Content Outline:

• Definition of Special
Education (SpEd) and SpEd
Related Concepts
• Legal Bases of Special
Education Based on IDEA
2004, ESSA, Magna Carta
RA7277 DECS Order No.
26, S. 1997, and Other
Legislations
• History and Development of
Special Education in Global
and International Setting
Objectives: At the end of the presentation,
you are expected to:
• Define Special Education (SpEd) and
differentiate SpEd Related Concepts
• Explain the Legal Bases of Special Education
Based on IDEA 2004, ESSA, Magna Carta
RA7277 DECS Order No. 26, S. 1997, and
Other Legislations
• Recapitulate the History and Development of
Special Education in Global and International
Setting
Definition of Special Education
and SpEd Related Concepts
 Special
Education is a
broad term
that describes a
wide
variety of
instructional
services that are
based on a
child’s individual
needs.
 According to IDEA* Sec. 200.39, “special
education means specially designed
instruction, at no cost to the parents, to meet
the unique needs of a child with a disability,
including—
instruction conducted in the classroom, in the
home, in hospitals and institutions, and in
other settings; and instruction in physical
education.”

*IDEA- Individuals with Disabilities Education Act

 Special education includes each of the
following:

1) speech-language pathology services,

or any other related service*
2) travel training; and
3) vocational education

*Refer to the next slides.

*Other Related Services:
• speech-language pathology and audiology
services
• interpreting services
• psychological services
• physical and occupational therapy
• recreation
o therapeutic recreation
o early identification
o assessment of disabilities in children
*Other Related Services:
• counseling services
orehabilitation counseling
oorientation
• mobility services
• medical services for diagnostic or evaluation purposes
• health services
• school nurse services
• social work services in schools
• parent counseling and training
 Definition of SpEd Related Concepts
Disability Terms…
• Autism means a developmental disability significantly affecting
verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a child’s
educational performance.
• Deaf-blindness means concomitant hearing and visual
impairments, the combination of which causes such severe
communication and other developmental and educational needs
that they cannot be accommodated in special education programs
solely for children with deafness or children with blindness.
• Deafness means a hearing impairment that is so severe that the
child is impaired in processing linguistic information through
hearing, with or without amplification that adversely affects a
child’s educational performance.
Disability Terms…
• Emotional disturbance means a condition exhibiting one or more of
the following characteristics over a long period of time and to a
marked degree that adversely affects a child’s educational
performance:
o (A) An inability to learn that cannot be explained by intellectual, sensory, or
health factors.
o (B) An inability to build or maintain satisfactory interpersonal relationships
with peers and teachers.
o (C) Inappropriate types of behavior or feelings under normal circumstances.
o (D) A general pervasive mood of unhappiness or depression.
o (E) A tendency to develop physical symptoms or fears associated with
personal or school problems.
• Emotional disturbance includes schizophrenia.
 Disability Terms…
• Hearing impairment means an impairment in hearing, whether
permanent or fluctuating, that adversely affects a child’s
educational performance but that is not included under the
definition of deafness in this section.
• Intellectual disability** means significantly subaverage general
intellectual functioning, existing concurrently with deficits in
adaptive behavior and manifested during the developmental
period, that adversely affects a child’s educational performance.
• Multiple disabilities means concomitant impairments (such as
intellectual disability-blindness or intellectual disability-orthopedic
impairment), the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments. Multiple
disabilities does not include deaf-blindness.
**Prior to October 2010, IDEA used the term “mental retardation.” In October 2010, Rosa’s Law was signed into law by President
Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change, only
the term to be used (now “intellectual disability”).
Disability Terms…
• Orthopedic impairment means a severe orthopedic impairment
that adversely affects a child’s educational performance. The term
includes impairments caused by a congenital anomaly,
impairments caused by disease (e.g., poliomyelitis, bone
tuberculosis), and impairments from other causes (e.g., cerebral
palsy, amputations, and fractures or burns that cause
contractures).
• Other health impairment means having limited strength, vitality,
or alertness, including a heightened alertness to environmental
stimuli, that results in limited alertness with respect to the
educational environment, that—
• (i) is due to chronic or acute health problems such as asthma, attention
deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy,
a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic
fever, sickle cell anemia, and Tourette syndrome; and
• (ii) adversely affects a child’s educational performance.
Disability Terms…
• Specific learning disability—Specific learning disability means a
disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and developmental aphasia.
• Disorders not included. Specific learning disability does not include learning
problems that are primarily the result of visual, hearing, or motor disabilities,
of intellectual disability of emotional disturbance, or of environmental,
cultural, or economic disadvantage.

• Speech or language impairment means a communication disorder,

such as stuttering, impaired articulation, a language impairment,
or a voice impairment, that adversely affects a child’s educational
performance.
Disability Terms
• Traumatic brain injury means an acquired injury to the brain
caused by an external physical force, resulting in total or partial
functional disability or psychosocial impairment, or both, that
adversely affects a child’s educational performance. Traumatic
brain injury applies to open or closed head injuries resulting in
impairments in one or more areas, such as cognition; language;
memory; attention; reasoning; abstract thinking; judgment;
problem-solving; sensory, perceptual, and motor abilities;
psychosocial behavior; physical functions; information processing;
and speech. Traumatic brain injury does not apply to brain injuries
that are congenital or degenerative, or to brain injuries induced by
birth trauma.
• Visual impairment including blindness means an impairment in
vision that, even with correction, adversely affects a child’s
educational performance. The term includes both partial sight and
blindness.
 IDEA is an acronym for the Individuals with Disabilities
Education Act, USA’s special education law. IDEA was
first passed in 1975, where it was called the Education
for All Handicapped Children’s Act. Every few years, the
law has been revised (a process called reauthorization).

The most current version of IDEA is Public Law 108-

446, passed in 2004 and called the “Individuals with
Disabilities Education Improvement Act of 2004.” It’s still
most commonly referred to as IDEA, or IDEA 2004 (to
distinguish it from other reauthorizations). Final
regulations for IDEA 2004 were published in 2006.
 The Individuals with Disabilities Education Act (IDEA) is a
law that makes available a free appropriate public education
to eligible children with disabilities throughout the nation
and ensures special education and related services to those
children.

The IDEA governs how states and public agencies provide

early intervention, special education, and related services to
more than 6.5 million eligible infants, toddlers, children, and
youth with disabilities.
Under IDEA’s legislation, all states receiving federal
funding must:
• Provide all students with disabilities between the ages of three and 21 with
access to an appropriate and free public education
• Identify, locate and evaluate children labelled with disabilities
• Develop an Individualized Education Program (IEP) for each child
• Educate children with disabilities within their “least restrictive environment.”
This environment is ideally with their typically developing peers, but is
dependent on individual circumstances
• Provide those students enrolled in early-intervention (EI) programs with a
positive and effective transition into an appropriate preschool program
• Provide special education services for those children enrolled in private schools
• Ensure teachers are adequately qualified and certified to teach special
education
• Ensure that children with disabilities are not suspended or expelled at rates
higher than their typically developing peers
 The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10,
2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes
the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national
education law and longstanding commitment to equal opportunity for all students.
The new law builds on key areas of progress in recent years, made possible by the efforts of
educators, communities, parents, and students across the country.
ESSA includes provisions that will help to ensure success for students and schools. Below are
just a few. The law:

• Advances equity by upholding critical protections for America's disadvantaged and high-
need students.

• Requires—for the first time—that all students in America be taught to high academic
standards that will prepare them to succeed in college and careers.

• Ensures that vital information is provided to educators, families, students, and communities
through annual state-wide assessments that measure students' progress toward those high
standards.

• Helps to support and grow local innovations—including evidence-based and place-based

interventions developed by local leaders and educators—consistent with our Investing in
Innovation and Promise Neighborhoods

• Sustains and expands this administration's historic investments in increasing access to high-
quality preschool.

• Maintains an expectation that there will be accountability and action to effect positive
change in our lowest-performing schools, where groups of students are not making progress,
and where graduation rates are low over extended periods of time.
DO 26, s. 1997 - Institutionalization
of SPED Programs in All Schools
 In support to the implementation of the
DO 26, s. 1997

Republic Act 7277 (Magna Carta for Disabled

Persons) and to achieve the target set for the
Asian and Pacific Decade of Disabled Persons
(1993-2002) that 75% of the 4 million
children with disabilities should be provided
equal educational opportunities, special needs
education shall be institutionalized in all
schools.
 The Institutionalization aims to provide
DO 26, s. 1997

access to basic education among children with

special needs, namely, the gifted/talented, the
mentally retarded, the visually impaired, the
hearing impaired, the orthopedically
handicapped, the learning disabled, the speech
defectives, the children with behavior problems,
the autistic children and those with health
problems through the formal system and other
alternative delivery services in education.
The following are the guidelines which shall be observed in
the institutionalization of special needs education:
• All divisions shall organize at least one SPED Center which will
cater to children with special needs. Programs organized shall
adopt the inclusive education concept or the different types of
SPED programs suited to the needs of the learners. The Center
shall function as a Resource Center:
- to support children with special needs integrated in regular
schools;
- to assist in the conduct of in-service-training
- to produce appropriate teaching materials; and
- to conduct continuous assessment of children with special
needs.

School divisions shall appropriate funds for the aforementioned

activities.
• All districts shall organize SPED programs in schools where there
are identified children with special needs. Assistance from existing
SPED Center shall be sought in the assessment of the children with
special needs and in the orientation or training of the regular
teachers to help these students. Teachers and administrators who
have had trainings in SPED shall be identified and their expertise
tapped.
• Local trainings at the regional, division and district levels shall be
initiated and conducted by the identified Regional Trainers in
Special Education.
• To sustain the continuing interest of supervisors, administrators
and teachers in the implementation of the SPED programs,
incentives shall be planned and provided for.
• To ensure that the education of children with special needs is an
integral part of the educational system, an annual allocation for
extension position shall be provided for SPED teachers.
 Department Orders Related to Special Education in the Philippines

 DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special
Education (SPED) Program
 DO 46, s. 2014 - Guidelines on the Implementation of the Alternative Learning
System for Persons With Disability (ALS for PWD) Program
 DO 98, s. 2011 - Revised Guidelines on the Utilization of the Financial Support
Fund to the Secondary Schools Special Education (SPED) Program
 DO 85, s. 2011 - Amendment to DepEd Order No. 69, s. 2011 (Guidelines on
Sustaining Special Education at the Elementary Level)
 DO 77, s. 2011 - Moving the Disability Agenda Forward
 DO 53, s. 2008 - Maximization of Trained Teachers and Administrators in Special
Education
 DO 6, s. 2006 - Policies and Guidelines for Special Education at the Secondary Level
 DO 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines
 DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools
 DO 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional
Supervisor In-Charge of Special Education
 DO 14, s. 1993 - Regional Special Education Council
 DO 87, s. 1992 - Utilization of Three Special Education Publications
 DO 117, s. 1987 - Policies and Guidelines for Special Education
 Special
Education
 Prominent Personalities in the Development
of Special Education
• 1775- 1838 : Jean Marc Gaspard Itard

• 1787- 1851 : Thomas Hopkins Gallaudet

• 1801- 1876 : Samuel Gridley Home

• 1802- 1887 : Dorothea Dix

• 1844- 1924 : G. Stanley Hall

• 1866- 1936 : Anne Sullivan Macy

 Timeline of Special Education History
Section 504 of the
Congress adds Title VI to Rehabilitation Act of
the Elementary and 1973 is enacted into
Secondary Education Act statute. This national
of 1965 creating a Bureau law protects qualified
of Education for the individuals from
Handicapped (this bureau discrimination based on
today is called the Office their disability.
of Special Education
Programs or OSEP).

1965 1972 1973 1974

Two significant supreme

court decisions [PARC v.
Pennsylvania (1972) and
Mills v. D.C. Board of The Family Educational
Education (1972)] apply the Rights and Privacy Act
equal protection argument (FERPA) is enacted.
to students with
disabilities.
 Timeline of Special Education History
The Education for All
Handicapped Children
Act (EAHCA) is
The EAHCA is amended
enacted. This was also
with the addition of the
known as P.L. 94-142.
Handicapped Children’s
Today we know this law
Protection Act.
as the Individuals with
Disabilities Education
Act (IDEA).

1975 1977 1986 1990

The final federal The Americans with

regulations of EAHCA Disabilities Act (ADA)
are released. is enacted.
 Timeline of Special Education History

The EAHCA is amended No Child Left Behind is

and is now called the enacted.
Individuals with
Disabilities Education
Act (IDEA).

1990 1997 2001 2004

IDEA reauthorized
IDEA reauthorized
 Impacts of the Historical Events
Section 504 of the
Rehabilitation Act of
Elementary and 1973
Secondary Education Act This national law was
of 1965 enacted with little
Educating students with fanfare. Most educators
disabilities is still NOT mandated were not aware that this
by federal or state law. However,
creation of the Bureau signified applied to public
that a change was on the schools.
horizon.

1965 1972 1973 1974

Family Educational
The courts take the position that Rights and Privacy Act
children with disabilities have an (FERPA)
equal right to access education as Parents are allowed to
their non-disabled peers. Although have access to all
[PARC v. Pennsylvania personally identifiable
there is no existing federal law that
(1972) and Mills v. D.C. information collected,
mandates this stance, some
Board of Education (1972) maintained, or used by
students begin going to school as
a result of these court decisions. a school district
regarding their child.
 Impacts of the Historical Events
Education for All Handicapped
Children Act (EAHCA)
Before 1975, children with
disabilities were mostly denied Handicapped Children’s
an education solely on the basis Protection Act
of their disabilities. EAHCA, This amendment makes
along with some key supreme clear that students and
court cases, mandated all school parents have rights
districts to educate students with under EAHCA (now
disabilities. IDEA) and Section 504.

1975 1977 1986 1990

The final federal

regulations are enacted
at the start of the 1977-
1978 school year and
provide a set of rules in
Final federal
which school districts
regulations of EAHCA must adhere to when
providing an education
to students with
disabilities.
ADA adopts the Section
504 regulations as part
of the ADA statute. In
turn, numerous “504
Americans with
Plans” for individual
Disabilities Act (ADA)
students start to
become more common
place in school districts.
 Impacts of the Historical Events
This amendment calls for many
changes to the old law. One of the No Child Left Behind
biggest was the addition of This law calls for all
transition services for students students, including
with disabilities. School Districts students with
were now required to look at disabilities, to be
EAHCA with outcomes and assisting students proficient in math and
Disabilities with disabilities in transitioning reading by the year
Education Act from high school to 2014.
(IDEA). postsecondary life.

1990 1997 2001 2004

This amendment calls

for students with
disabilities to be
included in on state and
district-wide
IDEA reauthorized assessments. Also,
Regular Education
Teachers are now
required to be a member
of the IEP team.
IDEA reauthorized
There are several changes from the 1997
reauthorization. The biggest changes call
for more accountability at the state and
local levels, as more data on outcomes is
required. Another notable change involves
school districts providing adequate
instruction and intervention for students to
help keep them out of special education.
 Final
Thought!
References:
1. Klose, Laurie Mcgarry PHD. Special Education: A Guide for Parents. 1- 4. [Online]
Available:https://webcache.googleusercontent.com/search?q=cache:FhOSaDodb7gJ:https://
www.nasponline.org/Documents/Resources

2. IDEA-Individual with Disabilities Education Act. [Online] [Available] https://sites.ed.gov/idea/about-idea/

3. The History of Special Education [2017]. [Online] [Available] https://teach.com/the-history-of-special-

education/

4. Center for Parent Information and Resources. Key Terms to Know in Special Education [2010] [Online]
[Available] http://www.parentcenterhub.org/keyterms-specialed/

5. DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools[1997]. [Online] [Available]

http://www.deped.Key gov.ph/orders/do-26-s-1997

6. Department Orders [Online] [Available]

http://www.deped.gov.ph/orders?f%5B0%5D=field_classification%3A735

7. Encyclopedia of Education- Special Education [2002] [Online] [Available].

http://www.encyclopedia.com/social-sciences-and-law/education/education-terms-and-concepts/special-
education

8. Peterson, John [2007]. A TIMELINE OF SPECIAL EDUCATION HISTORY [Online] Available:

http://www.fortschools.org/m/content.cfm?subpage=62980
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