Presented by:

Angelica Mae A. Alano

BEED-2A
YEAR
1900

• The goal of the special education programs of the Department of

Education all over the country is to provide children with special
needs appropriate educational services within the mainstream of
basic education.

• Special education aims to provide support services, vocational

programs and work training, employment opportunities for efficient
community participation and independent living.

• Th policy on Inclusive Education for All is adopted in the Philippines

to accelerate access to education among children and youth with
special needs.

• Mr. Fred Atkinson was the General Superintendent of Education

during the American regime who had been instrumental in the
development of special education programs.

• The special education center is a service delivery system which

operates on the school within a school concept.

• Special class or self-contained class is the most popular type among

the special education programs. It is composed of pupils with the
same exceptionality or disability.

https://spedsterbin.wordpress.com
YEAR
1920’s

• The Jose Fabella Memorial School (JFMS) formerly known as

Welfareville School was formally established on December 3, 1925
by the National Government by virtue of Republic Act No. 815
passed by the Philippine Legislature. The said law provided for the
creation of a school in the institution to take care, to educate, and to
train orphans, defectives, delinquents, the aged, and the infirm.
Responsible for organizing the school were Dr. Jose Fabella, then
Commissioner of the office of the Public Welfare Commission, and
Mrs. Josefa Martinez, then Chief of the Department of Children
Division.

• The Orphanage School was established in San Pedro, Makati, Metro

Manila, which later became the nucleus of JFMS. Later Dr. Jose
Fabella purchased 52 hectares of land in San Felipe Neri,
Mandaluyong, Metro Manila, which is now the sprawling Welfareville
Compound.

• For many years, service its operation, the Administration wanted to

change the name of Welfareville to Jose Fabella Memorial School,
in honor of the Father of Social Work, the First Commissioner of the
Office of Public Welfare. This was deemed necessary to remove the
stigma attached to the Welfareville School.

https://jfmsmandaluyong.wordpress.com/about/history/
 YEAR
1940’s

The NOH School for Crippled Children is a national special school that provides formal and informal education to children
with exceptional needs whose commonality is being orthopedically handicapped.

It was established in 1947 when the NOH Director J.V. Delos Santos felt a need of having Special Education Teachers to
conduct bedside teaching to a greater number of patients who were elementary school children. These children whose
nature of ailments is need months or years of hospital confinement received instruction at first from volunteers and later
on from teachers requested by the hospital from the defunct Bureau of Public Schools.

Then the NOH, transferred to the present site, Banawe St., Quezon City in September 1963, the NOH-School for Crippled
Children was under the Supervision of the SPED Unit of the Bureau of Education. Then in 1964, the school enrollment
increased so the High School Department was offered with the support of the Division of City Schools Superintendent,
Quezon City.
A room was subsequently assigned in the hospital where classes were organized and held:

The pupils were categorized:

a. Bedside Teaching
b. Grouped for Classroom Instruction

In September 2003, the school was devolved under the Supervision of the Superintendent of City School, Quezon City.

It is effort to be of services to more orthopedically handicapped children. Four (4) more units in the different area of
Metro Manila namely
1. NOH-School for Crippled Children-Main, that offers Non-Graded; Grades 1-III and Bedside teaching.
2. NOH-School for Crippled Children Annex, D. Tuazon Campus, Bgy. Lourdes, offers Grades IV-VI and High School.
3. NOH-SCC Blessed Guanella Center offers Mentally Retarded and Grade I Hearing Impaired.
4. NOH-SCC National Children’s Hospital SPED Program offers Non-Graded to multiple handicapped catered by the
hospital for other therapy needs.

At present, there are thirty-two (32) active Special Education Teachers and Seventeen (19) Support Staff who are
committed to the educational needs of the Special Children.
https://sites.google.com/site/nohsccsped123/his
tory

YEAR
1950’s
• The facility located in Alabang, Muntinlupa
serves as the only government institution that
provides care and rehabilitation to abandoned,
neglected, dependent, and foundling children as
well as adults with special needs such as those
with Autism Spectrum Disorder, Cerebral Palsy,
Down Syndrome, and other intellectual
disabilities and neuro-developmental disorders.
• On 03 February 1964, an American couple,
Samuel and Elsie Gaches, donated to the
Philippine government their 16-hectare-lot rest
house to be used as shelter for the needy. From
then on, the facility has evolved to become what
it is today: a haven for mentally-challenged
persons.
• The residents of Elsie Gaches Village (EGV) are
able to lead normal lives because of the
nurturing environment the center provides
through its various services and programs -
namely social, health, educational,
psychological, productivity, home life,
recreational, developmental services and
spiritual programs.
• There are also paramedical, psychiatric, dietary,
and occupational therapy. The center also
conducts music and art therapy programs,
skills training, and sports activities.
https://www.philippinesnewsgazette.com/elsie-gaches-village-also-
needs-to-help
 • In 1957, the Bureau of Public Schools (BPS) of the Department of Education
and Culture
(DEC) created the Special Education Section of the Special Subjects and
Services Division.
• The inclusion of special education in the structure of DEC provided the impetus
of the
development of special education in all regions of the country. The
components of the
special education program included legislation, teacher training, census of
exceptional
children and youth in schools and the community, the integration of children
with disabilities
in regular classes, rehabilitation of residential and special schools and
materials production.
• Growing social concern for the welfare and integration of people with
disabilities voiced by
parents and advocates including legislations led to the enactment of Republic

YEAR
1960’s
YEAR
1970’s

The 'Silahis Centres' ('school within the school' concept) is presented as a

feasible model for implementing and promoting the inclusion of children
with disabilities within regular schools throughout the Philippines.
https://www.researchgate.net/publication
YEAR
1980’s

YEAR
1990’s

YEAR
2000