Name: Martinez, Linel R.

BCAED 1B Date: March 17, 2022

Subject: Foundation of Special & Inclusive Education Instructor: Acidre, Ma. Aleja T.

TASK
Instruction: State the premise/s of each in relation to special and inclusive education.

1. The 1987 Philippine Constitution, Article XIV, Sec 1&2

 Protect and promote the right of all citizens to quality education at all levels, and
shall take appropriate steps to make such education accessible to all.
 Protect and promote the rights of children with special needs (CSN's) to quality
education and to take appropriate steps to make such education accessible to
them.
 Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.

2. RA 10533 Enhanced Basic Education Act –including ALS and Learners with
Special Needs
 DepEd provides all learners with many opportunities to access quality basic
education.
 Make education learner-oriented and responsive to the needs, cognitive and
cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning,
including mother tongue as a learning resource.
 Learners who are gifted, talented, learners with disabilities, and learners from
specific cultural contexts and religious beliefs will be helped to attain their full
potential through equitable, relevant, appropriate, and responsive educational
interventions.
 Promotes the right of every Filipino to quality, equitable, culture-based and
complete basic education. Through inclusive education, all Filipinos will realize
their full potential and contribute meaningfully to building the nation.

3. RA 8371 Indigenous People’s Right Act

 Protect the rights of ICCs/IPs to their ancestral domains to ensure their

economic, social and cultural well-being and shall recognize the applicability of
customary laws governing property rights or relations in determining the
ownership and extent of ancestral domain.
 Recognize, respect and protect the rights of ICCs/ IPs to preserve and develop
their cultures, traditions and institutions. It shall consider these rights in the
formulation of national laws and policies.
 Guarantee that members of the ICCs/IPs regardless of sex, shall equally enjoy
the full measure of Human rights and freedoms without distinction or
discrimination.
 Take measures, with the participation of the ICCs/ IPs concerned, to protect their
rights and guarantee respect for their cultural integrity, and to ensure that
members of the ICCs/IPs benefit on an equal footing from the rights and
opportunities which national laws and regulations grant to other members of the
population.
 Recognizes its obligations to respond to the strong expression of the ICCs/IPs
for cultural integrity by assuring maximum ICC/IP participation in the direction of
 education, health, as well as other services of ICCs/lPs, in order to render such
services more responsive to the needs and desires of these communities.

4. PD 603

 Every child has the right to an education commensurate with his abilities and to
the development of his skills for the improvement of his capacity for service to
himself and to his fellowmen.
 The gifted child shall be given opportunity and encouragement to develop his
special talents.
 The emotionally disturbed and socially maladjusted child shall be treated with
sympathy and understanding, and shall be entitled to treatment and competent
care.
 The physically or mentally handicapped child shall be given the treatment,
education and care required by his particular condition.
 The schools and other entities engaged in non-formal education shall assist the
parents in providing the best education for the child.

5. RA 7610 Special Protection against Child Abuse and Exploitation

 Provide special protection to children from all forms of abuse, neglect, cruelty
exploitation and discrimination and other conditions, prejudicial to their
development; provide sanctions for their commission and carry out a program
for prevention and deterrence of and crises intervention in situations of child
abuse, exploitation and discrimination.
 The Department of Education, Culture and Sports shall promulgate a course
design under its non-formal education program aimed at promoting the
intellectual, moral and vocational efficiency of working children who have not
undergone or finished elementary or secondary education. Such course design
shall integrate the learning process deemed most effective under given
circumstances.
 The Department of Education, Culture and Sports shall develop and institute an
alternative system of education for children of indigenous cultural communities
which is culture-specific and relevant to the needs and the existing situation in
their communities.
 The Department of Education, Culture and Sports shall also accredit and support
non-formal but functional indigenous educational programs conducted by non-
governmental organizations in said communities.
 Children of indigenous cultural communities shall not be subjected to any and
all forms of discrimination.

6. RA 9344 Juvenile Justice and Welfare Act

 Recognizes the vital role of children and youth in nation-building and shall
promote and protect their physical, moral, spiritual, intellectual and social well-
being. It shall inculcate in the youth patriotism and nationalism, and encourage
their involvement in public and civic affairs.
 Protect the best interests of the child, through measures that will ensure the
observance of international standards of child protection, especially those to
which the Philippines is a Party. The concerned government agency shall ensure
the participation of children in the program, policy formulation and
implementation related to juvenile justice and welfare.
  The administration of the juvenile justice and welfare system shall take into
consideration the cultural and religious perspectives of the Filipino people,
particularly the indigenous peoples and the Muslims, consistent with the
protection of the rights of children belonging to these communities.
 Provide adequate, necessary and individualized educational schemes for
children who are manifesting difficult behavior, children-at-risk and children in
conflict with the law.
 In cases where children in conflict with the law are taken into custody or placed
in a “Bahay Pag-asa” and youth rehabilitation centers, provide the opportunity
to continue their learning under an alternative learning system with basic literacy
program or non-formal education accreditation equivalency system.

7. RA 9442 Magna Carta for Disabled Persons

 Give full support to the improvement of the total well-being of disabled persons
and their integration into the mainstream of society.
 Ensure that disabled persons are provided with access to quality education and
ample opportunities to develop their skills. It shall take appropriate steps to make
such education accessible to all disabled persons. It shall be unlawful for any
learning institution to deny a disabled person admission to any course it offers
by reason of handicap or disability.
 Take into consideration the special requirements of disabled persons in the
formulation of educational policies and programs. It shall encourage learning
institutions to take into account the special needs of disabled persons with
respect to the use of school facilities, class schedules, physical education
requirements, and other pertinent consideration.
 Promote the provision by learning institutions, especially higher learning
institutions of auxiliary services that will facilitate the learning process for
disabled persons.
 Establish, maintain and support complete, adequate and integrated system of
special education for the visually impaired, hearing impaired, mentally retarded
persons and other types of exceptional children in all regions of the country.
 Provide disabled persons with training in civics, vocational efficiency, sports and
physical fitness, and other skills. The Department of Education, Culture and
Sports shall establish in at least one government-owned vocational and
technical school in every province a special vocational and technical training
program for disabled persons. It shall develop and implement sports and
physical fitness programs specifically designed for disabled persons taking into
consideration the nature of their handicap.

8. RA 10665 Open High School System Act

 Broaden access to relevant quality education through the employment of an

alternative secondary education program that will enable the youth to overcome
personal, geographical, socioeconomic and physical constraints, to encourage
them to complete secondary education.
 Encourage and promote partnership with concerned civil society organizations
and other service providers in order to sustain an enabling environment for
participatory planning, budgeting, and implementation of the OHSS related
programs and projects.
 Every division of the DepEd shall establish learning centers in the authorized
mother high schools located in their jurisdiction. LGUs may also take the lead in
 the establishment of learning centers, which shall continue to be under the
authority of the recognized mother high school and the division of the DepEd.

9. RA 7277 Rehabilitation, and Integration of Disabled Persons in Mainstream

Society
 Adopt policies ensuring the rehabilitation, self-development and self-reliance of
disabled persons.
 Ensure that disabled persons are provided with adequate access to quality
education and ample opportunities to develop their skills. It shall take
appropriate steps to make such education accessible to all disabled persons. It
shall be unlawful for any learning institutions to deny a disabled person
admission to any course it offers by reason of handicap or disability.
 Provide financial assistance to economically marginalized but deserving
disabled students pursuing post-secondary or tertiary education. Such
assistance may be in the form of scholarship grants, student loan programs,
subsidies, and other incentives to qualified disabled students in both public and
private schools.
 Develop non-formal education programs intended for the total human
development of disabled persons. It shall provide adequate resources for non-
formal education programs and projects that cater to the special needs of
disabled persons.
 The National Government shall provide these state universities and colleges
with the necessary special facilities for visually-impaired, hearing impaired,
speech impaired, and orthopedically-impaired students.
References:
Dandee (2009). RA 7277 – An Act Providing For The Rehabilitation, Self-Development
And Self-Reliance Of Disabled Person And Their Integration Into The Mainstream Of
Society And For Other Purposes. National Council on Disability Affairs. Retrieved from
https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

Human Resource in the Library. (n.d.). Republic Act No. 7277. Retrieved from
http://hrlibrary.umn.edu/research/Philippines/RA%207277%20-%20Magna%20Carta
%20of%20Disabled%20Persons.pdf

Official Gazette. (1987). The 1987 Constitution of the Republic of the Philippines,
Article XIV. Retrieved from https://www.officialgazette.gov.ph/constitutions/the-1987-
constitution-of-the-republic-of-the-philippines/the-1987-constitution-of-the-republic-of-
the-philippines-article-xiv/

Official Gazette. (2015). Republic Act No. 10665. Retrieved from https://mirror.official
gazette.gov.ph/2015/07/09/republic-act-no-10665/

Philippine National Police. (1992). RA 7610 Special Protection Against Child Abuse.
Retrieved from https://pro1.pnp.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.
pdf

Republic of the Philippines. (1999). Republic Act No. 8371. Retrieved from
http://ncipcar.ph/images/pdfs/IPRA.pdf

Thompson, A. R., & Bethea, L. (1997). Faculty knowledge of disability laws in higher
education: A survey. Rehabilitation Counseling Bulletin, 40, 166 -181.