Jasmine Gay M.

Pascual
BBED II

PRETEST
Read the sentences carefully. Write TRUE if the statement is correct, and FALSE if it is not.
Write your answer on the space provided.
TRUE 1. Special education is designed to meet the unique learners need.
TRUE 2. The state envisioned is to provide a basic education to all children
with special needs.
FALSE 3. An Individual Education Program (IEP) must be develop and implemented to
children for every special education student between the ages of 5 to 18.
FALSE 4. Future environment refers to the current conditions in the life of the child with
disability.
TRUE 5. It is an aim of special education to provide a flexible and individualized support
system for children and youth with special needs in a regular class environment.
___________________________________________________________________________
LEARNING ACTIVITIES
Before we begin, let’s have a simply activity. Complete the graphic organizer below. Write a
word that associated with special education

Special
Needs

Special
Assistive
Treatment
Devices

SPECIAL
EDUCATION

Inclusive Learning
Education Differences

Learning
Disability

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

Explain the following briefly. Write your answer on the space provided.
1. How the government promotes education of children with special needs.
 Inclusive education can only exist with strong support from the government and
specific legislation. Fortunately, the general understanding that children with
disabilities have the right to education is growing. Indeed, most countries currently
have laws or regulations specifically designed to ensure that children with
disabilities have equal opportunities to receive an education.

2. The vision of government for children with special needs.

 The vision of the Special Education Department is to see students with
educational disabilities who understand their rights and abilities, and are
being challenged to meet expectations that prepare them for sustainable
employment, further education, and training. We see a world where children
with special needs are accepted into society, where they can receive an
education allowing each individual to reach his or her full potential, be free
and be self-dependent.

3. The policy of Inclusive Education for All.

 The purpose of the study of the inclusive education with disabilities is to give
schools extra resources, support and guidance. The aim of this program is not
only to give schools extra resources but also to create safe and inclusive
school environments for students with disabilities and additional needs. The
initiatives focus on developing the knowledge and skills of school staff, and
giving schools clearer guidance and specialist support to better respond to
the needs of students with disabilities. A policy that gives schools a clear
definition of inclusive education and what their legal obligations are (also
means "Education for All"). The activities in the inclusive education agenda
are a response to recommendations from the review of the program for
students with disabilities.
___________________________________________________________________________
Let’s Reflect:

As a future educator, why is it important for you to know about special and inclusive
education? Write your answer on the space provided.

 Teachers represent the most powerful resource in all educational systems, and the
importance of continuously building their knowledge and skills cannot be
overstated. So, as a future educator where training does exist, the curriculum often
does not include training related to the nature of disabilities and approaches for
working with students who have disabilities. As a result, there is a severe shortage of
teachers and teacher assistants capable of effectively supporting the individual
needs of students with disabilities. Without building these skills and ensuring the
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

positive attitudes of teachers toward disability, teachers are not capable in doing
their responsibility. So, it is good for me to know and learn about the inclusive
education to provide a better knowledge or understanding the quality
education for all children.

___________________________________________________________________________

POST-TEST
Modified True or False. Read the sentences carefully. Write TRUE if the statement is
correct but if it’s false, change the underlined word or group of words to make the whole
statement true.
TRUE 1. The policy on Inclusive Education for all is adopted in the Philippines.
TRUE 2. Important goal of special education is to help the child become dependent.
TRUE 3. Special education helps the child in the transition from student to a wage earner.
FULL 4. It is also envisioned that the child with special needs will get partial parental and
community support.
TRUE 5. Special education provides a flexible and individualized support system for
children and youth with special needs.
FUTURE 6. The present environment is a forecast of how the child with disability can move
on to the next level of education.
TRUE 7. The Individualized Education Program must implement to students with special
needs between the ages of 3 and 21.
BASIC 8. The goal is to provide children with special needs appropriate educational
services within the mainstream of special education.
TRUE 9. Each type of children with special education needs requires particular educational
services.
TRUE 10. Special child should also be provided with a healthy environment along with
leisure and recreation and social security measures.

___________________________________________________________________________
PRETEST
Read the questions carefully. Encircle the letter of the correct answer.
1. Who is the general superintendent of education during the American regime?
A. Miss Delight Rice
B. Mr. David Barrows
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

C. Mr. Fred Atkinson

D. Mrs. Maria Villa Francisco
2. What year does the Elsie Gaches Village (EGV) was established?
A. 1950
B. 1953
C. 1956
D.1957
3. In what week of August was declared as Sight Saving Week?
A. first
B. second
C. third
D.fourth
4. Which years declared as the Decade of the Filipino Child?
A. 1955-1965
B. 1968-1978
C. 1970-1980
D. 1977-1987
5. What does PAD mean?
A. Philippine Association for the Deaf
B. Philippine Association for the Doctors
C. Philippine Association for the Disabled
D. Philippine Association for the Disability

___________________________________________________________________________

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

ACTIVITY 1
List the important events that have shaped the history of special education in the
country. Write your answer on a medium size bond paper.

Historically, the interest to educate Filipino children with disabilities was exposed
more than a century ago in 1902 during the American regime. The General Superintendent
of Education, Mr. Fred Atkinson, reported to the Secretary of Public Instruction that deaf
and blind children were found in a census of school-aged children in Manila and nearby
provinces. He proposed that these children be enrolled in school like other children.
However, it was not until 1907 when the special education program formally started in the
country. The Director of Public Education, Mr. David Barrows, worked for the establishment
of the Insular School for the Deaf and Blind in Manila. Miss Delight Rice, an American
educator, was the first administrator and teacher of the special school. At present, the
School for Deaf is located on Harrison Street, Pasay City while the Philippine National School
for the Blind is adjacent to it on Polo Road.
In 1926, The Philippine Association for the Deaf (PAD) composed mostly of hearing impaired
members and special education specialists
In 1927, the government established the Welfareville Children’s Village in Mandaluyong,
Rizal.
In 1936, Mrs. Maria Villa Francisco was appointed as the first Filipino principal of the School
for the Deaf and the Blind (SDB).
In 1945, the National orthopedic Hospital opened its School for Crippled Children (NOHSCC)
for young patients who had to be hospitalized for long periods of time.
In 1949, the Quezon City Science High School for gifted students was inaugurated. In the
same year, the Philippine Foundation for the Rehabilitation of the Disabled (PFRD) was
organized.
In 1950, PAD opened a school for children with hearing impairment.
In 1953, The Elsie Gaches Village (EGV) was established in Alabang, Muntinlupa, Rizal to take
care of abandoned and orphaned children and youth with physical and mental handicaps.
In 1954, the first week of August was declared as Sight Saving Week. The private sector
supported the government’s program for disabled Filipinos.
In 1955, members of Lodge No. 761 of the Benevolent and Protective Order of Elks
organized the Elks Cerebral Palsy Project Incorporated.
In 1956, the First Summer Institute on Teaching the Deaf was held at the School for the Deaf
and the Blind in Pasay City.

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

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 for the
development of special education in all regions of the country.
In 1958, the American Foundation for Overseas Blind (AFOB) opened its regional office in
Manila. For many years AFOB assisted the special education program of the DEC by
providing consultancy services in the teacher training program that focused on the
integration of blind children in regular classes and materials production at the Philippine
Printing House for the Blind.
In 1960, some private colleges and universities started to offer special education courses in
their graduate school curriculum.
In 1962, the Manila Youth and rehabilitation Center (MYRC) was opened. The center
extended services to children and youth who were emotionally disturbed and socially
maladjusted. In the same year, DEC issued Circular No. 11s. 1962 that specified the
“Qualifications of Special Education Teachers.” Also in 1962, PFRD sponsored the second
Pan Pacific Rehabilitation Conference in Manila that convened international experts in the
rehabilitation of handicapped persons. Another milestone in 1962 was the experimental
integration of blind children at the Jose Rizal Elementary School in Pasay City. The First
National Seminar in Special Education was held at SDB in Pasay City in 1962. It was also in
1962 when the St. Joseph of Cupertino School for the Mentally Retarded, a private day
school, was founded 1962, The training of DEC teacher scholars at the University of the
Philippines commenced in the areas of hearing impairment, mental retardation, and mental
giftedness under R.A. 5250. In the same year, the Philippine General Hospital opened classes
for its school-age chronically ill patients.
In 1963, the training of DEC teacher scholars for blind children started at the Philippine
Normal College. The Philippine Printing House for the Blind was established at the DEC
compound with the assistance of the American Foundation for Overseas Blind, UNICEF and
CARE Philippines. In the same year, the Manila Science High School for gifted students was
established.
In 1964, the Quezon City Schools Division followed suit with establishment of the Quezon
City Science High School for gifted students.
The year 1965 marked the start of the training program for school administrators on the
organization, administration and supervision of special education classes. The First Institute
on the Education and Training of the Mentally Retarded was sponsored by the Special Child
Study Center, the Bureau of Public Schools and the Philippine Mental Health Associations at
the Ateneo de Manila University.
In 1967, BPS organized the National Committee on Special Education. General Letter No.
213 regulating the size of special classes for the maximum effectiveness was issued in the
same year.

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

In 1968, the teacher training program for teachers of exceptional children was held at the
Philippine Normal College for the next ten years. In the same year, the First Asian
Conference on Work for the Blind was held in Manila.
In 1969, classes for socially maladjusted children were organized at the Manila Youth
Reception Center. The Jose Fabella Memorial School was divided into five units assigned to
different parts of Metro Manila; the Philippine Training School for Boys in Tanay, Rizal; the
Philippine training School for Girls in Marillac Hills, Alabang, Muntinlupa; Reception and
Child Study Center in Manila; Elsie Gaches Village in Alabang and Nayon ng Kabataan in
Pasay City.
In 1970, the School for the Deaf and the Blind established was reorganized into two
separate residential schools; the School for the Deaf (PSD) stayed in the original building and
the Philippine National School for the Blind (PNSB) was built next to PSD. Also in the same
year, a special school was established in San Pablo City, the Paaralan ng Pag-ibig at Pag-asa.
In 1971, DEC issued a memorandum on Duties of the Special Education Teacher for the
Blind.
In 1973, the Juvenile and Domestic Relations Court of Manila established the Tahanan
Special School for socially maladjusted children and youth. Meanwhile, in the same year, the
First Asian Conference on Mental Retardation was held in Manila under the auspices of the
UNESCO National Commission of the Philippines and the Philippine Association for the
Retarded (PAR). Caritas Manila’s Special School for the Retarded was organized be Rev. Fr.
Arthur Malin, SVD.
In 1974, the First National Conference on the Rehabilitation of the Disabled was held at the
Social Security Building in Quezon City. The Southeast Asian Institute for Deaf (SAID), a
private day School, was established in the same year. The following year, the Division of
Manila City Schools implemented the Silahis Concept of Special Education in public
elementary schools. Six schools were chosen to organize special education programs for the
different types of exceptional children. Until today, Silahis Centers continue to lead in the
inclusion of Exceptional children in regular classes.
In 1975, When the DEC was reorganized into the Ministry of Education Culture (MEC) the
Special Subjects and Services Division was abolished. The personnel of the Special Education
Sections were divided into two. Half of them composed the Special Education Unit of MEC
while the other half was assigned to the Special Education Unit of MEC National Capital
Region in Quezon City.
In 1976, Proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino Child. The
National Action Plan for Education was promulgated which included provisions for in-and-
out-of-school exceptional children. In the same Year, the First Camp Pag-ibig, a day camp for
handicapped children was held on Valentine’s Day in Balara, Quezon City. Meanwhile, the
Juvenile and Domestic Relations Court in Quezon City organized the Molave Youth Hall for
Children with Behavior Problems.

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

In 1977, MEC issued Department Order No. 10 that designated regional and division
supervisors of special education programs. The West Visayas State College of Iloilo City
started its teacher training program and offered scholarships to qualified teachers. The
Bacarra Special Education Center, Division of Ilocos Sur and the Bacolod Special Education
Center, Division of Bacolod City opened in the same year.
The year 1978 marked the creation of the National Commission Concerning Disabled
Persons (NCCDP), later renamed National Council for the Welfare of Disabled Persons of
NCWDP through Presidential Decree 1509. MEC Memorandum No. 285 directed school
divisions to organize special classes with a set of guidelines on the designation of teachers
who have no formal training in special education. In the same year, the University of the
Philippines opened its special education teacher training program for undergraduate
students. Meanwhile, the Philippine Association for the Deaf started its mainstreaming
program in the Division of Davao City while the Philippine High School for the Arts was
organized in Mt. Makiling, Laguna. The Second International Conference on Legislation
Concerning Disabled was held in Manila under the leadership of the PFRD.
In 1979, the Bureau of Elementary Education Special Education Unit conducted a twoyear
nationwide survey of unidentified exceptional children who were in school. The Caritas
Medico-Pedagogical Institution for the Mentally Retarded was organized. The Jagna Special
Education Center in the Division of Bohol was organized.
In 1980, The School for Crippled Children at the Southern Island Hospital in Cebu City was
organized.
In 1981, the United Nations Assembly proclaimed the observance of the International Year
of Disabled Persons. Three special education programs were inaugurated: the Exceptional
Child Learning Center at the West City Central School Division of Dumaguete City, the
Zapatera Special Education Center at the Division of Cebu, and the Deaf Evangelistic Alliance
Foundation (DEAF) in Cavinti, Laguna.
In 1982, three special schools were opened: the Cebu State College Special High School for
the Deaf, the Siaton Special Education Center in the Division of Negros Oriental and the St.
John Maria de Vianney Special Education Learning Center in Quezon City.
In 1983, Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to Enhance the
Mobility of Disabled Persons by Requiring Cars, buildings, Institutions, establishments and
Public Utilities to Install Facilities and Other Devices.” In the same year, The Batac Special
Education Center in the Division of Ilocos Norte was organized.
In 1984, two special education programs were inaugurated; the Labangon Special Education
Center Division of Cebu City and the Northern Luzon association’s Heinz Wolke School for
the Blind at the Marcos Highway in Baguio City. More SPED Centeropened the next three
years; the Pedro Acharon Special Education Center in the Division of General Santos City,
the Legaspi City Special Education Center in Pag-asa Legaspi City and the Dau Special
Education Center in the Division of Pampanga.

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

In 1990, the Philippine Institute for the Deaf (PID) an oral school for children with hearing
impairment was established. The Following year, the First National Congress on Street
Children was held at La Salle Greenhills in San Juan Metro Manila.
In 1992, the Summer Training for Teachers of the Visually Impaired started at the Philippine
Normal University. The program was sponsored by the Department of Education Culture
and Sports (DECS), the Resources for the Blind Incorporated (RBI) and the Christoffel
Blindenmission (CBM).
In 1993, DECS issued Order No. 14 that directed regional offices to organize the Regional
Special Education Council (RSEC). The years 1993 to 2002 were declared as the Asian and
the Pacific Decade of the Disabled Persons.
In 1995, Three conventions were held; the First National Congress on Mental retardation at
the University of the Philippines in Diliman, Quezon City; the First National Convention on
Deaf Education in Cebu City which was subsequently held every two years; and the First
National Sports Summit for Disabled and the Elderly. The National Registration Day for
Persons with Disabilities was held this year too. The Summer Training of Teachers for
Children with Hearing Impairment started at the Philippine Normal University with funding
from the Christoffel Blindenmission (CBM).
In 1996, the third week of January was declared as Autism Consciousness Week. Likewise,
the First National Congress on Visual Impairment was held in Quezon City and subsequently
held every two years. The First Seminar Workshop on Information Technology for the
Visually Impaired was held in Manila sponsored by the RBI. The First Congress on Special
Education was held in Baguio City.
A number of events took place in 1997. DECS Order No. 1 was issued with directed the
organization of a Regional Special Education Unit and the Designation of a Regional
Supervisor for Special Education. Similarly, DECS Order No. 26 on the Institutionalization of
Special Education Programs in All Schools was promulgated. The First Philippine
Wheelathon-a-race for Wheelchair Users was the main event of the 19th National Disability
Prevention and Rehabilitation Week. The SPED Mobile Training on Inclusive Education at the
Regional Level was held with funding from CBM. The Urdaneta II Special Education Center
was opened in the Division of Urdaneta City and the Bayawan West Special Education
Center in the Division of Negros Oriental. The First Teacher Training Program for the
Integration of autistic children was held in Marikina City.
In 1998, DECS Order No. 5 “Reclassification of Regular Teacher and Principal Items to Special
education Teacher and Special Schools Principal Item” was issued. Palarong Pinoy May K
was held at Philsports Complex in Pasig City. The La Union Special education Center was
opened in the division of La Union.
The following events took place in 1999; the Philspada National Sports Competition for
Disabled in Cebu City; the Second National Congress on Special Needs Education in Baguio
City; issuance of the following DECS Orders No. 104 “Exemption of the Physically
Handicapped from Taking the National Elementary Achievement Test (NEAT) and the
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

National Secondary Aptitude Test (NSAT)”; No. 108 “Strengthening of Special Education
Programs for the Gifted in the Public School System”; No. 448 “Search for the 1999 Most
Outstanding Special Education Teacher for the Gifted”; and Memorandum No. 457 “National
Photo Contest on Disability.”
The following DECS Orders were issued; No. 11 “Recognized Special Education Centers in the
Philippines”; No.33 “Implementation of administrative Oder No. 101 directing the
Department of Public Works and Highways, the DECS and the Commission on Higher
Education to provide architectural facilities or structural features for disabled persons in all
state colleges, universities and other public building”; Memorandum No. 24 “Fourth
International Noise Awareness Day”; and No. 477 “National week for Gifted and the
Talented.”

Activity 2
Research the development of Special and Inclusive education in our country from year
2000 to the present. Write your answer on a medium size bond paper.

 2000, DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in
the Philippines
 2002, An ongoing mobile teacher–training program by the Department of Education
and the University of the Philippines trains regular and special education teachers on
how to educate children with special needs.
 2007, Special Education Act of 2007 identifies ten groups of Children with Special
Needs
 2009, DepEd under its wing had 217 SPED Centers that cater to the needs of children
with special abilities. The department issued Braille textbooks to help especially
visually impaired children.
 2010, Special Education Act of 2010, An act establishing at least one Special
Education center for each school division and at least three Special Education
centers in big school divisions for children with special needs, guidelines for
government financial assistance and other incentives and support
 2012, DepEd has increased the funding for its Special Education program and is set
to open new centers
 2013, DepEd organized a National Conference for SPED Teachers to sharpen their
skills.

___________________________________________________________________________

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116
 Jasmine Gay M. Pascual
BBED II

POST-TEST
Identify which year happened the following events. Choose your Answer in the box.
Write your answer on the space provided.

1945 1. The National Orthopedic Hospital School for the Crippled Children and Youth is
established.
1950 2. The Philippine Association for the Deaf opened a school for the Children with
hearing impairment.
1980 3. The School for the Crippled Children at the Southern Island Hospital in Cebu City
was organized.
1970 4. Training of teacher for Children with behavior problems started at the University
of the Philippines.
1975 5. The Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools.
1907 6. Special Education was formally started in the country by establishing the Insular
School for the Deaf and Blind in Manila.
1927 7. The government established the Welfareville Children’s Village, a school for
people with mental retardation in Mandaluyong.
1963 8. With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind
children started at the Philippine Normal University.
1973 9. The juvenile and domestic Relations Court of Manila established the Tahanan
Special School for the socially maladjusted children and youth.
1957 10. The Bureau of Public Schools of the Department of Education and Culture
created the Special Education of the Special Subjects and Service Education.

FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
EDUC 116