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1. For persons with visual impairment in the preparatory, elementary and early
secondary levels modified curriculum shall include but not limited to, sensory
training, special instruction in braille reading and writing, mathematics, orientation
and mobility, music and typing.
Preparation for integration and mainstreaming must be worked out in the early
years of schooling at the elementary level to assure that visually impaired
children just like other children with special needs except those possibly with
mental retardation are educated with their nonhandicapped peers to the fullest
extent possible. For post secondary vocational to tertiary levels they shall be
integrated and mainstreamed and undergo the regular curriculum. Learners with
visual impairment in these levels shall be given the necessary service such as:
reading, writing braille, record library services, orientation and mobility, optical
and medical services, counselling and other assistance.
3. For persons with orthopedic handicaps, quality education shall be given in the
same manner as those in the regular education except that school facilities and
physical environment shall be in compliance with B.P. Blg. 344 and they shall be
allowed to attend classes in the ground floors of the school buildings whenever
possible. Class schedule and other pertinent considerations shall be made to suit
their learning requirements.
4. For persons with mental retardation, modified curriculum shall emphasize training
in self-care, socialization, motor, pre-vocational, vocational and other daily living
skills. For those with severe retardation, emphasis shall be on the development of
self-care skills.
5. For all types of learners with special needs, teaching strategies shall be creative,
multi-dimensional, multi-sensorial and shall involve active participation of the
learners.
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7. All SPED personnel involved in the education of learners with special needs
shall be technically trained. The DECS shall continuously review the possibility of
providing incentives to these personnel to attract others to join this profession
and prevent the fast turnover of the SPED teachers to high paying jobs.
With the above considerations, learners with special needs shall be afforded
appropriate types of special education programs suited to their needs to maximize their
potentials.
Radio, TV video, print and other distance teaching approaches shall be utilized to
reach out to those who cannot avail of institution-based programs and services.
The participation of persons with special needs, their parents and the community in
the delivery of programs and services to this special group must be enhanced
through the establishment of peer counseling, volunteerism, community awareness
and church support.
2.1 Modified Facilities and Equipment for Learners with Special Needs
The following shall be the minimum requirements, which shall facilitate the
learning process of persons with disabilities:
1. For persons with visual impairment – sensory and tactile materials, braille
books and record materials, Braille writing, printing and reading machines,
orientation and mobility equipment.
2. For persons with hearing impairment – group or individual hearing aids,
speech trainers, tape recorders and speech or language kit containing
auditory and language training materials.
3. For persons with orthopedic handicaps – the requirements provided for by
B.P. 344 shall be complied with including adjustable desks or chairs and
adapted physical education apparatuses.
4. For persons with mental retardation – facilities, equipment and
instructional materials for developing skills in self-care, socialization,
motor, cognitive and pre-vocational and vocational training.
5. Other types of learners with special needs: those with behavioral
problems including those with autism, those with learning disabilities and
those with multiple handicaps – instructional devices and equipment for
behavioral modification, perceptual motor training, daily living skills,
language and speech and cognitive skills development.
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b) Vocational and Technical Schools and Centers for Learners with Special Needs
To equip learners with special needs with vocational skills for gainful employment, on
the job or hands-on training and apprenticeship programs shall be encouraged.
1. For persons with visual impairment – tools and machineries used must
have Braille marks and sound identifying features and other adaptations.
2. For persons with hearing impairment – signal lights, signs and other
adaptations shall be incorporated in the tools and machineries.
3. For persons with orthopedic handicaps – tools and machineries shall have
adapted devices which include but is not limited to the following:
Hand control for learners with special need s with non-functioning legs and
feet; control panels for those with non-functioning hands; and mouth control
device for those with non-functioning limbs. Height and size of the machines
shall be considered in making adaptations in the teaching-learning
environment.
b) All learners with special needs regardless of disability, age, sex, religion and
creed, shall be qualified for a financial assistance program provided they are
Filipino citizens and must have met the requirements set by the Bureau of
SPED in accordance with Section V and Rule IV.
SECTION 3. Scope
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SECTION 4. Enforcement
The Department of Education, Culture and Sports shall be responsible for the
implementation of these provisions in coordination with the Local Government Units,
Commission on Higher Education and Technical Education and Skills Development
Authority.
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RELEVANT REFERENCES
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In accordance with the provisions of Republic Act (RA) no. 7722, otherwise known as the
"Higher Education Act of 1994," and in compliance with the urgent request of the
National Council for the Welfare of Disabled Persons (NCWDP) chaired by the
Honorable Vice President Gloria Macapagal Arroyo, proper implementation of the
provisions of the Magna Carta for Disabled Persons and its Implementing Rules and
Regulations embodied in RA 7277, by all higher education institutions is hereby adopted:
1. Public higher education institutions (HEIs) shall admit all learners with special needs
whether in academic, vocational or technical courses and other training programs,
except those which have already accepted but whose facilities do not warrant
additional enrolees. Private HEIs meanwhile, are encouraged to do the same as part
of their educational service to qualified tertiary level students with special needs.
3. To ensure that quality education is accessible to all learners with special needs and
to facilitate their learning process, the following modified facilities and equipment
shall be given importance by all HEIs as minimum requirements specified in RA
7277.
a) For persons with visual impairment sensory and tactile materials, Braille books
and record materials, Braille writing, painting and reading machines, orientation
and mobility equipment.
b) For persons with hearing impairment group or individual hearing aids, speech
trainers, tape recorders and speech or language kit containing auditory and
language training materials.
c) For persons with orthopedic handicaps the requirements provided for on Rule II
of Batas Pambansa Bldg. 344 re: Accessibility Law, shall be complied with
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GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES
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e) Other types of learners with special needs: those with behavioral problems
including those with autism, those with learning disabilities and those with
multiple handicaps instructional devices and equipment for behavior
modification, perceptual motor training, daily living skills, language and speech
and cognitive skills development.
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PARTICIPATING AGENCIES
AD/HD Society of the Philippines
Miriam College
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