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POLICIES AND GUIDELINES

IN SPECIAL EDUCATION
IN THE PHILIPPINES

SPECIAL EDUCATION DIVISION

(Bureau of fEfementary lEfucatbn
(D epartment of nfucotion
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 ARTICLE I
Philosophy, Goals and Objectives

Section L The state shall protect and promote the right to quality education at all levels and
shall take appropriate steps to make such education accessible to all. {Sec. l, Art.
XIV-1987 Phil. Constitution)

Section 2. The State shall promote the right 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 citizens.
(8.P. Blg.232)

Section 3. The State shall protect and promote the right of all cltizens lo quality basrb
education and to make such education accessible to all by providing all Filipino
children a free and compulsory education in the elementary level and free
education in the high school level" (Sec. 2, R.A. 9155)

Section 4. Every child with special needs has a right to an educational program that is suifa0le
to hislher needs. Special Education shares with regular education basic
responsibilities of the educational system to fulfill the right of the child to develop
his/her capabilities.

Section 5. Special Education shall aim to develop the maximum potential of a 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 6. The objectives of Special Education shall be the development and maximization of
leaming competencies as well as the inculcation of values to make the learners with
special needs useful and effective members of society.

Section 7. The policy on lnclusive Education for All shall be adopted to accelerate access to
educate among children and youth with special needs.

Section 8. The ultimate goal of Special Education shall be the inclusion of learners with special
needs into the school system and eventually in the community .

Section 1. Special Education refers to the customized instructional program/service designed to

meet the unique needs of individual learners who differ from societal or community
standards of normalcy because of differences due to significant physical, sensory,
cognitive or behavioral characteristics that may necessitate the use of specialized
rnaterials, equipment, services andlor teaching strategies. These individuals may be
gifted/talented or with mental retardation, learning disabilities, emotional or
behavioral disorders, speech and language disorders, hearing impairments, visual

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 impairments, autism, physical or health disabilities, deaf-blindness and multiple
handicapping conditions.

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 III
Assessment

Section 1. Educational Assessment of children with special needs shall be the responsibility of
the school to evaluate developmental domains as well as specific areas of concern
which shall include the following:

1.1 A complete profile of student's strengths and weakness shall be conducted as

early as possible.

1.2 Collaboration with families and other professionals involved in the amount of
individuals with exceptional learners shall be established in the information
gathering and decision-making process.

1.2.1 The team shall be composed of a special education teacher and persons
from different disciplines with working knowledge and understanding of
children with special needs.

1.2.2 Background information regarding academic, medical and family history

shall be gathered todevelop individual educational plan and
comprehensive assessment.

1.3 Aspects to be covered in the assessment of children with special needs shall
cover the following:

1.3.1 lndividual psychological evaluation including general intelligence,

instructional needs, leaming strengths and weakness and social-
emotional dynamics.

1.3.1.1 Family History

1.3.1.2 History
1.3.1.3 Medical examination including specific assessments that
relate to vision, hearing and health
1.3.1.4 Educational evaluation identifying areas of developmental
delay or possible disability

1.4 Various types of assessment procedures shall be used appropriately.

1.5 lnformation from formal and informal assessment instruments and procedures
shatl be interpreted to determine appropriate educational placement and
services.

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 ARTGLE rv I
School Admission and Organization of Classes- ,, J

Section 1. Children with special needs shall enjoy equality of access to formal education and
altemative leaming sYstem.

1.1 Every school division shall organize special classes and provide special
services for children with special needs (PD 603)

1.2 All schools at the pre-elementary, elementary, secondary and tertiary levels
shall admit children and youth with special needs in an inclusive set-up.

1.3 Educational help for the child with special needs shall be made available as
early as possible

1.4 Pre-elementary, elementary, secondary education and post secondary

education courses shall be salient features of the formal education of children
with specialneeds

1.4.1 Transition Program shall be included in the 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 Department of Education.

1.5.1 The child may be admitted anytime during the year, if circumstances
warrant such admission.
1.5.2 No age requirement nor time limitation shall be imposed for attendance
to alternative delivery mode.
1.6 Only individuals with special needs shall be eligible for enrolment in special
schools. Age appropriate placement shall be considered for effective teaching
learning.

1.7 Adults with special needs who have undertaken the functional/basic curriculum
and could not pursue the elementary/ secondaryl tertiary levels shall be placed
in TransitionA/ocational Programslsheltered Workshop for self-sufficiency and
independent living.

1.8 Special educational provisions shall be made available to children with special
needs during treatment/confinement in hospitals"

1g A validation/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 school principal.

1.9.1 Overaged students with special needs assessed by the Philippine

Educational Placement Test but found deficient in communication and
other skills shall be admitted provided that remedial instruction in the
areas of deficiency shall be undertaken.

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 1.10 Admission requirements for regular students taking degree courses at the
tertiary level shallapply to qualified students with special needs.

1.11 Adaptations in the administration of college entrance tests and other

examinations given by the Department of Education and other agencies shall
be provided to meet the needs of special students.

1,12 lnclusion or exclusion of students with special needs from participating in state
and national testing program shall be guided by the following:

1.12.1 lnclude in testing any student with special needs who have been
exposed to the content of the basic cuniculum.

1.12.2 Exclude from testing any child with special needs who is on highly
individualized program.

1.12.3 lnclude children with special needs whom evaluators consider the test
shall yield a reliable and valid measures of the students performance.

1.13 Requisites for admission shall be any or a combination of the following:

1.12.1 Evaluation of Diagnostician/Specialist

1.12.2 lndividual Educational Plan
1.12.3 Previous records
1,12.4 Referrals

Section 2. For maximum efficiency, class sizes at any given time shall be as follows:

One Grade Level Multi-Grade on

Exceptionalitv {Self Contained} Multi Level

Gifted and Talented 30-35 15-20

Mental Retardation 8-15 5-8
Autism Spectrum Disorder 5-8 3-6
Visual lmpairment 7-14 5-6
Hearing lmpairment 7-15 6-8
Physical Disabilities and Health lmpairment 10-15 7-10
Multiple Disabilities 3-5 2-3

2.1 Placement in a special class shall be temporary and not terminal, thus the
assessment should be continuous.

2.1.1 Special Education teachers shall be allowed to make recommendations on

the necessary arrangements particularly in class scheduling of extreme
cases like multiple disabilities upon approval of the school principal.

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.

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 2.3 Only one CSNs shall be involved in a multi-grade or multi-levelclass

2.4 Class size of children with special needs with multi-level abilities shall be
according to severity of disability.

2.5 lntegration of the learning disabled, emotional and behavioral disorders and
those with special and language disorders is suggested instead of special
classes.

2.6 An itinerant teacher shall have a case load of not more than five children with
special needs.

2.7 The special education teacher shall be assisted by one or more teacher
aide/para teacher when necessity demands.

Section 3. Promotion of children with special needs shall basically follow the promotion policy in
the regular school.

3.1 The promotion from grade to grade or from level to level shall take into account
satisfactory performance in the special learning areas.

3.1.1 The promotion of special learners in inclusive and full mainstream follow
the promotion policy of the regular school.

3.1.2 Promotion Scheme for Gifted/Talented can be:

3.2.1.1 Yearly progression

3.2.1.2 Acceleration
3.2.1.3 Finishing the last three grades in elementary in 2 years time
3.2.1.4 Advanced Placement

3.1.3 Promotion of children with special needs in self-contained classes and

other special program are allowed to modify promotion criteria.

3.1"4 lndividualized promotion shall be adopted on a case to case basis to low

functioning children with special needs including the multiply
handicapped.

ARTICLE V
Curriculum Content, lnstructional Strategies and Materials

Section 1. The curriculum for Special Education shall be based on the curriculum prescribed for
the regular schools by the Department of Education . lt should be individualized and
modified to suit the unique needs of the leamers.

1.1 Options may range from the regular, modified and special cuniculum with
adaptations to meet the needs of exceptional children.

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 1,2 Modifications of leaming environments and curriculum for the different groups
of children with special needs are the following:

1.2.1 The cuniculum for children with mental retardation emphasizes

functional academics, vocational training, community living and self help
skills, exposure to general education curriculum and consideration on
concepts of individualization and appropriateness.

1.2.2 The curriculum for children with learning disabilities shall consider an
environment that is most enabling and meet the unique academic,
social and behavioral needs of the children who belongs to this
especially heterogeneous population.

1"2.3 The cuniculum for children with emotional and behavioral disorders
shall include physical environment intervention, academic and
instructional environment and behavioral and cognitive-behavioral
intervention.

1.2,4 The curriculum for the gifted and talented shall be rigorous and
intellectually challenging, complex and abstract than that provided to
their typical peers.

1.2.5 The curriculum for children with speech and language impairment shall
include considerations on seating arrangement, reducing distributions in
the physical environment and interactive techniques to enhance the
teaching-learning process.

1.2.6 The curriculum for children with hearing impairment shall emphasize
language development and utilization of residual hearing. It should use
different various methods that include oral, audition verbal, sign
language, augmentative and total
communication including intense
visual language reinforcement for the instruclion of grammar and
syntax. The natural sign language shall be considered in the foundation
for language instruction.

1.2.7 The curiculum for learners with visual impairment addresses the
following concem for the total educational program: basic cognitive and
academic skills. sensory perception skills, orientation and mobility skills,
social and emotional skills, daily living skills, communication skills
(Braille reading, writing) vocational skills, self-help and advocacy skills,
recreation and leisure time skills and transition education.

1.2.8 Curriculum for children with autism shall include early intervention,
special adaptation in teaching to address communication deficits and
behavioral problems, therapy to address motor and sensory integration
difficulties, functional independent living skills and transition program.

1.2.9 The curriculum for children with physical or health disabilities shall
include modifications in physicallhealth monitoring modifications and
adaptations including assistive technology specialized instructional
strategies and specialized expanded curriculum areas.

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 1.2.14 The cuniculum for children with multiple disabilities shall include skills that
are functional, age appropriate and directed towards independent living. lt

r also uses augmentative and alternative system of communication, such as

gestures, various sign language system, pictorial communication boards and
electronic communication aids. lt also includes age-appropriate social,
recreation and leisure skills.

1.3 Transition education program shall be an integral part of the cuniculum for
special children. Arrangements shall be made to enable the child with special
needs to attend special cour$es offered in the regular vocational schools
whenever practical.

1.3.1 A community-based, horne based or any useful alternative special

education delivery system shall be established to reach those who
cannot avail of regular institution-based programs

Section 2. lnstructional Materials and Strategies

2.1 DevelopmenVproduction and utilization of special instructional materials shall

be provided.

2.2 Selection of devices. training to use such devices and continuous technical
support shall be addressed properly.

2.3 Low cost and indigenous instructional materials shall be developed for the use
of children with special needs"

2.4 Appropriate adaptations, specialized technology and specialized instructional

strategies and materials shall be provided.

Article Vl
Organizational Patterns

Section 1. Children with special needs shall be provided with variety of educational patterns and
services.

1.1 The assessed needs of each child shall be the primary consideration in
determining his/her particular program and services.

1.2 Programs may be organized in a variety of settings. A "continuum of

alternative placements" may be provided like the following.

1.2.1 "Full inclusion", "full integration", "unified system", "inclusive

education" are terms used to describe a policy / practice in which all
students with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education
within the regular education classroom.

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 1.2.2 lntegratian / Mainstreaming. This refers to the enrolment of a child
with special needs in a regular schoolwith support services. There are
degrees of integration. ln 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. ln full integration (sometimes called "zero reject
model"), the child with special needs sits in the regular class in all
subjects, academic and non-academic.

1.2"3 Resource Room PIan. ln 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.

1.2.4 Cooperative Class Plan (Part-Iime Special Class Plan). ln this

plan, the child with special needs is enrolled in a special class but
receives some of his academic instruction in the regular grades. ln this
way, the child is, to a varying extent, integrated into regular education.

1.2.5 Special Class Plan (Self-Contained/Segregated Plan). ln this plan,

usually pupils with only one type of exceptionality are enrolled in the
special class. This plan is needed for those with more severe problems
which makes it impossible for them to learn in a regular classroom
setting.

1.2.6 Distance Education Program for Children with Special Needs. This
is an alternative mode of education that can serve out-of-school youth
with disabilities (ages 6-19 year old) without having to go to school
regularly. Usually the lessons are taught at home or in any environment
place in the community through the use of modules.

1.2.7 ltinerant Teacher Plan. ln this plan, an itinerant or traveling teacher

serves one or more regular schools depending on how many pupils
need special help. $he/He gives direct and consultative services to
children. ln addition, this specialist observes, diagnoses, makes
refenals, requests textbooks and equipment, prepares instructional
materials and evaluates performance.

1.2.8 Hospital lnstruction 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 them.

1.2.9 Homebound Instruction. This plan is provided by the local school

system to serve the chronically ill, usually the bedridden, the
convalescents from operation, arcident or temporary illness, the

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 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.

1.2.1A Special Education Center. A growing altemative service delivery

system is the Special Education Center which holds classes for children
with special needs within the regular school. ltinerant, resource room
services, special and cooperative classes are held in the special
education center.

1.2.11 Specral Day School. This type of school serves specific types of
children with moderate to severe disabilities. lt offers a range of trained
special educators and a comprehensive array of medical, psychological
and social services.

1.2.12 Residential SchooL Provides both special education and dormitory

services for its students. Complementing the curricular programs are
houseparent services, diagnostic services, guidance and counseling,
vocational, recreation and social activities. They also offer
comprehensive diagnostic and counseling services, and vocational and
recreational services.

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
justifu employing more than one teacher or where the spread is great; and / or
where a variety of services is not feasible.

1.3.1 A Resource Room Plan may be established and the special education
teacher works as a resource room para teacher or an itinerant teacher, since
the children in the Resource Room Program attend the regular class.

1.3,2 ln the Cooperative Class Plan, the special teacher could serve as an itinerant
teacher at the same time.

1.4 Appropriate refenal 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 programs for the gifted, talented and creative shall be developed and
maintained.

1.5.1 Special provisions for the gifted, talented and creative may take the following
prototypes, singly or in combination:

1.5.1.1 Grouping - clustering of small groups from different sections to be

placed with a teacher who can modify the curriculum to suit the
gifted.

1.5.1"2 vertical Acceleration -

early school adrnission, double-grade
promotion, advanced placement, tutoring; correspondence courses;

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 independent study, acceleration by grade skipping or time
compression.

1.5.1.3 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.

Section 2. Special support services for children with special needs shall be extended when
necessary.

2.1 Special support services like readers, interpreters, notetakers, and other
auxiliary services shall be provided.

2.2 The school division shall extend such services as orientation and training of
administrators, teachers, other school personnel, regular pupils and parents
on specialeducation.

ARTICLE VII
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 the educational needs of special children.

1.2 The school system shall provide appropriate specialized equipment, instructional
materials and supplies.

1.3 Requirement for school site, school plant, physical facilities and classroom size
shall be for the purpose of securing permit for operation of special schools
rnodified in accordance with the types of exceptionality and enrolment size.

1.4 The minimum requirement for basic classroom equipment for children with
special needs prepared by Department of Education including medical and dental
facilities shallbe comptied with.

Section 2. Buildings and facilities shall be made accessible to persons with special needs.

personner R*"rrit*lJ,l?f# and Deveropment

Section 1. For the effective implementation of the special education program, the education
welfare and training of personnel shall be given priority.

1.1 All personnel involved in the education of children with special needs shall
have adaptive and appropriate educational background training and personal
qualities specified as follows:

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 1.1.1 Education and Work Experience

1.1.1.1 For a special education teacher

Bachelor of Elementary Education with Special Education

specialization
Bachelor of Science in Elementary/Secondary education with
18 graduate units in Special Education
Bachelor of Science in allied courses with Certificate of
Teaching and 1B units in SPED

1"1.1.2 For administrators of special schools and special education

centers

Master of Arts with 18 units in Special Education on any

related field/short term training program on administration of
special school

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

Personnel handling children with special needs who demonstrate
positive attitudes, desirable personal values and with demonstrated
commitment shall be considered for appointment.

1.2 Regular teachers with training and who have demonstrated/ commitment shall
be administered to teach children with special needs in the absence of qualified
special education teacher.

1.3 Various training opportunities shall be provided to teaching and non-teaching

personnel working with children with special needs to ensure staff competence.

1.4 The salary grade of special education teachers shall be three (3) grades higher
than that of teachers in the regular school.

1.5 The salary grade of special schools principal shall be at least three (3) grades
higher than that of the principal in the regular schools with provisions of
upgrading of positions depending on qualifications and performance.

1.6 Training programs shall be upgraded periodically to emphasize early

identification, assessment and psychology of children with special needs.

1.7 Hiring rate

1.7.1 The Hiring rate of special education teachers shall be three (3) grades
higher than that of teachers in the regular school.

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 1.7.2 $pecial $chools Principal shall be at least three (3) grades higher than
that of ihe principal in the regular schools with provisions of upgrading
of position depending on qualifications, perfonnance and availability of
funds.

1.8 lncentives shall be given to personal handling special education

through the following:

1.8.1 Reclassification of positions to special education teacher and special

education head teacher when requirements are met.

1.8.2 Priority in step increment for consistent outstanding rating for the last 3
years.

1.8.3 Recommendations to scholarship and fellowship related to the field

1.8.4 Attendance to conferences and observations of special education

programs locally and in other countries with organized and advanced
programs in special education.

Article lX
Administration and Supervision

Section 1. The Department of Education 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 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 Formulate a broad framework and minimum standards and policies in

special education for use in establishing and maintaining field programs
for children with special needs;

1 .1.2 supervision of programs for children with special needs" lt shall provide
assistance in planning, establishing and maintaining such programs and
for the interpretation of the needs of such programs;

1.1.3 development and validation of prototype instructional materials for

children with special needs; and

1.1.4 consultation and coordination of services with other divisions and

bureaus within the Department of Education and with other national,
public and private agencies for the proper development and
maintenance of programs in special education

1.2 The implementation of these functions shall be canied out by the Special
Education Division in the following ways:

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 1.2,1 provision of a broad framework and minimum standards;

1.2.1.1 development of policies and guidelines to serve as guide for

the field in establishing and maintaining programs for children
with special needs;

1.2.1.2 cooperation with public and private agencies to insure the

development of all services in the best interests of gifted and
handicapped children;

1.2.1"3 collaboration with other divisions and bureaus within the

Department of Education for the proper development and
maintenance of programs;

1.2"1.4 preparation of bulletins, guides and memoranda relative to

specialeducation; and

1,2.1"5 development and coordination of policies and procedures

relative to the preparation and monitoring of programslreports
to the Director, Bureau of Elementary Education

1.2.2 supervision of programs for children with special needs. This is

basically the responsibility of the regional and division offices within the
provisions of RA 9155 for children with special Needs". lt shall be
carried out through the following means:

1.2.2.1 encourage schools to initiate and develop programs for

children with special needs;

1.2.2.2 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 refened to a qualified eye
specialist for accurate diagnosis;

1.2.2"3 assist schools in the selection of teachers, suitable classroom

facilities, and special instructional materials and equipment
needed by children with special needs;

1"2.2.4 interpret policies and regulations for the development and

maintenance of programs;

1.2.2.5 plan and conduct workshops for teachers, school

administrators and other interested persons to provide an
understanding of the program;

1.2.2.6 serve as in-service consultant to field programs; and

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 1.2.2.7 assist schools in the utilization of services available from other
local and national agencies.

1.2.3 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

1.2.4 consultation and coordination with public and private agencies.

The following procedures shall be used to complement this function:

1,2.4.1 consultation and coordination with public and private agencies

that have responsibilities for the diagnosis, treatrnent and
rehabilitation of children with special needs, such as the
National Council for the Welfare of Disabled Persons, the
Department of Social Welfare and Development and the
Department of Health;

1.2.4.2 promotion and carrying out a program of cooperation and

coordination with private agencies having programs for such
children;

1.2.4.3 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 The Regional and Division Offices shall have the primary responsibility for the
initiation and implementation of programs for children with special needs.

3.1 Regional Director

The Regional Director shall have the overall responsibility for the
administration and supervision of special education in the region.

3.2 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.

3.3 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 prograrn shall include the
following:

3.3.'l assisting in the integration of the program into the division or

district total school program;

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 3.3.2 assisting the special education teacher in an itinerant program to
anange a workable district-wide schedule;

3.3.3 arranging with district supervisors/principals for adequate

classroom facilities for the special education program;

3.3.4 helping the special education teacher secure materials and

equipment necessary to his particular program;

3.3.5 providing assistance to special education teachers through the

conduct of in-service training, seminars and workshops;

3.3.6 visiting the program periodically to gain a better understanding of

the special education teachers' work;

3.3.7 arranging periodic conferences with the specialeducation teacher;

3.3.8 assisting special education teachers to monitor records;

3.3.9 scheduling opportunities for the special education teacher to

discuss and explain his program;

3.3.10 assigning special education teachers who are promoted as

administrators to schools with the special education program; and

3.3.11 urging all administratorslsupervisors of schools/districts who

underwent training in special education to organize special
education in their respective schools/d istricts.

3.4 District Superuisor

The District Supervisor shall have the overall responsibility for the administration
and supervision of special education in the district.

3.5 School P ri nc i pa I an d Ather School Ad m i n i strato rs

The principal and other school administrators shall help maximally in the
development and continuing success of an effective special education program
by:

3.5.1 creating within the school an atmosphere of acceptance of the program;

3.5.2 including the special education teacher in all staff activities and programs
in the school

3.5.3 coordinating the program with other programs offered by the school
including guidance services, physical education activities, music,
activities, home economics and other programs;

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 3,5.4 providing an adequately equipped room for a Resource Room, or an
adequate place for the itinerant teacher, if this plan is used;

3.5.5 securing necessary equipment and materials which are available within
the school building for the special education teacher;

3.5.6 making available to special education teachers pertinent data concerning

the family background, scholastic and other pertinent records of all
children enrolled in the program;

3.5.7 assisting the special education teacher with scheduling classes for each
child;

3.5.8 encouraging classroom teachers to consult with the special education

teachers regarding any problem which might arise in relation to the child
in their classroom;

3.5.9 notifying the special education teacher (especially the itinerant teacher) in
advance when special activities or programs will prevent children from
following their regular schedule;

3.5.10 visiting the special education program as he does the regular classroom
program,

3.5.11 ananging for classroom teachers to visit periodically the class for children
with special needs; and

3.5.12 ananging for the special education teacher to talk with parents, teachers
and other community groups about his program.

Section 3. TeacherResponsrbilities

It is important to the effective functioning of a school program for children with speciat
needs to have the full cooperation of all teachers in the school.

3.1 Classroom Teacher

The following are suggested for the classroom teacher to do:

3.1.1 Be alertto the behavioral signs and physical symptoms of difficulties in all
children" Be sure that proper refenals have been made and everything
possible has been done to conect or ameliorate the problems;

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 do to any other child;

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 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 Arange preferential seating for the child in terms of his needs;

3.1.8 Obtain assistance in the form of constructive consultation and specialized

materials and equipment from those vyho 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 lf 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
leaming {more than to teach directly) through assistance to the regular
teachers and to the child.

3.2 ResponsiFilities 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 advice 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.

3.3 Responsibilities of the ltinerant 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;

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3.3.2 confer with the classroom teacher in order to determine:

a) when the child needs helP

b) how often he willwork with the child
c) other matters related to his work

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 intenuption 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

3.9.5 maintain records and exchange information about the child with the
classroom teacher on a regular basis;

9.3.G 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 school in which he serves
children;

3.3.8 understand 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
resourc€s of value in the education of children with special needs"

3.4 Responsibilities of the Receiving Classroom Teacher

The receiving classroom teacher shall:

3.4.1 maintain all school records for children in his class;

9.4.2 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

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 3.4.5 see that the child has all the materials needed for participation in the
regular class.

3.5 Responsf0ilities of the Special C/ass Teacher

The special education 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. Her must
work closely with all personnel in the school in planning a program which wilt be
beneficial to these special children.

ARTICLE X
Evaluation of Program and Services

The Department of Education shall develop and implement a system of evaluating

special education services.

1.1 An internal and external evaluation of programs shall be conducted. lt 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 comply with the minimum
standards prescribed by the Department of Education.

1.3 Results of evaluation and feedback shall be used for program improvement and
decision making.

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

2.6 transportation reduction

2.7 health and medicalservices discounts

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 Government assistance in job placement for beneficiaries of the special education
program shall be provided by:

3.1 Giving assistance in open/competitive employment opportunities

3.2 Providing training skills in self-entrepreneurship, etc.

ARTICLE XI
Research and Special Studies

t.
Section t. 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

1.3 Research proposals shall come from all sectors of society, e.g. govemment
ministries including the Department of Education, 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 XII
Parent Education and Community lnvolvement

Section 1. Parents of children with special needs are valuable members of the educational team
in the program of habilitation and rehabilitation for independent living of their children.

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 Parcnt means:

a) A natural or adoptive parent of a child;

b) The parent with legal custody of the child if the parents are separated or
divorced;

c) The guardian or custodian, but not the state if the child is a ward of the
state

d) A person acting in the place of a parent (such as a grandparent or step

parent with whom the child lives, or a person who is legally responsible for
the child's welfare;

e) A surrogate Parent who has been appointed in accordance with the

Administrative Code

f) The child at age 18 may act in his or her own behalf.

1.1 Parent education shall be 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 cpmmunicative development.

12 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.

1.4 The family of the child shall be involved in the process of habilitation and
rehabilitation. lt 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.

Section 1. Linkages with government and non-govemment 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.

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 1.2 All health, welfare and other community services, like parent-teacher
organizations, socio-civic 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.

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 area 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 XIV
Public lnformation, 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 lnformation dissemination on special education services shall be the

responsibility of the Department of Education.

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, Deaf
Awareness, and others shall be publicized for the information of the public.

16 Data bank in special education shall be developed and maintained at the

regional, division and district levels.

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 I
II XV
Article
Funding
I

Section 1. The cost of educating children with special needs shall be borne by the national and
local govemments.

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 requiremenis are met.

1.3 The national government shall provide for the construction of appropriate
buildings and the procurement of special equipment, tools and supplies.

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 and 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 for pupils.

1.6 The City and/or Provincial school board shall provide for additional funds for
facilities and instructional materials, and for yearly in-service training of teachers
and scholarship grants to qualified teachers and administrators.

Article XVI
Policy Support Legislation

Section l. 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 opportunities for
professional growth.

1.2 Provision of sufficient appropriation and subsidies for conducting researches,

establishing of testing and diagnostic centers building and improvement of
physical facilities, acquisition of equipment and supplies/materials.

1.3 Greater famlly and community involvement.

1.4 Establishment of special day and residential schools, work training centers,
recreational facilities, and d iag nostic ce nters.

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I,/ \

V 1.5 Reclassification of the items of regular education teachers handling special

education classes or programs into special education teacher items.

1.6 lnclusion of children with special needs in the least-restrictive school environment

1.7 lmplementation of the Philippine model of inclusive education, whenever feasible

and practicable.

1.8 lnstitutionalization of early intervention and preschool special education

program.

1"9 lnstitutionalization of a continuing transition prcgram and/or services to prepare

the child/leamers for the subsequent environmenUs.

1.10 Provision of technical supporUs and/or subsidy/ies subject to availability of

resources to deserving individuals, groups, organizations, foundations agencies,
etc. who are engaged in special education programs and services.

1 .11 Provision of grants and/or subsidies to deserving and needy learners with special
needs in terms of resources, funds, equipment, materials, supplies, etc., subject
to the availability of such items.

Article XVll

Section 1. Special Schools shall expand their role from being primarily an educational institution
to that of a resource development research, and service center for the special
education program in the community.

Section 2. Special schools shall provide the following levels of instruction by themselves or in
consortia with other institutionslagencies:

. Early lntervention
r Preschool
r Elementary
. $econdary
. Continuing education for technical, technological, and vocational/livelihood
training, if faculty and facilities are available and upon approval by proper
authorities.
e Tertiary level
r post Tertiary

Section 3. Special schools shall serve in a variety of alternative settings wlrich may be one or
more of the following:

r Residentialschool
. Day school
. Hospital school
. Homeboundinstruction/Home $choolprogram

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 =l

r Rehabilitation Centers (for drug dependents, juvenile delinquents) behavioral

and emotional disorders, etc.)
. Community-Based Program as extension service of Special Schools
o Continuing Distance Education Program for qualified students

Sl 4. Special schools shall make special provisions to address the unique and different
needs of the leamers through the utilization of adaptivelassistive equipment,
cunicular modifications, and multiple-leaming styles strategies.

Scdion 5. Criteria for admission to a government dormitory/residential facility for children with
special needs shall take into account the following factors:

a) Level of independenVautonomous functioning of self help skills and/or personal

care
b) Good health (as certified by a duly qualified physician)
c) Financial status (preferably those from low income families as evidenced by
the family's income tax return)
d) Distance of residence from school (inaccessible by transportation or travel is
risky for the pupil/student)

Section 5. The quality of instruction in special schools shall be comparable to or higher than that
of the general education system, and the curriculum and approaches should be
collaborative.

Section 6. The curriculum models, instructional approaches, and provision of services in the
special schools shall be collaborative with those of general education.

Section 7. Special schools shall provide other educationally relevant and specialized services,
such as assessment, career guidance and counseling, staff training, linkages and
collaborations, research support services and resources and materials development
that will serve to enhance its primary programs and services.

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