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 Prayer:
All Mighty and loving Father, Creator of heaven and earth, we praise and
adore You, You are the kings of kings, we humbly ask Your forgiveness for our
sins, have mercy on us! Oh! Lord as we are gathered here today for our
meeting, send us Your Holy Spirit to be our guide and gives the wisdom to
understand every topic that we are going to discuss, enlighten our minds and
let Your love be upon us. May this meeting bring success and growth. We thank
You Father for this precious time that You have given us. Keep us safe from the
spread of the virus, Oh! Lord. All this we pray through our Lord Jesus Christ
Your Son who lives and reigns with you in the unity of the Holy Spirit, One God
forever and ever, AMEN!!!
 FOUNDATIONS OF
SPECIAL AND
INCLUSIVE
EDUCATION

Prof. Ma. Christine Joy M. Carbonell

 MODULE 3:
POLICIES AND
GUIDELINES OF
S P E C I A L E D U C AT I O N
IN THE PHILIPPINES
Article 1: Philosophy, Goals and Objectives
• Section 1: The State shall promote the right of every individual to
relevant quality education regardless of sex, age, breed, socio-
economic status, physical and mental condition, social or ethnic
origin, political and other affiliation. The State shall therefore
promote and maintain equality of access to education as well as
the enjoyment of the benefits of education by all its citizen. (BP
Blg. 232)mental condition, social or ethic origin, political )

• Section 2: Every child with special needs has a right to an

educational 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 to
his full potential.
Article 1: Philosophy, Goals and Objectives
• Section 3: 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.
• Section 4: 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.
• Section 5: The ultimate goal of special education shall be
the integration or maintenance of learners with special
needs into the regular school system and eventually in
the community.
Article 2: Definition and Scope
• Section 1: Special education refers to the education of persons
who are gifted or talented and those who have physical, mental,
social or sensory impairment and cultural differences so as to
require modifications of the school curricula, programs and
special services and physical facilities to develop them to their
maximum capacity. These persons may be gifted/talented, fast
learner, mentally retarded, visually impaired, hearing impaired,
with behavior problems, orthopedically handicapped, with
special health problems, learning disabled, speech impaired or
multiply handicapped.
• Section 2: These policies and guidelines shall apply to all
schools, centers and classes (national or local, public or private,
formal or nonformal) established under the educational system of
the Philippines for the education of children with special needs.
Article 3: Identification, Screening, Assessment and Evaluation
of Children
• Section 1: Identification, screening, assessment and evaluation of
children with special needs shall be conducted by the school
and the community utilizing appropriate assessment
instruments.
• 1.1 Identification and assessment of every child shall be conducted
as early as possible.
• 1.2 The team approach shall be used in the identification and
assessment procedures.
The team shall be composed of persons with working
knowledge and understanding of children with special needs,
such as the following:
• 1.2.1 parents/guardians/extended families, neighbors and friends
• 1.2.2 regular teachers
Article 3: Identification, Screening, Assessment
and Evaluation of Children

• 1.2.3 special education teachers

• 1.2.4 guidance counselors
• 1.2.5 school administrators
• 1.2.6 health workers
• 1.2.7 social workers
• 1.2.8 psychologists
• 1.2.9 speech and physical therapists
• 1.2.10 law enforcement officers
• 1.2.11 probation officers
Article 3: Identification, Screening, Assessment and Evaluation of Children
• 1.3 Aspects to be covered in the identification, screening, assessment and education
of children with special needs shall cover the following aspects:
• 1.3.1 Physical:
• 1.3.1.1 height and weight
• 1.3.1.2 physical deformities
• 1.3.1.3 gross and fine motor coordination
• 1.3.1.4 hearing
• a.3.1.5 visual function
• 1.3.1.6 oral hygiene and dental developmen
• 1.3.2 Psycho-social
• 1.3.2.1 family history
• 1.3.2.2 personality
• 1.3.2.3 behavior
• 1.3.3 Educational
• 1.3.3.1 learning disabilities
• 1.3.3.2 language and speech
• 1.3.4 Medical
Article 3: Identification, Screening, Assessment
and Evaluation of Children
• 1.4 Appropriate assessment instruments shall be
developed or adopted in order to identify
handicapping conditions as early as possible.
• 1.5 Identification and assessment of children with
special needs shall be a continuing process
• 1.6 The synthesis of identification and diagnostic
information shall be the basis for the appropriate
educational placement of the child with special
needs.
Article 4: School Admission and Organization of
Classes
• Section 1:Children with special needs shall enjoy
equality of access to formal and nonformal education.
• 1.1 Educational help for the handicapped child shall be made
available as early as possible.
• 1.2 Every school division shall organize special classes and
provide special services for children with special needs. (PD
603)
• 1.3 All schools at the preschool, elementary, secondary and
tertiary levels shall admit children and youth with special
needs.
• 1.4 Preschool education and post secondary education for
technical and vocational courses shall be salient features of
the formal education of children with special needs.
Article 4: School Admission and Organization of
Classes
• 1.5 The school entrance age of a child with special needs to
formal academic instruction shall follow the current regulation of
the Ministry of Education, Culture and Sports. He may be
admitted any time during the year, if circumstances warrant such
admission. No age requirement nor time limitation shall be
imposed for attendance to nonformal education programs.
• 1.6 Only persons with special needs shall be eligible for
enrolment in special schools.
• 1.7 Special educational provisions shall be made in hospital
schools during treatment periods of handicapped children.
• 1.8 An assessment test to determine proper grade placement
shall be administered to special students who cannot present
school credentials. Their admission shall be subject to the
approval of the regional director.
Article 4: School Admission and Organization of Classes
• 1.9 Over-aged students assessed by the Philippine
Educational Placement Test but found deficient in
communication and other skills, shall be admitted
provided that they shall undergo remedial instruction in
the areas of deficiency.
• 1.10 Admission requirements for regular students taking
degree courses at the tertiary level shall apply to
students with special needs.
• 1.11 Adaptation in the administration of college entrance
tests and other examinations given by the Ministry of
Education, Culture and Sports and other agencies shall
be provided to meet the needs of special students.
Article 4: School Admission and Organization of
Classes
• Section 2: For maximum efficiency, class size at any given
time shall be as follows:
• Exceptionality...One-Grade Level...Multi-Grade or Multi-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 7-12
• Orthopedically Handicapped 10-15 10-15
• Multiply Handicapped 5-8 3-6
• Speech Defective 10-15 10-15
• Learning Disabled 7-10 5-6
Article 4: School Admission and Organization of Classes
• 2.1 Placement in a special class shall be temporary and not
terminal, thus a continuous assessment process is essential.
• 2.2 A maximum of only 2 children with the same or different type
of handicapping condition shall be integrated in a regular class at
any given time.
• 2.3 An itinerant teacher shall have a case load of not more than
five children with special needs.
• 2.4 The special education teacher shall be assisted by one or
more teacher aide when necessity demands and whenever
possible.
• Section 3: Promotion of children with special needs shall follow
the promotion policy for the regular grades.
• 3.1 The promotion from grade to grade or from level to level shall
follow the promotion policy for the regular grades.
Article 4: School Admission and Organization of Classes
• 3.2 The following modifications shall be made for special learners.
• 3.2.1 Promotion Scheme for Gifted/Talented/Fast Learners
• 3.2.1.1 Yearly progression
• 3.2.1.2 Acceleration
• 3.2.1.3 Finishing the last three grades in the elementary grades in 2
years
• 3.2.1.4 Advanced placement
• 3.2.2 The levels of instruction for the mentally retarded shall be as follows:
• 3.2.2.1 Preschool
• 3.2.2.2 Lower Primary
• 3.2.2.3 Upper Primary
• 3.2.2.4 Intermediate
• 3.2.2.5 Advanced
• 3.2.2.6 Post-Secondary
• 3.2.3 For the multiply handicapped, individualized promotion shall be
adopted on a case to case basis.
Article 5: Curriculum Content, Instructional Strategies and
Materials
• Section 1: Curriculum Content, Instructional Strategies and Materials
• 1.1 The following schemes or options may be adopted for Special
Education Programs
• 1.1.1 Regular curriculum - the curriculum prescribed for regular
children.
• 1.1.2 Modified curriculum - the curriculum prescribed for regular
children with certain adaptations to meet the needs of special
children.
• 1.1.3 Special curriculum - the curriculum for children with special
needs aimed primarily at developing special adoptive skills to
maximize their potentials.
• 1.2 Curriculum plans shall be research-based, tested successfully on
a pilot basis before their implementation on a bigger scale, and
evaluated periodically. These plans shall be accompanied by a
variety of instructional materials.
Article 5: Curriculum Content, Instructional Strategies
and Materials
• 1.3 The modified curriculum for the visually impaired shall
include sensory training, special instruction in Braille reading and
writing, mathematics, orientation and mobility, Braille music, and
typing.
• 1.4 The modified curriculum for the hearing impaired shall
emphasize communication and language development based on
the philosophy of Total Communication which is tailored to meet
the individual child's communication, and educational needs. The
curriculum, in addition, shall include special instruction in speech
and speech reading, auditory training and rhythm. The multi-
sensory approach shall be maximized and speech/speech reading
and sign language shall be encouraged starting in Grade I.
• 1.4.1 Pilipino Sign Language shall be used in the education of the hearing
impaired.
Article 5: Curriculum Content, Instructional Strategies
and Materials
• 1.5 The modified curriculum for children with behavior problems
shall include 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.
• 1.6 The curriculum for the physically handicapped child shall
include functional exercises.
• 1.7 The special curriculum for the mentally retarded shall
emphasize training in self-care, socialization, motor and pre-
vocational and vocational skills. For the more severely ratarded
child, emphasis shall be on development of self-care skills.
• 1.8 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.
Article 5: Curriculum Content, Instructional Strategies
and Materials

• 1.9 All special schools shall strengthen their vocational and

technical training programs. Arrangements shall be made to
enable the child with special needs to attend special courses
offered in the regular vocational schools whenever practical.
• 1.10 A community-based, home-based or any useful alternative
special education delivery system shall be established to reach
those who cannot avail of regular institution-based programs.
• 1.11 Effective guidance and counselling programs shall be
developed and maintained.
• Section 2: Instructional Materials
• 2.1 Low cost and indigenous materials shall be developed for the
use of children with special needs.
Article 6: Organization Patterns
• Section 1: Children with special needs shall be provided with a
variety of educational patterns and services.
• 1.1 The assessed needs of each child shall be the primary
consideration in determining his particular program and services.
• 1.2 Programs may be organized in a variety of settings, namely:
• 1.2.1 Integration/Mainstreaming. This refers to the enrolment of a child
with special needs in a regular school with additional teaching/care
resources. There are degrees of integration. In partial integration, a child
enrolled in a special class in a regular school is integrated with regular
children in non-academic activities like work education, physical
education, arts, school programs, etc. Later on, qualified children may be
integrated gradually in one or more academic subjects. In full integration
(sometimes called "zero reject model"), the handicapped child sits in the
regular classes in all subjects, academic or non-academic.
Article 6: Organization Patterns
• 1.2.2 Resource Room Plan. Under this scheme, the child with special needs
is enrolled in the regular school program but goes to a resource room to use
the specialized equipment either in a tutorial situation or in a small group.
The resource room teacher functions both as an instructor and as a consultant.
The usual procedure is for the resource room teacher to serve the area of
exceptionality in which she has had training. However, occasionally in small
communities, necessity may dictate that she serves children with a variety of
learning disabilities. Such a resource room service that does not constitute a
complete program of special education should not turn out to be a segregated
plan.
• 1.2.3 Itinerant Teacher Plan. Under this plan, an itinerant or traveling
teacher serves one or more regular schools depending on how many pupils
need special help. She gives direct and consultative services to children. In
addition, these specialists observe, diagnose, make referrals, requisition
textbooks and equipment, prepare instructional materials and evaluates
performance.
• 1.2.4 Cooperative Class Plan (Part-Time Special Class Plan). In this plan,
the child with special needs is enrolled in a special class but receives some of
his academic instruction in the regular grades. In this way, the child is, to a
varying extent, integrated into regular education.
Article 6: Organization Patterns
• 1.2.5 Special Class Plan (Self-Contained/Segregated Plan).
Under this plan, usually, pupils with only one type of exceptionality
label are enrolled in the special class. This plan is needed for
those with more sever problems which makes it impossible for
them to learn in a regular classroom setting. At times, they may be
with their normal peers, but not usually in an academic situation.
• 1.2.6 Special Education Center. A growing alternative service
delivery system is the Special Education Center which holds
classes for children with special needs within the regular school.
Itinerant, resource room services, special and cooperative classes
are held in the special education center. Classes range from three
to more than twenty, depending upon the population and affluence
of the community. The school-within-a-school concept receives
much support from parents of the children themselves and from
civic and social community organizations. The Center is
administered by a principal and operated according to the rules
and regulations that govern a regular school.
Article 6: Organization Patterns
• 1.2.7 Special Day School. This type of school serves specific types of
children with moderate to severe disabilities. It offers a range of trained
special educators and a comprehensive array of medical, psychological and
social services.
• 1.2.8 Residential School. The reason for placing a child in a residential
school is based on the premise that he can make greater progress in such
setting than in any other. Residential schools provide special education
services that are qualitatively and quantitatively superior to those available in
local communities.
They also offer comprehensive diagnostic and counseling services, and
vocational and recreational services.
• 1.2.9 Hospital Instruction. Provision of children confined to hospitals,
sanatoria, and convalescent homes is a service of special education. The
types of children in need of hospital instruction are the severely emotionally
disturbed, the profoundly retarded who are bedbound, the crippled, those
with chronic and/or serious health disabilities, and recovering patients. Both
bedside tutoring and group instruction are made available to the above.
Article 6: Organization Patterns
• 1.2.10 Homebound Instruction. This plan is provided by
the local school system to serve the chronically ill, usually
the bedridden, the convalescents from operation,
accident or temporary illness, the disturbed, and the
retarded pupils. Services are provided by either a full
time itinerant teacher who instructs each pupil in his own
home about three times a week, or the regular class
teacher who instructs her temporarily homebound pupils.
• 1.2.11 Community-based Delivery System. This is a
plan for children with special needs who reside in distant
communities and cannot avail of existing special
education programs. They are reached by teachers, para-
teachers or volunteers trained to teach the basic 3 R's and
self-help activities to prepare them for useful and
independent living.
Article 6: Organization Patterns
• 1.3 A combination of plans may be considered where special children are not
concentrated in a particular geographic area; where there are not enough
children to justify employing more than one teacher or where the spread is
great; and/or where a variety of services is not feasible.
• Examples of variation:
• a) A Resource Room Plan may be established and the special teacher works
part-time as an itinerant teacher, since the children enrolled for the Resource
Room Program can be scheduled to attend the regular classroom when he is
not in the building.
• b) A plan such as the one described above may also be established when one
special teacher must meet the needs of children at both elementary and
secondary levels.
• c) The Cooperative Class Plan may be maintained for some pupils and other
pupils scheduled under the Resource Room PLan, particularly when a
program is being changed from a Cooperative Class Plan to a Resource Room
Plan.
• d) If the Cooperative Class Plan is being used, the special teacher could leave
her class for a portion of time to serve as an itinerant teacher when a
provision is made for the children enrolled in the Cooperative Class.
Article 6: Organization Patterns
• 1.4 Appropriate referral system shall be established if the result of an assessment merits
residential school placement, e.g., for the child who lives too far from existing special
education services. Otherwise, homebound instruction shall be provided.
• 1.5 Special supportive services like readers, interpreters, notetakers, and others shall be
provided when necessary.
• 1.6 Special programs for the gifted, talented and creative shall be developed and
maintained.
• 1.6.1 Special provisions for the gifted, talented and creative may take the following
prototypes, singly or in combination:
• 1.6.1.1. Grouping - clustering of small groups from different sections to be placed with
a teacher who can modify the curriculum to suit the gifted as in seminars, mini courses,
a library period a week, etc.
• 1.6.1.2 Vertical Acceleration - early school admission, double grade promotion,
advanced placement, tutoring; correspondence courses; independent study,
acceleration by grade skipping or time compression.
• 1.6.1.3 Horizontal Acceleration - mentorship wherein gifted students are paired with
adults who serve as their mentors in a subject of mutual interest; individual or group
research projects; honors classes; a core or block program for the integration of ideas
from two or more subjects.
• 1.6.1.4 Guidance - individual conferences; community-sponsored programs;
scholarship societies; career and vocational counseling; peer facilitator.
Article 6: Organization Patterns
• Section 2: The goal of special education shall be integration or
mainstreaming of children with special needs.
• 2.1 Integration or mainstreaming of children with special needs
shall be viewed as a developmental process.
• 2.2 Special supportive services like readers, interpreters,
notetakers, and other auxiliary services shall be provided when
necessary.
• 2.3 The school division shall extend such services as orientation
and training of administrators, teachers, other school personnel
and regular popils on special education.
Article 7: School Plant Facilities
• Section 1: Adequate physical facilities and equipment shall be
provided to assure quality education for all children with special
needs.
• 1.1 The school system shall assign buildings and resource rooms
and adapt physical facilities to suit children with special needs.
• 1.2 The school system shall provide appropriate specialized
equipment, instructional materials and supplies.
• 1.3 Requirement for school site, school plants, physical facilities
and classroom size shall be for the purpose of securing permit for
operation of special schools modified in accordance with the type
of exceptionality and enrolment size.
• 1.4 The minimum requirement for basic classroom equipment for
children with special needs prepared by the Ministry of Education,
culture and Sports including medical and dental facilities shall be
complied with.
Article 7: School Plant Facilities

• Section 2: Buildings and facilities shall be

made accessible to persons with special
needs.
• 2.1 Steps shall be taken to remove
architectural barriers to and within
buildings (walkways, corridors, doors,
washrooms and toilets) to enhance mobility
of disabled persons.
Article 8: Personnel Recruitment, Welfare and Development
• Section 1: For the effective implementation of the special education
program, the education, welfare and training of personnel shall be
given high priority.
• 1.1 All personnel involved in the education of children with special
needs shall have adequate and appropriate educational background
and training and personnel qualities specified as follows:
• 1.1.1 Education and Work Experience
• 1.1.1.1 For a special education teacher
• Bachelor of Elementary Education specializing in special
education
• Bachelor of Science in Elementary Education or Secondary
Education, major in Special Education
• Bachelor of Science in Elementary Education or Secondary
Education plus 18 units in special education in the graduate
level
Article 8: Personnel Recruitment, Welfare and Development
• Bachelor of Science in Elementary Education or Secondary Education
plus 16 units in special education with 4 years of very satisfactory
experience in the regular schools
• Bachelor of Science in Elementary or Secondary Education plus 14 units
in special education with 4 years of very satisfactory experience in the
regular schools
• Bachelor of Science in Elementary or Secondary Education plus 12 units
in special education with 6 years of very satisfactory experience in the
regular schools
• 1.1.1.2 For Regional and Division Supervisors, coordinators, and administrators
of special schools and centers
• Master of Arts with 18 units in special education or any related field
Article 8: Personnel Recruitment, Welfare and Development
• 1.1.2 Civil Service Eligibility
For security of tenure of all personnel, possession of an
appropriate civil service eligibility is required.
• 1.1.3 Personal Qualities
Must demonstrate positive attitudes, desirable personal values
and commitment toward children with special needs.
Article 8: Personnel Recruitment, Welfare and Development
• 1.2 In the absence of qualified teachers in the division,
• equivalent experience or training in handling children with special needs and
demonstrated commitment shall be considered for appointment.
• 1.3 Teaching and non-teaching personnel working with children with special
needs shall be provided with on-going and various training opportunities to
ensure staff competence.
• 1.4 Training programs shall be upgraded periodically to emphasize early
identification, screening, assessment and evaluation of children with special
needs. It shall include courses in psychology to develop the right attitudes
toward handicapped persons.
• 1.5 The hiring rate of special education teachers shall be at least two ranges
higher than that of regular teachers.
Article 8: Personnel Recruitment, Welfare and Development
• 1.6 Incentives shall be given to special education personnel through
the following:
• 1.6.1 master teacher positions when they meet the requirements;
• 1.6.2 awards for consistent outstanding performance for the last
3 years;
• 1.6.3 priority in recommendations to related scholarships and
fellowships;
• 1.6.4 attendance to conferences or observations of special
education programs in countries with more advanced programs in
special education.
Article 9: Administration and Supervision
• Section 1: The Ministry of Education, Culture and Sports shall have overall
responsibility for the administration and supervision of special education in the
country.
• 1.1 The Bureau of Elementary Education through the Special Education Division
shall provide leadership and guidance over the Special Education program for
learners with special needs in the elementary level. The Bureau of Secondary
Education and the Bureau of Higher Education shall likewise establish a
division or unit that shall provide similar functions and responsibilities over
learners with special needs in their respective levels.
• 1.1.1 Until such divisions or units are established, said Bureaus shall send
a representative to an ad hoc group based at the Bureau of Elementary
Education to facilitate the administration and supervision of the special
education program in these upper levels.
Article 9: Administration and Supervision
• 1.2 The Special Education Division shall provide supervisory and consultative
services to assist regional and division offices develop and expand their
program and to ensure quality and continuity of services. It shall meet these
responsibilities through the following main functions:
• 1.2.1 provision of a broad framework and minimum standards for use in establishing and
maintaining field programs for children with special needs;
• 1.2.2 supervision of programs for children with special needs. It shall provide assistance in
planning, establishing and maintaining such programs and for the interpretation of the
needs of such programs;
• 1.2.3 development and validation of prototype instructional materials for children with
special needs; and
• 1.2.4 consultation and coordination of services with other divisions and bureaus within the
MECS and with other national, public and private agencies for the proper development and
maintenance of programs in special education.
Article 9: Administration and Supervision
• 1.3 The implementation of these four functions shall be carried out by the
Special Education Division in the following ways:
• 1.3.1 provision of a broad framework and minimum standards;
• 1.3.1.1 development of policies and guidelines to serve as guide for the
field in establishing and maintaining programs for children with special
needs;
• 1.3.1.2 cooperation with public and private agencies to insure the
development of all services in the best interests of gifted and handicapped
children;
• 1.3.1.3 collaboration with other divisions and bureaus within the
Ministry of Education, Culture and Sports for the proper development and
maintenance programs;
• 1.3.1.4 development and coordination of policies and procedures
relative to the preparation and monitoring of programs/reports to the
Director, Bureau of Elementary Education.
Article 9: Administration and Supervision
• 1.3.2 supervision of programs for children with special needs. This
is basically the responsibility of the regional and division offices. It
shall be carried out through the following means:
• 1.3.2.1 encourage schools to initiate and develop programs for
children with special needs;
• 1.3.2.2 assist schools in the identification and diagnosis of such
children. The Division of Special Education shall encourage schools
to conduct vision screening programs and to follow up these
programs by requiring that students who are identified as having
vision problems be referred to a qualified eye specialist for accurate
diagnosis;
Article 9: Administration and Supervision
• 1.3.2.4 interpret policies and regulations for the development and
maintenance of programs;
• 1.3.2.5 plan and conduct workshops for teachers, school
administrators and other interested persons to provide an
understanding of the program;
• 1.3.2.6 serve as in-service consultant to field programs; and
• 1.3.2.7 assist schools in the utilization of services available from
other local and national agencies.
Article 9: Administration and Supervision
• 1.3.3 development and validation of prototype instructional materials for
children with special needs. Such materials shall be managed and handled in
accordance with existing rules and regulations; and
• 1.3.4 consultation and coordination with public and private agencies.
The following procedures shall be used to complement this function:
• 1.3.4.1 consultation and coordination of activities with public and private
agencies that have responsibilities for the diagnosis, treatment and
rehabilitation of children with special needs, such as the National
Commission Concerning Disabled Persons, the Ministry of Social
Services and Development and the Ministry of Health;
Article 9: Administration and Supervision
• 1.3.4.2 promotion and carrying out a program of cooperation
and coordination with private agencies having programs for
such children;
• 1.3.4.3 consultation with institutions of higher learning with
regard to recruitment of persons for training as special
education teachers and the development of programs in the
area of special education;
• 1.3.4.4 act in advisory capacity, upon request, to private groups
maintaining programs for children with special needs; and
• 1.3.4.5 serve as representative to regional, national and
international professional organizations dealing with children
with special needs.
Article 9: Administration and Supervision
• Section 2: The Regional and Division Offices shall have the primary responsibility for
the initiation and implementation of programs for children with special needs. The
education of these children is the responsibility of the total school system. The overall
effectiveness of the program will depend largely upon the leadership and cooperation
of the regional/division promotional and administrative staff and teachers.
• 2.1 Regional Director The Regional Director shall have overall responsibility for the
administration and supervision of special education in the region.
• 2.2 Chief of Elementary Education Division The Chief of Elementary Education
Division shall directly assist the Regional Director in the development and
implementation of policies, plans and programs in special education for the region.
He may preferably assign one who had training in special education the responsibility
of supervising the program.
Article 9: Administration and Supervision
• 2.3 Schools Superintendent The Schools Superintendent shall have the
overall responsibility for the administration and supervision of special
education in the division. He shall be assisted preferably by a Division
Supervisor who had training in special education whose responsibility of the
program shall include the following:
• 2.3.1 assisting in the integration of the program into the division or district total school
program;
• 2.3.2 assisting the special education teacher in an itinerant program to arrange a
workable district-wide schedule
• 2.3.3 arranging with district supervisors/principals for adequate classroom facilities
for the special education program;
• 2.3.4 helping the special education teacher secure materials and equipment
necessary to his particular program;
Article 9: Administration and Supervision
• 2.3.5 providing assistance to special education teachers through the conduct of in-service
training, seminars and workshops
• 2.3.6 visiting the program periodically to gain a better understanding of the special
education teachers' work;
• 2.3.7 arranging periodic conferences with the special education teacher;
• 2.3.8 assisting special education teachers to monitor records
• 2.3.9 scheduling opportunities for the special education teacher to discuss and
explain his program;
• 2.3.10 assigning special education teachers who are promoted as administrators to
schools wih the special education program; and
• 2.3.11 urging all administrators/supervisors of schools/districts who underwent
training in special education to organize special education in their respective
schools/districts.
Article 9: Administration and Supervision
• 2.4 District Supervisor
The District Supervisor shall have the overall responsibility for the
administration and supervision of special education in the district.
• 2.5 School Principal and Other School Administrators
The principal and other school administrators shall help maximally in the
development and continuing success of an effective special education program
by:
• 2.5.1 creating within the school an atmosphere of acceptance of the program;
• 2.5.2 including the special education teacher in all staff activities and programs in the
school;
• 2.5.3 coordinating the program with other programs offered by the school including
guidance services, physical education activities, music activities, home economics and
other programs;
Article 9: Administration and Supervision
• 2.5.4 providing an adequately equipped room for a Resource Room, or on an
adequate place for the itinerant teacher, if this plan is used;
• 2.5.5 Securing necessary equipment and materials which are available within
the school building for the special education teacher;
• 2.5.6 making available to special education teachers pertinent data concerning
the family background, scholastic and other pertinent records of all children
enrolled in the program;
• 2.5.7 assisting the special education teacher with scheduling classes for each
child;
• 2.5.8 encouraging classroom teachers to consult with the special education
teachers regarding any problem which might arise in relation to the child in
their classroom;
Article 9: Administration and Supervision
• 2.5.9 notifying the special education teacher (especially the itinerant teacher) in
advance when special activities or programs will prevent children from following their
regular schedule;
• 2.5.10 visiting the special education program as he does the regular classroom
program; 2.5.11 arranging for classroom teachers to visit periodically the class for
children with special needs; and
• 2.5.12 arranging for the special education teacher to talk with parents, teachers and
other community groups about his program.

• Section 3: Teacher Responsibilities

It is important to the effective functioning of a school program for children with

special needs to have full cooperation of all teachers in the school.
Article 9: Administration and Supervision
• 3.1 Classroom Teacher
Of primary importance to the successful functioning of the child in the regular
classroom are the attitudes of people he meets, his self-regarding attitudes and
the attitudes he develops. The positive attitudes that are essential are most
likely to develop where accurate information is available. It is the
responsibility of the special education teacher to provide such information
when possible; however, in some instances where there is no special
education teacher available, to following are suggested for the classroom
teacher to do:
• 3.1.1 be alert to the behavioral signs and physical symptoms of difficulties in
all children. Be sure that proper referrals have been made and everything
possible has been done to correct or ameliorate the problems;
Article 9: Administration and Supervision
• 3.1.2 accept and provide for a wide range of individual differences on many
dimensions among the children with special needs;
• 3.1.3 view the physical, mental and social limitations of the child as only one of
his attributes;
• 3.1.4 accept the child as much as you would any other child;
• 3.1.5 provide a setting for, and expect achievement of the pupil in terms of his
scholastic aptitude and other attributes;
• 3.1.6 provide lesson presentations which utilize all senses;
• 3.1.7 arrange preferential seating for the child in terms of his needs;
Article 9: Administration and Supervision
• 3.1.8 obtain assistance in the form of constructive consultation and specialized
materials and equipment from those who assume special responsibilities for
the child;
• 3.1.9 help the child to develop concepts meaningful to himself and in line with
his own reality;
• 3.1.10 if possible, provide first-hand experiences for the child rather than
vicarious ones; and
• 3.1.11 do not expect the special education teachers to re-teach what has been
taught in the regular classroom. The itinerant teacher's role is to facilitate
learning (more than to teach directly) through assistance to the regular
teachers and to the child.
Article 9: Administration and Supervision
• 3.2 Responsibilities of the Resource Room Teacher The resource room teacher shall:
• 3.2.1 share the responsibility for program planning and scheduling with the classroom
teacher, principal, guidance counselor, and other appropriate school personnel;
• 3.2.2 interpret the child's needs to the classroom teacher and other school personnel who
will be working with him;
• 3.2.3 advise the classroom teacher as to the best seating arrangement for the visually
impaired or hearing impaired child;
• 3.2.4 interpret to the classroom teacher and other school personnel, practices and
procedures which make learning tasks easier for the child;
• 3.2.5 assume the responsibility for procuring texts, supplementary materials, educational
aides and equipment needed by the handicapped child; and
• 3.2.6 see that the child is provided with the necessary materials, in appropriate media, for
full participation in the regular classroom.
Article 9: Administration and Supervision
• 3.3 Responsibilities of the Itinerant Teacher The itinerant teacher
shall:
• 3.3.1 share the responsibility for program planning and
scheduling with teachers, principals, guidance counselors and
other school personnel;
• 3.3.2 confer with the classroom teacher in order to determine:
• a) when the child needs help
• b)how often he will work with the child
• c) other matters related to his work
Article 9: Administration and Supervision
• 3.3.3 reinforce the work of the classroom teacher and do
intensive teaching of certain phases of a subject as the
need arises;
• 3.3.4 consider the following in scheduling for:
• a) working with the child with the least interruption of his class
participation
• b) keeping travel time to the minimum
• c) conferring with teachers, parents and other personnel
• d) preparing and delivering needed materials and equipment
Article 9: Administration and Supervision
• 3.3.5 maintain records and exchange information about the child with the
classroom teacher on a regular basis;
• 3.3.6 prepare a master schedule to be given to his superior and the principal of
each building in which he works;
• 3.3.7 work within the framework and policies of the schools in which he serves
children;
• 3.3.8 understand the pertinent medical reports concerning the children;
• 3.3.9 prepare appropriate materials for the handicapped child being served;
and
• 3.3.10 assist in the initiation of new services and coordinate existing ones for use
in the educational program; interpret to the general educators resources of
value in the education of children with special needs.
Article 9: Administration and Supervision
• 3.4 Responsibilities of the Cooperating Classroom Teacher
The cooperating classroom teacher shall:
• 3.4.1 maintain all school records for children in his class;
• 3.4.2 be responsible for the overall educational program for each child;
• 3.4.3 determine the amount of participation each child can manage in the
regular classes
• 3.4.4 teach much of the subject matter and arrange with the classroom teacher
and other school personnel (principal, guidance counselor, and other
appropriate school personnel for pupils to participate in some of the activities of
the regular classroom and of the entire school; and
• 3.4.5 see that the child has all the materials needed for participation in the
regular class.
Article 9: Administration and Supervision
• 3.5 Responsibilities of the Special Class Teacher The special class teacher is
responsible for teaching the basic academic subjects with minimum
integration with the non-handicapped in physical education, for socialization
purposes. He must interpret the child's needs and abilities to the regular
classroom teacher or any other school personnel. He must work closely with
all personnel in the school in planning a program which will be beneficial to
these special children.
Article 10: Evaluation of Programs and Services
• Section 1: The Ministry of Education, CUlture and Sports shall develop and
implememnt a system of evaluating special education programs and services.
• 1.1 An internal and external evaluation of programs shall be conducted. It
shall include an investigation of all program components such as curriculum,
staff development, physical facilities, funding and research.
• 1.2 Private schools for children with special needs shall be acrredited upon
compliance with the minimum standards that shall be prescribed by the
Ministry of Education, Culture and Sports.
• 1.3 Results of evaluation and feedback shall be used for program improvement
and decision-making.
Article 10: Evaluation of Programs and Services
• Section 2: The government shall provide through legislation, incentives for
individuals, governmental and non-governmental entities and agencies
engaged in special education and as:
• 2.1 franking privilege
• 2.2 tax exemption
• 2.3 tax reduction
• 2.4 educational grants or scholarships and fellowships
• 2.5 loans from government financial institutions
• Section 3: Government assistance in job placement for beneficiaries of the
special education program shall be provided by:
• 3.1 allocating positions in government offices for them
• 3.2 creating positions for them through the establishment of skills training centers
(farmer's handicraft, etc.)
Article 11: Research and Special Studies
• Section 1: Research relevant to the education of children with special needs
shall be conducted to provide empirical basis for the improvement of instruction
at all levels.
• 1.1 Research on the theory and practice of special education in the country and
abroad should be given equal opportunity.
• 1.2 Specifically, researches should include:
• 1.2.1 theoretical and conceptual models in special education
• 1.2.2 identification, screening, assessment and evaluation of children with special
needs;
• 1.2.3 programs and delivery systems
• 1.2.4 curricular content, instructional strategies and materials
• 1.2.5 program evaluation schemes
• 1.2.6 policy analysis
Article 11: Research and Special Studies
• 1.3 Research proposals shall come from all sectors of society, e.g.,
government ministries including the Ministry of Education, Culture and
Sports, non-government organizations, the academic community, research
centers and private persons.
• 1.4 A scheme for the dissemination and utilization of research findings should
be evolved and applied.

• Section 2: Special studies shall be made in other areas not specified but
needed in the development of the special education program.
Article 12: Parent Education and Community Involvement
• Section 1: Parents of children with special needs are valuable members of the
educational team in the program of rehabilitation for independent living of their
children.
• 1.1 Parent education shall be a necessary component of the special education
program. As early as possible, parents shall be made aware of their children's
handicaps and the intervention strategies needed to help facilitate each child's
academic, social-emotional and communicative development.
• 1.2 Parents shall be provided with information, and a process of sharing experiences
continuously with other parents experiencing similar problems.
• 1.3 Parents of children with special needs shall be directly involved in the planning of
educational and special services for their children. They shall be helped to develop
confidence in their abilities to cope with, care for and teach their disabled children.
Article 12: Parent Education and Community Involvement
• 1.4 The family of the child shall be involved in the process of habilitation and
rehabilitation. It shall be encouraged as the major rehabilitation unit.
• 1.5 The training of trainers from among community volunteers, including
parents and family members of children with special needs, in basic special
education techniques as part of the community-based or home-based
rehabilitation services shall be conducted to promote programs on early
identification and intervention and to enhance home-school relationships.
Article 13: Linkages
• Section 1: Linkages with government and non-government organizations shall
be established, maintained and expanded.
• 1.1 Special education shall be a component of all community-based, home-
based and other rehabilitation services. These shall be coordinated with
medical, social and vocational rehabilitation services.
• 1.2 All health, welfare and other community services, like parent-teacher
organizations, socio-economic clubs, and other groups which can help children
with special needs and their families shall be tapped.
• 1.3 Carefully designated pilot programs that shall demonstrate the effective
collaboration of education, medical, health care, and social services shall be
undertaken.
Article 13: Linkages
• 1.4 A system of referral, collaboration and follow-up among various
disciplines and services for specific areas shall be established and
intensified.
• 1.5 A directory or service information center that lists all
rehabilitation services available in a particular geographical areas
and the types of children with special needs that can be served shall
be prepared and made available.
• 1.6 The school shall exert effort to link with the community in
providing wholesome recreational and other facilities that would
enable children with special needs to interact with their normal
peers.
Article 14: Public Information, Education and
Communication
• Section 1: A nationwide information dissemination campaign on the
prevention, early identification and intervention of children with
special needs shall be intensified.
• 1.1 Mass media shall be utilized to make the public aware of the importance
and availability of services for children with special needs.
• 1.2 Short radio and TV messages that are easy to grasp shall be aired
utilizing language that parents and laymen can understand to change and
improve public attitudes towards children with special needs.
• 1.3 Information dissemination on special education services shall be the
responsibility of the Ministry of Education, Culture and Sports.
Article 14: Public Information, Education and
Communication
• 1.4 Guidelines to disseminate relevant information concerning
educational programs for children with special needs, as
distinguished from other disciplines, shall be issued as often as
necessary.
• 1.5 Annual celebration and activities on special weeks like Sight
Saving, Hearing Conservation, and others shall be publicized for
the information of the public.
• 1.6 Data bank in special education shall be developed and
maintained at the regional, division and district levels.
Article 15: Funding
• Section 1: The cost of educating children with special needs shall be
borne by the national and local governments
• 1.1 The national government shall provide for the items and salaries of
special education teachers and other school personnel.
• 1.2 The national government shall authorize the reclassification of the
present items of personnel presently involved in special education to special
education items at all levels whenever requirements are met.
• 1.3 The national government shall provide for the construction of
appropriate buildings and the procurement of special equipment, tools and
supplies.
Article 15: Funding
• 1.4 The regional office shall allot funds for research and evaluation, the
training of special education personnel, the cost of special equipment,
facilities and instructional materials ans travel allowance of their own
personnel.
• 1.5 The division office and local government units shall allot funds for the
travel allowance of itinerant teachers and division supervisor in-charge of
the program and, where possible, transportation of pupils.
• 1.6 The City and/or Provincial school board shall provide for additional
funds for facilities and instructional materials, and for yearly inservice
training of teachers and scholarship grants to qualified teachers and
administrators.
Article 16: Policy Support Legislation
• Section 1: Legislative measures to strengthen the special
education program shall be passed. These shall be geared
towards:
• 1.1 Maximization of (1) teacher salaries and other benefits, and
(2) opportunities for professional growth.
• 1.2 Provision of sufficient appropriation for continuing research,
establishment of diagnostic centers, facilities and supplies, etc.
• 1.3 Greater family and community involvement.
• 1.4 Establishment of special day and residential schools.
Article 17: Special Provisions
• Section 1: Special schools shall provide the following levels of
instruction by themselves or in consortia with other institutions:
• - Preschool
• - Elementary
• - Secondary
• - Continuing education for technical and vocational training if faculty and
facilities are available and upon approval by proper authorities. Short term
courses only.
• - Tertiary level
• - Graduate level
Article 17: Special Provisions
• Section 2: Special schools shall serve in a variety of alternative
settings which may be one or more of the following:
• - Residential school
• - Day school
• - Hospital school
• - Homebound instruction
• - Rehabilitation Center (also for drug dependents and juvenile delinquents)

• Section 3: Special schools shall expand their role from being

primarily an educational institution to that of a resource
development and service center for the special education program
in the community.
Article 17: Special Provisions
• Section 4: Criteria for admission to a government dormitory for children with
special needs shall take into account the following factors:
• - Age (at least 5 years old)
• - Good health (as certified by a government physician)
• - Financial status (preferably those with low family income as shown in the family
income tax returns)
• - Distance of residence from school (inaccessible by transportation or travel is risky
for the pupil)
• Section 5: The quality of instruction in special schools shall equal or be better
than that of the general school system, and closely linked to it.
Article 18: Special Provisions
• Amendment Clause
• Any revision or amendment of these policies and
guidelines to be made by the implementing
offices shall be referred to the respective
Divisions which shall in turn recommend its
promulgation to the Minister of Education, Culture
and Sports.
Article 19: Effectivity
• These policies and guidelines shall take effect
immediately upon its approval by the Minister
of Education, Culture and Sports.