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Children with Special Education Needs in the Public Elementary Schools of

Catbalogan City, Philippines

Article · June 2018

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 Journal of Academic Research 03:3(2018), pp. 25-37

Children with Special Education Needs in

the Public Elementary Schools of
Catbalogan City, Philippines
Christopher B. Labrague
Catbalogan III Central Elementary School, Catbalogan City, Philippines
Student, Samar State University, Philippines
Christopher.Labrague@yahoo.com

Abstract: The paper presents the kind of students with Special Education Needs (SEN)
enrolled in Special Education (SpEd) centers or schools. The paper used secondary
information from CSWD of Catbalogan and from SpEd delivering schools. Data showed
that out of 471 persons with disabilities scattered in the 57 baranggays of Catbalogan,
only 86 were at school. CSWD record did not classify the kind of disability and the age.
Most of the disable persons are found in Mercedes, Guindapunan, and Pangdan but there
were also several in the island barangays of Basiao and Bagonon. The top SEN cases are
speech hearing impairment, Down syndrome, autism, learning disability and ADHD
comprising about 31.4, 23.3, 15.1 and 11.6 and 6.9% of the population. The rest has
intellectual disability, cerebral palsy and visual impairment. Students with SEN are
enrolled in four schools; one of which is the lone SpEd center in the second district of
Samar. Other students with SEN cannot access SpEd classes due to distance. The special
facilities and expertise needed to handle students with SEN is seen as the greatest
challenge to the Department of Education in attaining its goal to provide an inclusive
education for all types of exceptional children.

Keywords: SPED teacher, SEN, disabled person, countryside, Samar

1. Introduction Most children with disabilities faces daily

Children having disability faces
different forms of discrimination leading
to their exclusion from the society and
school (UNICEF, nd). Many children
around the world are excluded from
society because of disability, race,
language, religion, gender and poverty
(OSP, 2015). Countries of the world are
encouraged to put forward rights of
everyone against all forms of
discrimination. Stipulated in the
Conventions on the Rights of the Child
(CRC) and the Education for All (EFA)
framework is to provide equal access to
quality education regardless of race,
religion, etc., including disabilities (ibid).
discrimination on the form of negative
attitude, lack concrete policies or
legislation barring them from realizing
their rights to health care, education even
survival (UNICEF, 2013). To promote the
fundamental rights of persons with
disabilities, the United Nations has crafted
several declarations and elaborated
previous efforts to promote rights of
disabled persons set out in the World
Programme of Action Concerning
Disabled Persons of 1982 and 1993
(United Nations Conventions on the
Rights of Persons with Disabilities
UNCRPD, 2006). In response to this UN
declaration, many governments around the
world have excreted efforts to allow
JOURNAL OF ACADEMIC RESEARCH
people with disabilities their rights such as
but not limited to opportunities to receive
similar services that normal people has.
One of these efforts is providing them
access to education.
Based on 2010 census, the
Philippines have about 1.57% of its 92.1
million people have disability (PSA, nd).
Of this number, about 18.9% of them are
less than 14 years old, 40% are between
15-49 years old (Garcia, 2014). Children
with disability in the Philippines are
expected to be in the range of 2.13 to 2.22
million in 2018 based on the calculations
by AIM for the Advisory Council for the
Education of Children and Youth with
Disability.
Children with special educational
needs are those who experience difficulties
in learning the basic education curriculum
and need a modified or functional
curriculum, as well as differentiated
special education curriculum to help them
attain their potential (Heward, 2003). The
provision of EPA is a constitutional right
in the Philippines as stipulated in Article
II, section 17 of the Philippine
Constitution. It provides that the state must
give priority to education and Article XIV,
section 1 guarantees that this education be
accessible to all. Several laws concerning
disabled persons have been passed in the
Philippines such as RA 7277 or the Magna
Carta for Disabled Persons and the BP 344
to enhance the mobility of disabled
persons among others. These acts have
been amended to expand the provisions
such as RA 10524, RA 10070, RA 09442
and RA 07277 to name a few (Congress of
the Philippines, 1992; 2006; 2009; 2012;
Batasang Pambansa, 1983). The Magna
Carta for Disabled Persons has introduced
some rules on special education in the
Philippines. The law provides for the
rehabilitation, self-development and self-
reliance of disabled persons and their
integration into mainstream society. In
support to RA 7277, a DepEd Order No.
Labrague (2018)
Vol. 03 No. 3
26, s. 1997 was issued requiring all
divisions to organized at least one SPED
center to cater to children with special
needs (DepEd, 1997).
Special education is a part of the
Department of Education’s basic education
program. With its modest historical
beginning in 1907, special education is
now a major part of the basic education
program in elementary and secondary
schools (Bureau of Elementary Education
Annual Reports, 1995-2003). There are
special education programs in public
elementary and private schools in all the
regions of the country.
In FY 2015, a target of 300,307
elementary learners and 8,014 secondary
learners with special needs to be served in
448 recognized Special Education (SPED)
Centers and 173 regular schools with
SPEC classes (DepEd, 2015). One of these
SPED Centers is found in Catbalogan I
Central School, Catbalogan I District. The
Department of Education has recorded
around 250,000 enrolees with SEN in the
elementary and about 100,000 at the
secondary level in school year 2015-2016
(DepEd, 2017).
Aside from Catbalogan 1 SPED
center, there are other SPED classes in,
Catbalogan II District specifically in
Guinsorungan Elementary School,
Catbalogan III, and Catbalogan IV Central
Schools. The Department of Education
strongly advocates inclusive education as a
basic service for all types of exceptional
children. The participants in the 1994
Conference on Special Needs Education
held in Salamanca Spain reaffirmed that
the right to education of every individual is
enshrined in the 1984 Universal
Declaration of Human Rights.
2. Objectives
This study aims to present the
population of children with SEN; identify
26
JOURNAL OF ACADEMIC RESEARCH
schools that cater children with SEN; and
recognize the classification of children
with SEN as to their case/type of
disability, gender, and age profile.
3. Methodology
Data used in the study come from
the CSWD of Catbalogan City and from
Philippine Statistics Office. Records from
the DepEd specifically from the schools
offering classes SEN were collected. For
the validation of data collected, school
visitation was conducted to gather
additional data on SEN in school. Access
to the SPED teachers School Form 4 (SF
4) “Monthly Learners Movement and
Attendance” about learners with SEN were
requested.
Data were presented in terms of
frequency counts, percentages and was
shown in tables and graphs. Identity of
SEN was protected. Necessary protocol in
data gathering and observation was given
due consideration.
4. Results and Discussion
The primary purpose of this paper
is to present the profile of SEN in
Catbalogan City. Data are based on what
are available from the SPED teachers and
the school.
4.1 People with Disabilities in Catbalogan
City
Table 1 shows that out of 57
barangays, 43 of which is home to people
with disabilities. There are 471 identified
persons with disabilities or about half of a
percent of the entire population of
Catbalogan City. Barangays of Basiao and
Bagongon has the highest percentage of
population with special needs while
Mercedes, Guindapunan and Pangdan has
the highest number of people with special
needs. At the national level, based on 2010
data, there were about 1.44 million persons
with disability (PWD), about 50.9% of
Labrague (2018)
Vol. 03 No. 3
PWD are men and 49.1% women. Regions
with highest number of PWD includes
Region IV (1.95%), Region IVB and
Region V (both 1.95% each), and Region
VIII (1.75%). This means that Catbalogan
PWDs constitute about 0.65% of Eastern
Visayas numbers. The small number can
be attributed to non-exhaustive statistics or
poor diagnostics especially for those
disabilities that requires expert’s diagnosis.
4.2 In-School children with SEN
Figure 1 shows the total population
of in-school learners with SEN in
Catbalogan City. There are 86 of them in
which 37 (43%) are female and 49 (57%)
are male. Learners with hearing
impairment has the highest percentage
totalling to about 31.4%, followed by
learners with down syndrome 23.3%,
learners with autism 15.%. The lowest
percentage is the learners with visual
impairment having 2.3% enrollees.
4.3 Frequency of children with SEN
At the national level, the
Department of Education has recorded
around 250,000 enrolees with SEN in the
elementary and about 100,000 at the
secondary level in school year 2015-2016
(DepEd, 2017). There is no available
information as to how many persons with
special education needs in the City of
Catbalogan. The 471 data reflects only the
entire number of population with
disabilities. The number shown in the
succeeding figures are solely based on
enrolment data from DepEd; gifted and
talented students were not included in the
count.
In SY 2015-2016, there were a
total of 1,185 enrolled SEN in Eastern
Visayas, 120 of which was in the Province
of Samar. There were 52 SEN enrolled in
Catbalogan City; 62% were in Catbalogan
I SPED Center. An increase of 34 (65%)
students was noted a year after. Shown in
27
JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3

Table 1. Persons with Disabilities in Catbalogan City (CSWD-Catbalogan, PSA)

Total Total

Persons with

Persons with
Population % of Population % of

disabilities

disabilities
Barangay (as of May 1, Persons Barangay (as of May 1, Persons
2010/ Census with 2010/ with
of disabilities Census of disabilities
Population) Population)
Albalate 0 267 0% Palanyogon 0 267 0%
Bagongon 14 749 1.88% Pangdan 41 2,760 1.49%
Bangon 1 253 0.39% Payao 3 1,497 0.20%
Basaio 16 640 2.50% Poblacion 1 7 1,325 0.53%
Buluan 6 641 0.94% Poblacion 2 2 565 0.35%
Bunu-anan 3 3,731 0.08% Poblacion 3 31 2,858 1.09%
Cabugawan 2 799 0.25% Poblacion 4 4 1,302 0.31%
Cagudalo 0 176 0% Poblacion 5 3 563 0.53%
Cagusipan 0 200 0% Poblacion 6 2 1,782 0.11%
Cagutian 0 258 0% Poblacion 7 2 1,304 0.15%
Cagutsan 0 1,228 0% Poblacion 8 4 1,131 0.35%
Canhawan Gote 2 359 0.56% Poblacion 9 3 2,434 0.12%
Canlapwas 21 10,608 0.19% Poblacion 10 3 1,878 0.16%
Cawayan 0 191 0% Poblacion 11 6 1,221 0.49%
Cinco 0 933 0% Poblacion 12 3 647 0.46%
Darahuway Daco 1 700 0.14% Poblacion 13 8 3,782 0.21%
Darahuway Guti 0 551 0% Muñoz 9 2,573 0.35%
Estaka 11 987 1.11% Pupua 2 1,269 0.16%
Guinsorongan 8 4,290 0.19% Guindapunan 44 3,047 1.44%
Iguid 1 1,456 0.07% Rama 0 1,503 0%
Lagundi 4 645 0.62% San Andres 38 4,296 0.89%
Libas 0 347 0% San Pablo 9 1,401 0.64%
Lobo 0 153 0% San Roque 26 1,151 2.26%
Manguehay 1 190 0.53% San Vicente 7 805 0.87%
Maulong 29 5,459 0.53% Silanga 18 2,844 0.63%
Mercedes 48 9,255 0.52% Totoringon 0 188 0%
Mombon 15 707 2.12% Ibol 0 454 0%
New Mahayag 5 1,080 0.46% Socorro 8 1,359 0.59%
Old Mahayag 0 1,258 0%
57 Barangays
Total 471 Persons with Disabilities
94,317 Total Population (As of May 2010)
0.50% Persons with Disabilities

Figure 2 is the frequency distribution of
SEN enrolled in the Catbalogan I to
Catbalogan IV Districts for SY 2016-2017.
Of the 471 persons recorded with
disability, only 86 (18.25%) are in school.
Catbalogan 1 SPED Center
(District I) has the highest population of
Children with SEN with a percentage of
76.7% out of 86, Guinsorongan
Elementary School (District II) has 10.5%,
Catbalogan III Central Elementary School
(District III) with 5.8%, and Maulong
Central Elementary School (District IV)
with 7.0%. District III, having the lowest
population has 3 learners with Down
syndrome, 1 speech and hearing
impairment, and 1 cerebral palsy. District I
caters to many barangays of Catbalogan
City and has more number of teachers
providing special education needs.
The Special Education Center of
Catbalogan I District is the only identified
SPED center in Catbalogan by the
National Council on Disability Affairs
(NCDA, nd.) and by the Department of
Education (DepEd, 2015).

Labrague (2018) 28
JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3

Figure 1. Enrolled Learners with Special Educational Needs in four SPED schools of Catbalogan City.

Figure 2. Enrolled Learners with Special Educational Needs by District

4.3 Learners with Hearing Impairment hearing impairment. At least 3 in 100

In the Philippines, the conservative
estimate is that 2% of the population has
hearing impairment and the number may
increase if children below school age and
persons who lose hearing sensitivity due to
old age are included (Martinez et al, 1999).
In the United States, at least 1 in every 22
newly born infants has some degree of
infants have a severe or profound hearing
impairment. In its latest report, the U.S.
Department of Education Claimed that
children with hearing impairment
constitute 1.3% of pupils with special
education services and 11% of the total
age population (Ling D., 1989).

Labrague (2018) 29
JOURNAL OF ACADEMIC RESEARCH
Figure 3. Enrolled Students with Hearing Impairment
Figure 4. Enrolled Students with Autism
Figure 3 shows the learners with
hearing impairment by grade level. There
are a total of 27 students or 31.4% of the
total enrolled SEN; 11 (41%) male and 16
(59%) female. The biggest population is
currently in Grade 3 with a total of 7 or
26%. Learners with hearing impairment
are either deaf or hard of hearing. Learners
who are deaf do not have sufficient
residual hearing to understand speech
without special instruction and training.
On the other hand, learners who are hard
of hearing have enough residual hearing to
understand speech and learn in a regular
class without much difficulty (Luterman,
1999). Depending on the level of
impairment, some students can be merged
Labrague (2018)
Vol. 03 No. 3
with normal students but will require
special instruments such as hearing aids,
cochlear implants or use FM systems,
which include a microphone/transmitter
worn by the teacher and a receiver worn
by the students (KidsHealth, nd). The use
of visual aids, voice recognition software
and many others can improve student
learning. Totally deaf students’ needs
more attention, teachers who can do sign
language is a must.
4.4 Learners with Autism
The change of setting often result
to anxiety for most children who goes to
school for the first time. Learners with
30
JOURNAL OF ACADEMIC RESEARCH
autism do not easily have hard time
following rules of the classroom and could
hardly absorb rules quickly thus support
all throughout the day is necessary to
function and learn at school (Stacey et al.,
2007). People have hard time
understanding what a person with autism
see, hear and sense causing severe
problems with social relationships,
communication and behaviour (Ministry of
Education of BC, 2000). All people with
autism have difficulties with social
interaction and behaviour at various levels;
others are withdrawn while some may be
overly active and approach people in
strange ways (Minshew et al., 1997).
There are a total of 13 learners with
autism in Catbalogan City. Eight (8) are
male and five (5) are females. Learners
with Level II autism have the highest
population of five (5) or 38.4% learners.
There is no single method for
teaching learners with autism. Learners'
need change over time, making it
necessary for teachers to try other
approaches (Bautista, 2003). Using visual
aids in teaching children with Autism
Spectrum Disorders (ASD) is the most
recommended approach. This is because
those with ASD are likely to be highly
visual. They often demonstrate relative
strengths in concrete thinking, rote
memory and understanding of visual
relationships, and difficulties in abstract
thinking, social cognition, communication
and attention (Department of Education,
2003).
Although there are ways where
students with autism can be in an inclusive
class, handling them requires no-ordinary
teacher. Inadequate teaching and learning
materials, lack of resource persons are
hampering the successful inclusion of
students in a normal classroom (Aboagye,
2017). According to Lindsay et al. (2013),
the following are also necessary to
successfully include school children with
Labrague (2018)
Vol. 03 No. 3
ASD in mainstream classroom; capacity
building of teachers to handle ASD in
class, teamwork with the school, parents
and students and building a climate of
acceptance of ASD through disability
awareness and sensitivity training.
4.5 Learners with Attention Deficit
Hyperactivity Disorder (ADHD)
Richey et al. (2000) says that
ADHD is a condition in which children
exhibit significant differences in the ability
to pay attention and to engage in
dangerous activities. Children with ADHD
may have difficulties with academics and
with forming relationships with his or her
peers if interventions and appropriate
teaching methods are not implemented
(USDE, 2006) in the classroom. To draw
up an individualized education plan, a
teacher can use a diagnostic prescriptive-
evaluation approach (Ibañez, 2003). Their
behaviour changes as they grow; for
example, a child may show gross motor
over activity, always running or climbing
and frequently shifting from one activity to
another. On the other hand, older children
may be restless and fidget in their seats or
play with their chairs and desks (USDE,
2006).
About 5-7% of the world
population has ADHD (Pacifico, 2017). In
the US, parental report indicates that more
than 1 in 10 school-aged children were
diagnosed to have ADHD (Visser et al.,
2014) and have been increasing (ibid). It
was estimated by Grecia (2008) that there
are about 1.3 million Filipino children
afflicted with the condition. According to
the ADHD Society of the Philippines,
around 3-5.1Million (3-5% prevalence) of
Filipinos have ADHD. About 60% and
80% of adults and adolescents have
symptoms of ADHD respectively. About
40-50% of children with ADHD have
learning disabilities and 30-50% engaged
in disorderly conduct and exhibits signs of
anti-social behaviour. , 60%.
31
JOURNAL OF ACADEMIC RESEARCH
In Catbalogan City, only six (6) are
in school. This type of special need is not
given much attention by many parents as
many never recognized that their children
have the disorder. Some of those who have
been told to have ADHD are in the state of
denial and have hard time considering it as
a behavioural disorder that needs attention.
This was the reason why Proclamation No.
472 in September 18, 2003 declared every
third week of October as ADHD
awareness week. In the proclamation it
says that the lack of understanding and
awareness about ADHD leads to
misconceptions and social stigma which
hinders access to effective treatment
increases the risk of co-morbid conditions
and complications such as conduct
disorder, oppositional defiant disorder and
anti-social disorder (Malacañang, 2003).
Many researches have shown the direct
link between having an ADHD and being a
juvenile delinquent (Sibley et al., 2011;
Young & Thome, 2011; Foley et al., 1996)
and that about 40% of adults in prison has
ADHD (Ginsberg et al., 2010).
Figure 5 shows the distribution of
ADHD students according to level. Figure
also shows that there are more males with
ADHD than female which is similar to
Philippine and world profile.
Figure 5. Enrolled Students with ADHD
Labrague (2018)
Vol. 03 No. 3
4.6 Learners with Intellectual Disability
There are a total of 5 learners with
intellectual disability, 2 are male and 5
female. Intellectual disability refers to
substantial limitations in present
functioning (Heward, 2003). At present,
many children with intellectual disability
are enrolled in the regular classroom. They
are mainstreamed in the academic subjects
under the tutelage of the regular teacher
and the special education teacher.
The practice of mainstreaming are
supported by law, some call it as a cost-
cutting trick that denies needed services.
Mainstreaming benefits the entire student
body by teaching kids about diversity in
the real world and helping them develop
empathy (Adelman, 2012). In the study of
Ferguson (2014), suggests that often
time’s opportunity for genuine inclusion of
children with intellectual disabilities is
compromised by challenges and barriers
that exist within the educational system.
4.7 Learners with Down syndrome
Down syndrome (DS) is a genetic
disorder that includes a combination of
birth defects, some degree of mental
retardation, characteristic facial features,
heart defects, endocrine problems,
problems with hearing and vision,
gastrointestinal abnormalities and other
health problems such as
immunodeficiency (David-Padilla et al.,
2009). Down syndrome continuous to be
the most common chromosomal disorder
in the US with about 1 in every 700 has
the disorder (CDC, 2017); in the
Philippines it's 100 more or about 1,875
cases of DS every year according to Down
Syndrome Association of the Philippines
(Nicdao, 2018). Down syndrome is named
after Dr. Langdon Down, is the best
known and well researched biological
condition associated with mental
retardation (Hickson, et. al. 1995).
32
JOURNAL OF ACADEMIC RESEARCH Vol. 03 No. 3

In Catbalogan, a total of 20 vision or hearing, perceptual and sensory

learners with DS were at school; 4 male difficulties, learning difficulties and
and 16 female. Level I have 44.4%, Level intellectual impairments may accompany
II 33.3%, and Level III 22.2% DS cases. cerebral palsy ( Gargiulo, 2003).
There are more female learners with DS
than male in the city unlike in other cities There are a total of 3 learners with
where they are even (DSAWM Educator cerebral palsy or orthopedically impaired,
Manual, 2010). There is a need to modify 1 male and 2 are female. Level II has the
the curriculum for learners with DS (ibid) biggest population with 66.6%, and level
which means it will be difficult to III has 33.3% of learners.
mainstream them to a regular classroom.
Learners with DS need a functional
curriculum that will train them on the life
skills which are essentially the adaptive
behavior skills. The goal and direction of a
functional curriculum is towards self-
direction and regulation and the ability to
select appropriate options in everyday life
at home, in school and in the community.
The functional curriculum fosters
independent living, enjoyment of leisure
and social activities and improved quality
of life (Hickson, et. al. 1995).
Figure 6. Enrolled Students with Cerebral Palsy

The Special Education Enrolment

Data of School Year 2004-2005 shows that
10% of the pupils with disabilities have
cerebral palsy or orthopedic impairments
while 2% are those with health
impairments (Bureau of Elementary
Education, 2000).

4.7 Learners with Visual Impairment

There are two learners with visual

impairment, 1 male and 1 female who are
in Level III. In special education, children
Figure 6. Enrolled Students with Down Syndrome
who are blind are differentiated from those
who have low vision. Blind children use
4.8 Learners with Cerebral Palsy
their sense of touch to read Braille and
train in orientation and mobility to move
Learners with cerebral palsy or
around and travel independently. A child
orthopedically impaired is characterized
with low vision learns to read large
by disturbances of voluntary functions of
materials in large print (Lewis, et. al.,
coordination, involuntary convulsions and
2003).
other motor disorders (Lewis, et. al. 2003).
The children with CP have little or no
4.8 Learners with Learning Disability
control over the arms, legs or speech
depending on the type or degree of
There are 10 learners with learning
impairment. They may have impaired
disability, 6 are male and 4 are female.

Labrague (2018) 33
JOURNAL OF ACADEMIC RESEARCH
Level I and II has 40% of the learners,
while Level III has 20%.
Learning disability is a generic
term that refers to a heterogeneous group
of disorders manifested by significant
difficulties in the acquisition and use of
listening, speaking, reading, writing,
reasoning or mathematical abilities
(Smith, 1998). Special education experts
highly recommend the use of the
diagnostic prescriptive-evaluation
approach in teaching children with
learning disabilities similar to learners
with ADHD and intellectual disability.
4.9 Inclusive Education
To date, the government support to
improve access to quality education for all
is still very limited. The deficit in
classrooms, teaching and learning
resources and number of qualified teachers
are still to be addressed. There are very
limited schools in the country that offers
special classes for children with special
needs and mainstreaming of classes may
be an answer. However, integrating SEN
to a regular classroom possess many
challenges. Mainstreaming of SEN possess
positive and negative effects to SEN and
non SEN students and the entire
environment is not yet ready for such
condition. Existing school facilities,
instructional materials, curriculum,
teaching approaches, school organization
and management and other support
systems (including identification and
monitoring) still needs to be adapted for an
inclusive education (Inciong, 2005).
Parents, school staff and the community
still have attitudinal barriers towards
children with disabilities (ibid).
5. Conclusion and Recommendation
There is no extensive and updated
statistics about school-age children with
special education needs. The number of
children with disability that are in schools
Labrague (2018)
Vol. 03 No. 3
are too small than the potential number
suggesting that many of potential SEN are
not being provided with the appropriate
educational services. Availability of
schools offering special education is also
very much wanting.
To date only 86 students with
special needs are enrolled in four special
classes in Catbalogan City.
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