University of Eastern Philippines Foundation of Special and

Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
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MODULE 1
SPED Vision, Policies, Goals, and Objectives
Overview:
This lesson starts with the definition of children with special needs in order for you to
understand for whom is special education programs and services for followed by the vision
for children with special needs, policy, goals and objectives of special education set by the
Department of Education.
Learning Outcomes:
At the end of the lesson, you should be able to:
a. categorize children and youth with special needs
b. discuss the vision for children with special needs and the policy of Inclusive
Education for All
d. enumerate the goals and objectives of SPED
e. characterized inclusive education and contrastingly relate it to special education
CONTENT
Children with special needs (CSN) are the exceptional children (Kirk, Gallagher and
Anastasiow,2000) who differ from the average child to such an extent that they require
either a modification of school practices or special educational services to develop their
unique capabilities.
The University of the Philippines Categories of Exceptionalities:
1. The gifted and the talented
 With superior cognitive abilities, specific academic aptitudes, creative and
productive thinking, leadership, psychomotor abilities, multiple, emotional and
other intelligences
2. Those with developmental disabilities
 Mental retardation, cerebral palsy, autism. attention deficit
disorder(ADD)/Attention deficit hyperactive disorder (ADHD), and similar
others
3. Those with sensory, physical and health disabilities
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________

 Visual impairment, hearing impairment, both V1-H1, orthopaedic handicap,

chronic ill health, severe and multip[le disabilities and similar others.
4. Those with behaviour disorders
 Social delinquency, substance abuse, emotional disturbance and similar
others.
Children and youth who have one or more of the conditions mentioned above are
called exceptional children. The exceptional children are those with mental retardation,
giftedness and talent, learning disabilities, emotional and behavioural disorders,
communication disorders, deafness, blindness and low vision, physical disability, health
impairments, and severe disabilities (Inciong, et.al. 2007).These are children and youth who
experience difficulties in learning the basic education curriculum and need a modified and
functional curriculum, as well as those whose performance is so superior that they need a
differentiated special education curriculum to help them attain their full potential.
The labelling and classification of children with special needs are controversial issues
because it may have administrative and political benefits but seem to have a negative effect
on the individual child who is labelled. It is highly advised that we must be very careful with
labelling the child with disability. In the field of SPED labels continue to be used although
they are more and more humane and less stigmatizing or defaming. For example, “autistic
child” is not used but instead, child with autism; down syndrome but not Mongolian.
The Vision for Children with Special Needs (CSN)
The DepEd clearly states its vision for children with special needs in consonance with the
philosophy of inclusive education.
“ The State, community and family hold a common vision for the Filipino child with special
needs. By the 21st century, it is envisioned that s/he could be adequately provided with basic
education. This education should fully realize her/her own potentials for development and
and productivity as well as being capable of self-expression of her/his rights in society. More
importantly s/he 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 her/his education without discrimination of any kind. This CSN should
also be provided with a healthy environment along with leisure and recreation and social
security measures” (DepEd Handbook on Inclusive Education,2000)
Policy, Goal and Objectives of Special Education
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
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________

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.
DepEd strongly advocates inclusive education as a basic service for all types of
exceptional children. In a conference held in Salamanca, Spain in 1994 on Special Needs
education, participants reaffirmed the right to education of every individual to education as
enshrined in the 1984 Universal Declaration of Human Rights. The reaffirmation served as a
renewal of the pledge made by the world community during the 1990 World Conference on
Education for all. Because of this declarations and urgency of the need for early
intervention, DepEd adopted the policy of inclusive education in 1997. The trainings in the
national, regional and division-wide on Inclusive Education were conducted to promote the
concept of inclusive education aside from the issuance of A Handbook on Inclusive
Education as the main reference and guide to the practice of inclusive education.
To put together insights, let’s define formally inclusive education.
Inclusion describes the process by which school accepts children with special needs
for enrolment in regular classes where they can learn side by side with their peers. The
school organizes the SPED program and includes a special education teacher in its faculty.
The school provides the mainstream where the regular teachers and special education
teachers organize and implement appropriate programs for both special and regular
students.
Salient Features of Inclusive Education
 Inclusion means implementing and maintaining warm and accepting
classroom communities that embrace and respect diversity or differences.
Teachers and students take active steps to understand individual differences
and create an atmosphere of respect.
 Inclusion implements multi-level, multimodality curriculum. This means that
special needs students follow an adapted curriculum and use special devices
and materials to learn at a suitable pace.
 Inclusion prepares regular teachers and special education teachers to teach
interactively. The classroom model where one teacher teaches an entire group
of children single-handedly is being replaced by structures where students
work together., teach one another and participate actively in class activities.
Students tend to learn with and from each other rather than compete with each
other.
 Inclusion provides continuous support for teachers to break down barriers of
professional isolation. The hallmarks of inclusive education are co-teaching,
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________

team teaching, collaboration and consultation and other ways of assessing

skills and knowledge learned by all the students.

Goal of SPED
Article 1, Section 5 of Child and Youth Welfare Code (PD No. 603) states that the ultimate
goal of SPED shall be the integration or mainstreaming of learners with special needs into
the regular school system and eventually in the community.
To meet the individual educational needs of the learners and, to the extent possible, prepare
them for going to a more regular classroom setting. To achieve this, special education
programs must focus on helping the learners develop academic skills, self-help skills, social
proficiency, a positive attitude and self-confidence (Raven’s Guide to SPED)
The goal of SPED programs of the DepEd all over the country is to provide CSN appropriate
educational services within the mainstream of basic education. The two-pronged goal
includes the development of key strategies on legislation, human resource development,
family involvement and active participation of government and non-government
organizations. Similarly, there are major issues to address on attitudinal barriers of the
general public and effort towards the institutionalization ans sustainability of SPED programs
and services.
SPED Objectives are to:
1. provide flexible and individualized support system for children and youth with special
needs in a regular class environment in school nearest the student’s home.
2. provide support services, vocational program and work training, employment
opportunities for efficient community participation and independent living.
3. implement a life-long curriculum to include early 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 SPED 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.
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________

Summary:
Children with special needs, CSN are exceptional children who experienced difficulty in
learning the basics and needed modified school curriculum and services to develop their
unique capabilities.
There are categories of exceptional children or CSN: a. the gifted and the talented, those
with developmental disabilities,those with sensory, physical and health disabilities, and
those with behavioural disorder. Labeling and classification of CSN were debatable and
provocative, since that issue have impact on the individual child who is labelled, it is highly
demanded to carefully label CSN/exceptional children so to avoid defamation and conflict.
The State mandates that CSN should be provided with basic education coupled with strong
parental and community support, in a healthful environment so as to develop the child’s
potentials and capabilities to express himself and his rights as a member of society.
The Inclusive Education for All as an integral part of the overall Education system for CSN.
Inclusive education salient features hallmarks co-teaching, collaboration, consultation,
evaluation and knowledge learned by all the students.
The focus of SPED is to help CSN develop academic skill, self-help skills, social proficiency,
a positive attitude and self - confidence to provide CSN appropriate educational services
within the mainstream of basic education.
Required Reading/s
DepEd Inclusive Education Policy Framework- TeacherPH
http://teacherph.com
Historical Perspectives and Legal Bases of SPED
(Introduction to Special Education, By Teresita Inciong, et.al. pages 14 to 22)

References

Aligada-Halal,Cristina Nieves, et.al. , Foundations of Special and Inclusive Education,

First Edition, 2020 Rex Book Store Inc. QC Phils
Costudio, Zhanin U., et.al. Foundations of Special and Inclusive Education, 2021
Adriana Publishing Co.Inc. QC Manila Philippines
Special Education Handbook Managing Children With Special Needs (Learning
Disability, ADHD, Autism) NCBTS Aligned, 2009, Rex Book Store Inc, QC Phils
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________

Danocup, O Beriones, Classroom Management: Preparing Special Education Teachers,

LoriMar Publishing, 2010 Manila Phils
Inciong, Quijano, Capulong, et.al., Introduction to Special Education. A Textbook for
College Students, 1st Edition, 2007Rex Book Store Inc, QC Phils
http://teacherph.com
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Respond and Reflect!

Directions:

Smartly answer in cursive writing the given items in your big notebook. Be able to
finish this in Sept 16.
a. In a graphic organizer, categorize children and youth with special needs
b. Discuss the vision, mission, goal and objectives of Special Education/Inclusive
Education.
e. Describe the characteristics of inclusive education and discuss how is it related to
special education.

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Performance Task for M1 Lesson
Creativity Challenge
Read and clip at least 3 stories and articles you liked most from newspapers and
magazines about people with disabilities who became successful by going to school. Write a
paragraph you appreciation to the person in each every after the story. Have your
clippings pasted in your big notebook not later than October 4, 2022..
University of Eastern Philippines Foundation of Special and
Inclusive Education
College of Education Dr. Nimfa
Ronato-De Veyra
Secondary Teacher Education Department First Semester, School
Year 2022-2023
_________________________________________________________________________________