Republic of the Philippines

CAVITE STATE UNIVERSITY

(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

GRADUATE SCHOOL AND OPEN LEARNING COLLEGE

EMGT 225 School Legislation

Submitted by:
Rio Fatima L. Viado
MAED 2-1 Educational Management

Submitted to:
Dr. Janelle P. Mendoza
Professor
 Republic of the Philippines
CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

Special Education

The Special Education Republic Act in the Philippines stands as a testament to the
government's commitment to inclusive and equal opportunities for all learners. Enacted to address
the unique needs of students with disabilities, Republic Act (RA) 7277, or the Magna Carta for
Disabled Persons, and RA 10533, or the Enhanced Basic Education Act of 2013, collectively lay the
foundation for a more inclusive educational system.

One of the pivotal aspects of the Special Education Republic Act is its emphasis on
inclusive education. It reflects a paradigm shift in the education system, recognizing the diverse
learning needs of students with disabilities. By promoting an inclusive environment, the legislation
aims to break down barriers that have historically marginalized individuals with disabilities. This
shift not only benefits students with special needs but also contributes to fostering a more tolerant
and accepting society.

The implementation of Individualized Education Programs (IEPs) is a key feature of the

Special Education Republic Act. This approach acknowledges the uniqueness of each learner,
tailoring educational plans to address their specific strengths and challenges. IEPs provide a
roadmap for educators to deliver personalized instruction, ensuring that students with disabilities
receive the necessary support to thrive academically and socially.

The success of inclusive education hinges on the competence of educators. The Special
Education Republic Act recognizes this and emphasizes the importance of professional
development for teachers. Training programs and workshops equip educators with the knowledge
and skills needed to effectively teach students with diverse needs. By investing in the continuous
learning of teachers, the legislation promotes a more compassionate and competent educational
landscape.
 While the Special Education Republic Act represents a significant leap forward, challenges
remain in its full implementation. Adequate funding, accessible facilities, and a shortage of
specialized personnel are hurdles that need to be addressed. Additionally, societal attitudes
towards disability require continuous transformation to ensure that inclusive education is
embraced at all levels.

The Special Education Republic Act in the Philippines embodies a commitment to

providing quality education for all, irrespective of ability. It marks a departure from traditional
approaches, emphasizing inclusivity, individualized support, and ongoing professional
development. As the nation continues to navigate the complexities of implementing inclusive
education, it is crucial for all stakeholders to collaborate, advocate, and work towards a more
equitable future where every learner, regardless of ability, has the opportunity to reach their full
potential.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

GRADUATE SCHOOL AND OPEN LEARNING COLLEGE

EMGT 225 School Legislation

Submitted by:
Rio Fatima L. Viado
MAED 2-1 Educational Management

Submitted to:
Dr. Janelle P. Mendoza
Professor
 Republic of the Philippines
CAVITE STATE UNIVERSITY
(CvSU)
Don Severino De Las Alas Campus
Indang, Cavite

Presidential Decree No. 1006, which focuses on the professionalization of

teachers in the Philippines, prompts a reflection on the significance of establishing
standards, regulating the teaching profession, and emphasizing continuous
improvement within the education sector. Here are several points for contemplation:
Elevating the Teaching Profession:

Presidential Decree No. 1006 underscores the importance of recognizing

teaching as a true profession. By creating a framework that outlines the
qualifications, standards, and ethical considerations for teachers, the decree
acknowledges the critical role educators play in shaping the future of the nation. This
move towards professionalization reflects an understanding of the impact that well-
prepared and ethically responsible educators can have on the quality of education.

The decree's emphasis on licensure examinations and accreditation of

teacher education programs speaks to the commitment to maintaining high standards
in the teaching profession. This reflects a dedication to ensuring that educators
possess the necessary knowledge and skills to effectively impart knowledge to
students. The focus on quality assurance not only benefits teachers but, more
importantly, contributes to the overall improvement of the education system.

The provision for continuing professional education is a forward-thinking

aspect of the decree. It recognizes that education is a dynamic field, subject to
constant changes and advancements. By mandating continuous learning for
teachers, the decree encourages a culture of lifelong learning, where educators stay
abreast of new developments, teaching methodologies, and best practices. This
commitment to ongoing professional development is vital for adapting to the evolving
needs of students and society.
Ethical Considerations:
The establishment of a Code of Ethics for Professional Teachers is a crucial
component of the decree. It places ethical considerations at the forefront of the
teaching profession, emphasizing the responsibility that educators bear in shaping
the moral and intellectual development of students. This aspect encourages
reflection on the ethical dimensions of teaching and underscores the impact that
teachers can have on the character formation of their students.

The creation of the Professional Regulation Commission (PRC) and the

Teacher's Council of the Philippines provides a regulatory framework to ensure
compliance with the standards set by the decree. Regulatory oversight fosters
accountability and contributes to the credibility of the teaching profession. Reflecting
on this aspect prompts consideration of the balance between regulation and
autonomy, aiming to create an environment that supports educators while
safeguarding the interests of students and society.

In conclusion, Presidential Decree No. 1006 serves as a catalyst for reflecting

on the trans-formative power of education and the role that teachers play in this
process. It highlights the importance of professionalism, quality assurance, lifelong
learning, ethical considerations, and regulatory oversight in creating a robust and
effective education system. Through thoughtful reflection on these aspects, one can
appreciate the decree's contributions to the continual improvement of the teaching
profession and, by extension, the broader landscape of education in the Philippines