Special Education

In consonance with the philosophy of inclusive education, the Department of

Education clearly states its vision for children with special needs, that:
“The State, community and family hold a common vision for the Filipino
child with special needs. By the 21st century, it is envisioned that he/she could be
adequately provided with basic education. This education should fully realize
his/her own potentials for development and productivity as well as being capable
of self-expression of his/her rights in society. More importantly, he/she is God-
loving and proud of being a Filipino.

It is also envisioned that the child with special needs will get full parental
and community support for his/her education without discrimination of any kind.
This special child should be provided with a healthy environment along with
leisure and recreation and social security measures” (Department of Education
Handbook on Inclusive Education, 2000).

The policy on Inclusive Education for all is adopted in the Philippines to accelerate
access to education among children and youth with special needs. Inclusive
education forms an integral component of the overall educational system that is
committed to an appropriate education for all children and youth with special
needs.

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. The two-
prolonged goal includes the development of key strategies on legislation, human
resource development, family involvement and active participation of
government and non-government organizations. Likewise, there are major issues
to address on attitudinal barriers of the general public and effort towards the
institutionalization and sustainability of special education programs and services.

Special education aims to:

1. provide a flexible and individualized support system for children and youth
with special needs in a regular class environment in schools nearest the
student’s home,

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2. provide support services, vocational programs and work training,
employment opportunities for efficient community participation and
independent living,
3. implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training
or preparation for college, and
4. make available an array of educational programs and services: the Special
Education Center built on “a school within a school concept” as the
resource center for children and youth with special needs; inclusive
education in regular schools, special and residential schools, homebound
instruction, hospital instruction and community-based programs;
alternative modes of service delivery to reach the disadvantaged children
in far-flung towns, depressed areas and underserved barangays.

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