Lesson 1: Introduction to Special & Inclusive Education
those who are gifted and talented).
 Impairment refers to a problem with a structure or organ of
the body.
 Disability is a functional limitation with regard to a particular
activity.
 Handicap refers to a disadvantage in filling a role in life
relative to a peer group.
 Dyslexia is an example of learning impairment,a reading
impairment in particular.
Prevalence of Children & Youth with Special Needs
 Prevalence refers to the total number of cases of a particular
condition.
 Identifiable Prevalence refers to the cases that have come in
contact with some systems.(census data).
 True Prevalence larger number of children and youth with
special needs who are in school.
 Incidence refers to the number of new cases identified within
a population over a specific period of time.
 Special Education Center the “school within a school”
concept.
 Special Class or Self-contained Class the most popular type
among the Special Education Programs. A special class is
composed of pupils with the same exceptionality or disability.
 Integration and mainstreaming programs allowed children
and youth with disability to study in regular classes and learn
side by side with their peers for the last forty years.
Two Types of Mainstreaming
 Partially Streaming students allowed to join class their
capable.
 Fully Streaming capable to join all classes.
Salient Features
 Inclusion means implementing and maintaining warm and
accepting classroom communities that embrace and respect
diversity or differences.
-provides continuous support for teachers to break down
barriers of professional isolation.
 multi-modality curriculum means that special needs students
follow an adapted curriculum and use special devices and
materials to learn at a suitable pace.
Support Services for Children with Special Needs
 Referral services solicited from Medical and Clinical
Specialists.
 Assistive Devices
Lesson 2: Special and Inclusive Education
 Special education is classroom or private designed for
students whose learning needs cannot be met by a standard
school curriculum.
Who are the Exceptional Children?
 Inclusive education a type of education that is designed to
meet the needs of all students, including those with disabilities.
 Exceptional learners are students with disabilities (as well as
-Gifted or talented, multiple disabilities, medical disorders,
traumatic brain injury, visual or hearing impairment,
communication disorders, autism and related disorders,
emotional and behavioral disorders, learning disabilities
and mental retardation or developmental disorders.
THE BASIC TERMS IN SPECIAL EDUCATION
 Adaptations changes in educational environments that allow
students with disabilities to participate in inclusive
environments.
 Acquisition Deficit a type of social skills deficit that stems
from a lack of knowledge.
 Accommodations curricular adaptations that compensate for
learners’ weaknesses without modifying the curriculum.
 IEP (Individualized Education Program) guides a special
education student’s learning.It is created for children between
the ages of 3 and 22. It describes the amount of time that the
child will spend receiving special education services, any
related services the child will receive, and
academic/behavioral expectations.
 Inclusion ensures that all children, including those with
significant disabilities, enjoy an equal opportunity to learn
alongside their non-disabled peers in the general education
classroom to the maximum extent possible and to provide
those students with the supports and services needed to
experience a sense of belonging and achieve challenging
educational objectives.
 Least Restrictive Environment (LRE) Children with
disabilities must be educated with their non-disabled peers to
the maximum extent that is appropriate for their needs and
abilities.
 Self-Contained it is designed to give more support to students
with disabilities who have a high level of need.
 Assessments identify student’s strengths, weaknesses and
progress. can consist of anything from the observations of a
teacher or aide to standardized and criterion-referenced tests to
complex.
Assessments can consist of anything from the observations
of a teacher or aide to standardized and criterion-
referenced tests to complex, multi-stage procedures such
as a group of teachers assembling a large portfolio of
student work.
 Assessment Plan a written description of the assessments that
will be used to evaluate a student’s strengths, weaknesses and
progress.
 Assistive Technology (AT) used by individuals with
disabilities in order to perform functions that might otherwise
be difficult or impossible.
 Behavior Management Responding to, preventing and de-
escalating disruptive behavior.
 Collaborative Teaching a teaching strategy in which two or
more teachers work together, sharing responsibilities to help
all students succeed in the classroom.
 Curriculum-Based Measurements (CBM) Small, regular
evaluations used to determine how well a student is learning
in various subject areas.
 Developmental and Social History a narrative assessment
formulated by a child’s classroom teacher, parents,
pediatrician and school specialists, focusing on issues such as
the child’s health history, developmental milestones, genetic
factors, friendships, family relationships, hobbies, behavioral
issues and academic performance. A developmental and social
history is a common element of an assessment plan.
 Emotional or Behavioral Disturbance (EBD) a condition
exhibiting one or more specific emotional and/or behavioral
difficulties over a long period of time and to a marked degree,
which adversely affects educational performance.
 Early Intervention (EI) Services for at-risk children from
birth to their third birthdays, as mandated by the Individuals
with Disabilities Education Act (IDEA).
 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.
 Fluency Deficit a type of instructional deficit in which a child
needs to practice a skill or receive coaching in order to use a
skill effectively.
 Modifications curricular adaptations that compensate for
learners’ weaknesses by changing or lowering expectations or
standards.
 Interventions sets of teaching procedures used by educators
to help students who are struggling with a skill or lesson
succeed in the classroom.
Lesson 3: Inclusive Education for Children with Special Needs.
 Every child has the right to quality education and learning.
 There are an estimated 240 million children with disabilities
worldwide. Like all children, children with disabilities have
ambitions and dreams for their futures. Like all children, they
need quality education to develop their skills and realize their
full potential.
 Yet, children with disabilities are often overlooked in policy
making, limiting their access to education and their ability to
participate in social, economic and political life. Worldwide,
these children are among the most likely to be out of school.
 Disability is one of the most serious barriers to education
across the globe.
 Inclusive education means all children in the same
classrooms, in the same schools.
 School level teachers must be trained, buildings must be
refurbished, and students must receive accessible learning
materials.
 Community level stigma and discrimination must be tackled
and individuals need to be educated on the benefit of inclusive
education.
 National level Governments must align laws and policies
with the Convention on the Rights of Persons with Disabilities,
and regularly collect and analyse data to ensure children are
reached with effective services.
 A/RES/61/106 The Convention on the Rights of Persons with
Disabilities and its Optional Protocol.
-From viewing persons with disabilities as “objects” of
charity, medical treatment and social protection towards
viewing persons with disabilities as “subjects” with rights,
who are capable of claiming those rights and making
decisions for their lives based on their free and informed
consent as well as being active members of society.
 Convention is intended as a human rights instrument with an
explicit, social development dimension. It adopts a broad
categorization of persons with disabilities and reaffirms that
all persons with all types of disabilities must enjoy all human
rights and fundamental freedoms.
-It adopts a broad categorization of persons with
disabilities and reaffirms that all persons with all types of
disabilities must enjoy all human rights and fundamental
freedoms.
-It clarifies and qualifies how all categories of rights apply
to persons with disabilities and identifies areas where
adaptations have to be made for persons with disabilities
to effectively exercise their rights and areas where their
rights have been violated, and where protection of rights
must be reinforced.
Lesson 4: Creating an inclusive classroom for students with
disabilities
 Scaffolding -children's capabilities on their own and with
guidance of others (ex: ZPD).
 Full-inclusion special education for students with Down
syndrome should involve a multisensory-based program.
Multisensory instruction engages more than one sense at a
time, such as pairing visuals with auditory instructions or
demonstrations of how to complete a task.
 Breaking instructions into smaller steps and repeating small
chunks of information can make it easier for students to retain
what they are reading or viewing. Because students with
Down syndrome learn at a slower pace than their peers,
allowing adequate response time ensures they have a chance
to apply what they have learned on their own.
 Students with autism may have sensory processing difficulties
and need quieter classrooms, dimmer lights, and minimal
smells to participate fully. Creating designated learning areas
can provide students with a distraction-free zone to focus on
their work.
 Using visuals to establish classroom boundaries or explain
activities can better communicate expectations and help
students become more independent.
 Health impairments can be due to a variety of conditions,
such as arthritis, epilepsy, ADHD, and seizure disorder.
 electronically or audio-recording lessons helps students
access materials on their own if they find it difficult to focus.
 Peer coaches can also provide guidance during hands-on
activities for students with physical limitations.
 Emotional and Behavioral Disorders (EBDs) may find it
difficult to practice impulse control or interact with other
students.
 -Providing clear classroom guidelines and implementing a
reward system that recognizes positive behavior can
influence students to engage with their peers and do well
in their lessons.
 Providing mini-breaks or extra time to finish assignments
throughout the school day gives students a chance to burn off
excess energy or catch up with the rest of the class.
 Classroom accessibility is one of the major challenges
students with orthopedic impairments face. If the student is
in a wheelchair, they may require special tables or seats to
participate comfortably. Writing aids, such as pencil grips or
special paper, can benefit students with upper limb disabilities.
 Teachers may also need to modify lesson plans and class
activities for accessibility.For instance, assigning a peer
mentor or special tasks the student can accomplish on their
own while still being part of the group can help them feel
included.
 Students with a hearing impairment may require assistive
devices, such as an induction loop or a transmitter with a clip-
on microphone worn by the teacher, to succeed in the
classroom. Written materials and captioned videos can make it
easier for students to understand instructions.
-Assigning students with hearing loss a seat in the front
row ensures they have a clear view of the whiteboard,
projector, or instructor, especially if they lip-read.
Teachers can take an extra step by facing the class instead
of the board when lecturing and allowing students to
record lectures to better access information.
 Inclusive activities for visually-impaired students require
verbal instruction for them to participate fully.
 Because students with visual impairments may take longer to
read or complete assignments, making a weekly or monthly
schedule can help them plan accordingly and get a head start if
they wish.Providing audio-recorded comments on tasks
instead of written comments can make feedback and
instruction more accessible.
 Students can have multiple physical or mental disabilities
that make the classroom environment more difficult to
navigate.Rather than rigidly sticking to a singular program for
all students to follow, provide students with disabilities an
individualized schedule with alternative assignments or tasks
that align with their needs.
 Ensuring there are minimal distractions in the classroom and
that class materials are available in multiple formats can help
students stay focused and get the information they
need.Having a separate, quieter room available for exams or
other solo tasks can help students successfully complete their
work in a distraction-free zone.
Lesson 5:Inclusive Education for Children with Special Needs
 The principle of inclusive education was adopted at the
“World Conference on Special Needs Education: Access
and Quality” (Salamanca Statement, Spain 1994) and was
restated at the World Education Forum (Dakar, Senegal 2000).
The beliefs and principles of Inclusive Education are:
1. All children can learn.
2. All children attend age-appropriate regular classrooms in their
local schools.
3. All children receive appropriate educational programs.
4. All children receive a curriculum relevant to their needs.
5. All children participate in co-curricular and extracurricular
activities.
6. All children benefit from cooperation, collaboration among home,
among school, among the community.
Generally, inclusive education will be successful if these
important features and practices are followed:
1. Accepting unconditionally all children into regular classes and
the life of the school.
2. Providing as much support to children, teachers, and classrooms
as necessary to ensure that all children can participate in their
schools and classes.
3. Looking at all children at what they can do rather than what they
cannot do.
4. Teachers and parents have high expectations for all children.
5. Developing education goals according to each child’s abilities.
This means that children do not need to have the same education
goals to learn together in regular classes.
6. Designing schools and classes in ways that help children learn
and achieve to their fullest potential (for example, by developing
class time tables for allowing more individual attention for all
students).
7. Having strong leadership for inclusion from school principals
and other administrators.
8. Having teachers who know different ways of teaching so that
children with various abilities and strengths can learn together.
9. Having principals, teachers, parents, and others work together to
determine the most effective ways of providing quality education in
an inclusive environment.
Inclusive education (when practiced well) is very important
because:
1. All children can be part of their community and develop a sense
of belonging and become better prepared for life in the community
as children and adults.
2. It provides better opportunities for learning. Children with
varying abilities are often better motivated when they learn in
classes surrounded by other children.
3. The expectations of all the children are higher. Successful
inclusion attempts to develop an individual’s strengths and gifts.
4. It allows children to work on individual goals while being with
other students their age.
5. It encourages the involvement of parents in the education of their
children and the activities of their local schools.
6. It fosters a culture of respect and belonging. It also provides the
opportunity to learn about and accept individual differences.
7. It provides all children with opportunities to develop friendships
with one another. Friendships provide role models and
opportunities for growth.
Inclusive education reflects the expectation that we want all of our
children to be appreciated and accepted throughout life.
Every teacher ought to believe that – Strength lies in
differences, not in Similarities!
Lesson 6:What Is Differentiated Instruction?
 Differentiation means tailoring instruction to meet individual
needs. Whether teachers differentiate content, process,
products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful
approach to instruction.
 At its most basic level, differentiation consists of the efforts
of teachers to respond to variance among learners in the
classroom. Whenever a teacher reaches out to an individual or
small group to vary his or her teaching in order to create the
best learning experience possible, that teacher is
differentiating instruction.
Teachers can differentiate at least four classroom elements
based on student readiness, interest, or learning profile:
 Content – what the student needs to learn or how the student
will get access to the information.
 Process – activities in which the student engages in order to
make sense of or master the content.
 Products – culminating projects that ask the student to
rehearse, apply, and extend what he or she has learned in a
unit.
 Learning environment – the way the classroom works and
feels.
Products:
1. Giving students options of how to express required learning (e.g.,
create a puppet show, write a letter, or develop a mural with labels);
2. Using rubrics that match and extend students’ varied skills levels;
3. Allowing students to work alone or in small groups on their
products; and
4. Encouraging students to create their own product assignments as
long as the assignments contain required elements.
Content:
1. Making sure there are places in the room to work quietly and
without distraction, as well as places that invite student
collaboration;
2. Providing materials that reflect a variety of cultures and home
settings;
3. Setting out clear guidelines for independent work that matches
individual needs;
4. Developing routines that allow students to get help when
teachers are busy with other students and cannot help them
immediately; and
5. Helping students understand that some learners need to move
around to learn, while others do better sitting quietly (Tomlinson,
1995, 1999; Winebrenner, 1992, 1996).

Content:
1. Using reading materials at varying readability levels;
2. Putting text materials on tape;
3. Using spelling or vocabulary lists at readiness levels of students;
4. Presenting ideas through both auditory and visual means;
5. Using reading buddies; and
6. Meeting with small groups to re-teach an idea or skill for
struggling learners, or to extend the thinking or skills of advanced
learners.

Process:
1. Using tiered activities through which all learners work with the
same important understandings and skills, but proceed with
different levels of support, challenge, or complexity;
2. Providing interest centers that encourage students to explore
subsets of the class topic of particular interest to them;
3. Developing personal agendas (task lists written by the teacher
and containing both in-common work for the whole class and work
that addresses individual needs of learners) to be completed either
during specified agenda time or as students complete other work
early;
4. Offering manipulatives or other hands-on supports for students
who need them;
5. Varying the length of time a student may take to complete a task
in order to provide additional support for a struggling learner or to
encourage an advanced learner to pursue a topic in greater depth.
GROUP 1
PHILOSOPHICAL FOUNDATION OF SPED AND
EFA
Special Education
-is providing education for especially abled students in an
exclusive manner. A special school is a school catering for
students who have especial educational needs due to
severe learning difficulties, physical difficulties, or
behavioral problems.
Vision
-“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.
Policy
-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.
According to the Department of Education Handbook on
Inclusive Education intended that the child with special
needs will get full parental and community support for
his/her education without discrimination of any kind.
Goal
-The goal of the special education programs of the
Department of Education all over the country is to provide
the children with special needs appropriate educational
services within the mainstream of basic education. The
two-pronged goals include the development of key
strategies in 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.
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.
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 to early
intervention and parent education, basic education and
transition programs on vocational training or preparation
for college.
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
areas, depressed areas, and undeserved barangays.
Objectives
1. To develop the maximum potential of the child with
special needs to enable him to become self-reliant and
shall be geared towards providing him with the
opportunities for a full and happy life.
2. The development and maximization of learning
competencies, as well as the inculcation of values to make
the learners with special need as useful and effective
members of society.
3. The integration or mainstreaming of learners with
special needs into the regular school system and
eventually into the community.
DIFFERENCE BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION
Special education differs from General education in
two ways:
1. Different instructional methods are used.
2. Additional specialists are involved beyond general
education classroom teachers.
Different instructional methods are used DIFFERENCE BETWEEN SPECIAL EDUCATION
AND GENERAL EDUCATION
Accommodation - is a logical and useful adaptation to
teaching methods that allows students to acquire the same Special Education General Education
material in a more comprehensible way.
 Serve the needs of  Involves regular
Example: Sign language interpreters for students differently-abled classrooms
who are deaf. children
 Does not need
Modification - adjusts the teaching material to make it less  Can occur inside or additional
complex. outside regular professionals
Example: Special needs learners might get simpler classroom
 All students are
and shorter homework in comparison to less  Needs additional expected to follow
challenged students. professionals the same syllabus
Additional specialists are involved beyond general  Uses  Does not involve an
education classroom teachers. Accommodation individual child-
 Specialized teachers and Modification centered approach

 Occupational therapists  Individual child-

centered approach
 Physical therapists
 Speech therapists
 Social workers
Conclusion
-In conclusion, the difference between general education
Functional Curriculum and special education is that general education includes
-A functional curriculum focuses on functional skill the educational experience of typically developing, less
development necessary for enhanced participation in challenged students while the system of special education
society as adults. caters the needs of students who have disabilities.
However, both systems of education aim at providing
students with proper education, catering to their varying
SPECIAL EDUCATION & GENERAL EDUCATION learning styles and paces.
Special Education
-Special education is a form of instruction that is P R O F E S S I O N A L
designed to meet the needs of exceptional students. P R E P A R A T I O N
S T A N D A R D S
-pertains to the education of students with special
 Bachelor's Degree
needs in a way that addresses the students' individual
differences and needs.  Sufficient Opportunities to develop and
demonstrate pedagogical skills
 Preparation in core academic subject areas
General Education
 Psychology of Children with Special Needs
-is the term often used to describe the educational
experience of typically developing children.  Observational Child Study
 Curriculum for SPED
 Psychological and Physical Knowledge
Approaches
  SPED Classroom Management
 Child Adolescent Development
Initial Preparation Standards
1.0 Learner Development and Individual Learning
Differences
-Beginning special education professionals understand
how exceptionalities may interact with development and
learning, and use this knowledge to provide meaningful
and challenging learning experiences for individuals with
exceptionalities.
2.0 Learning Environments
-Beginning special education, professionals create safe,
inclusive, culturally responsive learning environments so
that individuals with exceptionalities become active and
develop emotional well being, positive social interactions,
and self-determination.
3.0 Curricular Content Knowledge
-Beginning special education professionals use knowledge
of general and specialized curricula to individualize
learning for individuals with exceptionalities.
4.0 Assessment
-Beginning special education professionals use multiple
methods of assessment and data sources in making
educational decisions.
Generalization
-Special Education Professionals focus on the welfare and
comfortability of the students with exceptionalities. Their
background, safety in their environment, learning and
evaluation are highly prioritized to serve them a high-
quality education, to ensure their understanding in
different subject areas, and provide a helping hand to
eliminate the obstruction to gain knowledge despite their
disability.
GROUP 2
HISTORICAL AND LEGAL FOUNDATIONS OF
SPECIAL EDUCATION
EARLY CIVILIZATION (BCE-CE 500)
 During early period, there are attitudes identified
towards disability and these are:
 Ancient hebrews- disability was seen as sin-related
retribution from god.
 Greeks- people with disabilities, who were
frequently beggars, were seen as socially inferior
because they saw disability as a matter of wealth and
social standing.
 Christians- saw disability as a curse or a possession,
necessitating prayer and almsgiving.
 Even though many people today regard disability
primarily clinically as an organic chronic sickness or
disease, there are still some who think that sin is to
blame for impairment.
MIDDLE AGES
 The fundamentals of christianity predominated the
middle ages. According to gallagher (1995), the old
testament's scripture connected transgression against
god with a lifetime of chronic illness and incapacity.
 Because doctors lacked enough training and
frequently failed to effectively treat patients with a
variety of ailments, medicine and the medical
profession were not generally respected.
 Observed that because disability was still mainly seen
as god's punishment, medicine started to become a
moral concern. Monks and priests, whose early
methods were humanitarian, took the role of doctors.
 As the plight of people with disabilities was viewed
as god’s punishment, no attempt was made to find out
the underlying cause of the disability.
 Lowenfeld (1975) reported that the german and
slavic people of central europe continued to abandon
and kill people with disabilities who could not care
for themselves.
RENAISSANCE PERIOD (1500-1700)
 During the period between 1500 and 1700, attitudes
began to change regarding disability and treatment
modalities. The asylums, unfortunately, offered no
treatment or therapy, and instead functioned as
prisons, some of which chained and caged
noncompliant or acting-out patients.
 During the great witch hunts between 1480 and 1680
reported in the malleus maleficarum book known as
the hammer of witches (kramer & sprenger, 1971), it
is estimated that between eight and 20 million people,
mostly women, were tortured and put to death as
witches in europe. A good portion of this population
often had a mental illness, or a visible disability, or a
disfigurement. The book identified how to spot
witches by their impairment or by giving birth to
children with impairments.
 Despite some of the inhumane treatment that
continued for people with mental illness and mental
retardation, there were some positive steps toward
rehabilitating people with disabilities during this
period as well. Obermann (1965) cites how people
who were deaf were taught how to write during the
15th century and later were taught how to speak and
read as well. Sand (1952) additionally notes how
people who were deaf, and blind were taught how to
communicate by forming letters on their arms.
EARLY AMERICA (1620-1800)
 In 1752, benjamin franklin aided the quakers in
establishing the first colonial hospital in philadelphia
(miller, 1966). Although this hospital was designed to
treat all disorders, including mental illness, the
quality of care was lacking (grob, 1973). A second
hospital was built in 1791 in new york. A few years
later in 1798, the first marine hospital service was
opened to treat merchant seamen with disabilities,
and this eventually evolved into the u.s. Public health
service (singer, 1928). In addition, during the 1760s
and 1780s, the first three medical schools in the
united states were opened. Dr. Benjamin rush trained
some 3,000 doctors during this period and believed
that disease could be driven from the body. Rush also
believed in and practiced bleeding as a form of
treatment for fever.
 For the most part, however, disability was viewed as
a moral problem, often bringing disgrace to families
who had a disabled loved one (chubon, 1994).
Physicians continued to be trained poorly or were
self-trained and often treated illnesses such as
influenza, yellow fever, and typhoid fever by having
patients drink different concoctions (miller, 1966).
This was also a period where “bleedings” Occurred
(weisberger, 1975). People with mental illness from
wealthy families were typically kept at home if they
were nonviolent; however, if they were violent, they were
locked up and essentially treated as criminals (deutsch,
1949).
THE INDUSTRIAL REVOLUTION (1790-1870)
 The industrial revolution between 1790 and 1870
brought some interesting developments concerning
people with disabilities. First was the changing
infrastructure of the united states as urbanization
began to flourish, leading to the building of more
hospitals. This also led to greater advancements in
treating people with various illnesses. Second, there
was mechanization and the development of factories,
primarily in these urban areas. Factory working
conditions were often likened to those of present-day
sweat shops, whereby workers were given few breaks,
had to meet stringent quotas, and were supervised in a
coercive, authoritarian manner (cheit, 1961; chubon,
1994)
 With industrialization came a new type of prevalent
disability: Injured workers. Workers who were
injured on the job were often customarily fired if they
could no longer produce, leaving them without any
recourse but to sue their employers as workers’
compensation legislation did not yet exist.
 As things for individuals with disabilities continued
to progressively get better in most industrialized
nations, a philosophical problem with broad
implications started to surface. Up until this moment,
people with varied disabilities have received varying
degrees of care based on the nature of their
impairments.
 As things for individuals with disabilities continued
to progressively get better in most industrialized
nations, a philosophical problem with broad
implications started to surface. Up until this moment,
people with varied disabilities have received varying
degrees of care based on the nature of their
impairments.
“IF YOU HAVE A DISABILITY, I THINK MERELY
LIKING SOMEONE IS NOT ENOUGH. BECAUSE
EVEN IF I SAY IT’S LOVE, IF OTHER PEOPLE SAY
IT’S NOT, THEN IT’S NOT.”
-WOO YOUNG WOO
HISTORY OF SPED IN THE PHILIPPINES
1902 – 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 a school aged children in manila
and nearby provinces
1907 – SPECIAL EDUCATION PROGRAM
FORMALLY STARTED
•mr. David barrows, director of public
education, worked for the establishment of
insular school for the deaf and the blind in manila
•miss. Delight rice, an american educator, was the
first administrator and teacher of the special
school
• the school for the deaf is located in harrison
street, pasay city
• the philippine national school for blind is at polo
road
1927 – WELFAREVILLE CHILDREN’S VILLAGE IN
MANDALUYONG, RIZAL
1936 - MRS. MARIA VILLA FRANCISCO WAS
APPOINTED AS THE FIRST FILIPINO PRINCIPAL
OF THE SCHOOL FOR THE BLIND AND DEAF (SDB).
1945 - NATIONAL ORTHOPEDIC HOSPITAL
OPENED ITS SCHOOL FOR CRIPPLED CHILDREN
(NOHSCC)
1949 - INAUGURATION OF QUEZON CITY SCIENCE
HIGH SCHOOL FOR GIFTED STUDENTS. ALSO IN
THIS YEAR, THE PHILIPPINE FOUNDATION FOR
THE REHABILITATION OF THE DISABLED (PFRD)
WAS ORGANIZED
1950 - PHILIPPINE ASSOCIATION FOR THE DEAF
(PAD) OPENED A SCHOOL FOR CHILDREN WITH
HEARING IMPAIRMENT
1953 – ELSIE GACHES VILLAGE (EGV) WAS
ESTABLISHED IN ALABANG, MUNTINLUPA,
RIZAL TO TAKE CARE OF THE ABANDONED AND
ORPHANED CHILDREN AND YOUTH WITH
PHYSICAL AND MENTAL HANDICAPS.
1955 - PRIVATE SECTORS SUPPORTED THE
GOVERNMENT’S PROGRAM FOR DISABLED
FILIPINOS AND THE MEMBERS LODGE NO. 761 OF
THE BENEVOLENT AND PROTECTIVE ORDER OF
ELKS ORGANIZED THE ELKS CEREBRAL PALSY
PROJECT INCORPORATED
1956 - THE FIRST SUMMER INSTITUTE ON
TEACHING THE DEAF WAS HELD AT THE
SCHOOL OF THE DEAF AND BLIND IN PASAY
CITY.
1957 - THE BUREAU OF PUBLIC SCHOOLS (BPS)
AND THE DEPARTMENT OF EDUCATION AND
CULTURE (DEC) CREATED THE SPECIAL
EDUCATION SECTION OF THE SPECIAL SUBJECTS
AND SERVICES DIVISION
THE COMPONENTS OF THE SPECIAL
EDUCATION PROGRAMS INCLUDED :
A. LEGISLATION
B. TEACHER TRAINING
C. CENSUS OF EXCEPTIONAL CHILDREN
AND YOUTH IN SCHOOLS AND
COMMUNITY
D. INTEGRATION OF CHILDREN WITH
DISABILITIES IN REGULAR CLASSES
E. REHABILITATION OF RESIDENTIAL AND
SPECIAL SCHOOLS MATERIALS
PRODUCTION
1958 – THE AMERICAN FOUNDATION FOR
OVERSEAS BLIND (AFOB) OPENED ITS REGIONAL
OFFICE IN MANILA
1960 – SOME PRIVATE COLLEGES AND
UNIVERSITIES STARTED THE OFFER SPECIAL
EDUCATION COURSES IN THEIR GRADUATE
SCHOOL CURRICULUM
1962 - THE MANILA YOUTH AND
REHABILITATION CENTER ( MYRC ) WAS OPENED
1965- MARKED THE START OF THE TRAINING
PROGRAM FOR SCHOOL ADMINISTRATORS ON
THE ORGANIZATION, ADMINISTRATION AND
SUPERVISION OF SPECIAL EDUCATION CLASSES
1967 – BPS, ORGANIZED THE NATIONAL
COMMITTEE ON SPECIAL EDUCATION
1968-1971
With the approval of R.A. No. 5250 in 1968 the teacher
training program for teachers of exceptional children was
held in PNC for the next 10 years. Also, in 1968 the first

Asian Conference on Work for the Blind was held in
Manila.
In 1969, the Jose Fabella Memorial school was divided
into five units and assigned in different parts of Metro
Manila:
A. The Philippine Training School for Boys in
Tanay, Rizal.
B. The Philippine Training School for Girls in
Alabang, Muntinlupa
C. Reception and Child Study Center in Manila
D. Elsie Gaches Village in Alabang, Muntinlupa
E. Nayon ng Kabataan in Pasay City
1970- the School for the Deaf and the Blind whichh was
established in 1907 was recognized in to two separate
residential Schools.
A. Philippine School for the Deaf (PSD) stayed in
the Original Building
B. Philippine National School for the Blind 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.
Meanwhile, DEC issued a Memorandum on duties to the
Special Education Teacher for the blind in 1971.
1973 - 1975
In 1973, the Juvenille and Domestic Relations Court of
Manila established Tahanan Special School for socially
maladjusted children and youth. Meanwhile, the first
Asian Conference on Mental Retardation was held in
Manila under UNESCO National Commission of the
Philippines and the Philippine Association for the
Retarded (PAR). Caritas Manila's Special School for the
Retarded was organized by 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 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
different types of exceptional children. And up until today,
the Silahis Centers continue to lead in the inclusion of
exceptional children in regular classes.
When the Department of Education and Culture (DEC)
was recognized into the Ministry of Education Culture
(MEC) in 1975, the special subjects and services division
was abolished. The personnel of the Special Education
Section were divided into two. Half of them composed of
the Special Education Unit of the MEC while the other
half was assigned to the Special Education Unit of the
MEC National Capital Region in Quezon City.
1976 - 1980
In 1976, the Proclamation 1605 declared 1977-1987 as the
Decade of the Filipino Child. The National Action Plan
for Education was promulgated whichh includeed
provisions for in and out of school exceptional children.
1977 when MEC issued Department Order No. 10 that
designated regional and division supervisors of special
education programs.
In 1978, marked the creation of National Commission
Concerning Disabled Persons (NCCDP) later renamed
National Council for the Welfare of the Disabled Persons
(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 1979, the Bureau of Elementary Education Special
Education Unit conducted a two-year nationwide survey
of unidentified exceptional children who were in school.
In 1980, the School for Crippled Children at the Southern
Island Hospital in Cebu City was organized.
1981 - 1983
In 1981, the United Nations Assembly proclaimed the
observance of the International Year of Disabled Persons.
Three Special Education Programs were inaugurated:
A. The Exceptional Child Learning Center at the West
City Central Schools Division of Dumaguete City
B. The Zapatera Special Education Center at the Division
of Cebu
C. The Deaf Evangelistic Alliance Foundation (DEAF) in
Cavinti, Laguna
Also 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
Also, two special education programs were inaugurated in
1984: 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.
And because of the success of special education programs
all around the Philippines,
More SPED Centers opened in the next three years: We all
have now 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.
LEGAL BASES OF SPECIAL EDUCATION IN
PHILIPPINES AND US
Legal bases of special education in philippines
Commonwealth act no. 3203 articles 356 & 259
“The Right of Every Child to Live in an Atmosphere
Conducive to his Physical, Moral and Intellectual
Development" and the Concomitant Duty of the
Government "to Promote the Full Growth of the Faculties
of Every Child."
1973 constitution sec. 8 article xv
"A complete, adequate and integrated system of education
relevant to the goals of national development."
presidential decree no. 603 of 1975 constitution
“child and youth welfare code”
Article 3: "The emotionally disturbed or socially
maladjusted child shall be treated with sympathy and
understanding and shall be given the education and care
required by his particular condition."
Article 74: "Thus, where needs warrant, there shall be at
least special classes in every province, and if possible,
special schools for the physically handicapped, the
mentally retarded, the emotionally disturbed and the
mentally gifted. The private sector shall be given all the
necessary inducement and encouragement."
batas pambansa no. 232 education act of 1982
-"The State shall promote the right of every
individual to relevant quality education regardless of
sex, age, breed, socioeconomical status, physical and
mental condition, social and ethnic origin, political
and other affiliations. The State shall therefore
promote and maintain equality of access to education
as well as enjoyment of the benefits of education by
all its citizens."
SECTION 24 OF BATAS PAMBANSA NO. 232
“SPECIAL EDUCATION SERVICES”
"the State further recognizes its responsibility to provide,
within the context of the formal education system services
to meet special needs of certain clientele. These specific
types shall be guided by the basic policies of state
embodied on General Provisions of this Act which include
the education of persons who are physically, mentally,
emotionally, socially, culturally different from the so-
called 'normal' individuals that they require modification
of school practices/services to develop to their maximum
capacity."
1987 constitution article xiv section 1 and 2
Section 1. The State shall protect and promote the right of
all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate,
and integrated system of education relevant to the needs of
the people and society;
(2) Establish and maintain a system of free public
education in the elementary and high school levels.
Without limiting the natural right of parents to rear their
children, elementary education is compulsory for all
children of school age;
(3) Establish and maintain a system of scholarship grants,
student loan programs, subsidies, and other incentives
which shall be available to deserving students in both

public and private schools, especially to the
underprivileged;
(4) Encourage non-formal, informal, and indigenous
learning systems, as well as self-learning, independent,
and out-of-school study programs particularly those that
respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school
youth with training in civics, vocational efficiency, and
other skills.
RA 10533 “THE ENHANCED BASIC EDUCATION
ACT OF 2013”
SECTION 1. Short Title. — This Act shall be known as
the “Enhanced Basic Education Act of 2013”.
SEC. 2. Declaration of Policy. — The State shall
establish, maintain and support a complete, adequate, and
integrated system of education relevant to the needs of the
people, the country and society-at-large.
Likewise, it is hereby declared the policy of the State that
every graduate of basic education shall be an empowered
individual who has learned, through a program that is
rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life,
the competence to engage in work and be productive, the
ability to coexist in fruitful harmony with local and global
communities, the capability to engage in autonomous,
creative, and critical thinking, and the capacity and
willingness to transform others and one’s self.
For this purpose, the State shall create a functional basic
education system that will develop productive and
responsible citizens equipped with the essential
competencies, skills and values for both life-long learning
and employment. In order to achieve this, the State shall:
(a) Give every student an opportunity to receive
quality education that is globally competitive
based on a pedagogically sound curriculum that is
at par with international standards;
(b) Broaden the goals of high school education for
college preparation, vocational and technical
career opportunities as well as creative arts, sports
and entrepreneurial employment in a rapidly
changing and increasingly globalized environment;
and
(c) Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of
learners, schools and communities through the
appropriate languages of teaching and learning,
including mother tongue as a learning resource.
SEC. 3. Basic Education. — Basic education is intended
to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-
of-school learners and those with special needs.
SEC. 4. Enhanced Basic Education Program. — The
enhanced basic education program encompasses at least
one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes
four (4) years of junior high school and two (2) years of
senior high school education.
Kindergarten education shall mean one (1) year of
preparatory education for children at least five (5) years
old as a prerequisite for Grade I.
Elementary education refers to the second stage of
compulsory basic education which is composed of six (6)
years. The entrant age to this level is typically six (6)
years old.
Secondary education refers to the third stage of
compulsory basic education. It consists of four (4) years of
junior high school education and two (2) years of senior
high school education. The entrant age to the junior and
senior high school levels are typically twelve (12) and
sixteen (16) years old, respectively.
Basic education shall be delivered in languages
understood by the learners as the language plays a
strategic role in shaping the formative years of learners.
For kindergarten and the first three (3) years of elementary
education, instruction, teaching materials and assessment
shall be in the regional or native language of the learners.
The Department of Education (DepED) shall formulate a
mother language transition program from Grade 4 to
Grade 6 so that Filipino and English shall be gradually
introduced as languages of instruction until such time
when these two (2) languages can become the primary
languages of instruction at the secondary level.
For purposes of this Act, mother language or first
Language (LI) refers to language or languages first
learned by a child, which he/she identifies with, is
identified as a native language user of by others, which
he/she knows best, or uses most. This includes Filipino
sign language used by individuals with pertinent
disabilities. The regional or native language refers to the
traditional speech variety or variety of Filipino sign
language existing in a region, area or place.
SEC. 5. Curriculum Development. — The DepED shall
formulate the design and details of the enhanced basic
education curriculum. It shall work with the Commission
on Higher Education (CHED) to craft harmonized basic
and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to
avoid remedial and duplication of basic education subjects,
the DepED shall coordinate with the CHED and the
Technical Education and Skills Development Authority
(TESDA).
To achieve an effective enhanced basic education
curriculum, the DepED shall undertake consultations with
other national government agencies and other stakeholders
including, but not limited to, the Department of Labor and
Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools
associations, the national student organizations, the
national teacher organizations, the parents-teachers
associations and the chambers of commerce on matters
affecting the concerned stakeholders..
The DepED shall adhere to the following standards and
principles in developing the enhanced basic education
curriculum:
(a) The curriculum shall be learner-centered,
inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive
and research-based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and
global;
(e) The curriculum shall use pedagogical
approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;
(f) The curriculum shall adhere to the principles
and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts
from where the learners are and from what they
already knew proceeding from the known to the
unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum
shall be available;
(g) The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and
skills after each level; and
(h) The curriculum shall be flexible enough to
enable and allow schools to localize, indigenize
and enhance the same based on their respective
educational and social contexts. The production
and development of locally produced teaching
materials shall be encouraged and approval of
these materials shall devolve to the regional and
division education units.
RA 3562 “AN ACT TO PROMOTE THE
EDUCATION OF THE BLIND IN THE
PHILIPPINES”
provided for the formal training of special education
teachers of blind children at the Philippine Normal
College, the rehabilitation of the Philippine National
School for the Blind (PNSB) and the establishment of
the Philippine Printing House of the Blind.
RA 5250 “AN ACT ESTABLISHING A 10-YEAR
TEACHER TRAINING PROGRAM OF
SPECIAL AND EXCEPTIONAL CHILDREN"
provided for the formal training of teachers for deaf,
hard-of-hearing, speech handicapped, socially and
emotionally disturbed, mentally retarded and
mentally gifted and youth at the Philippine Normal
College and the University of the Philippines
BATAS PAMBANSA 344 AN ACT TO ENHANCE
THE MOBILITY OF DISABLED PERSONS
BY REQUIRING CERTAIN BUILDINGS,
INSTITUTIONS, ESTABLISHMENTS AND PUBLIC
UTILITIES TO INSTALL FACILITIES AND OTHER
DEVICES.
Be it enacted by the Batasang Pambansa in session
assembled.
SECTION 1. In order to promote the realization of the
rights of disabled persons to participate fully in the social
life and the development of the societies in which they
live and the enjoyment of the opportunities available to
other citizens, no license or permit for the construction,
repair or renovation of public and private buildings for
public use. Educational institutions, airports, sports and
recreation centers and complexes, shopping centers or
establishments, public parking places, work-places, public
utilities, shall be granted or issued unless the owner or
operator thereof shall install and incorporate in such
building, establishment, institution or public utility, such
architectural facilities or structural features as shall
reasonably enhance the mobility of disabled persons such
as sidewalks, ramps, railings and the like.
If feasible, all such existing buildings, institutions,
establishments, or public utilities to be constructed or
established for which licenses or permits had already been
issued may comply with the requirements of this law:
Provided, further, that in case of government buildings,
street and highways, the Ministry of Public Works and
Highways shall see to it that the same shall be provided
with architectural facilities or structural features for
disabled persons. In the case of the parking place of any of
the above institutions, buildings, or establishment, or
public utilities, the owner or operator shall reserve
sufficient and suitable space for the use of disabled
persons.
SECTION 2. In case of public conveyance, devices such
as the prominent display of posters or stickers shall be
used to generate public awareness of the rights of the
disabled and foster understanding of their special needs.
Special bus stops shall be designed for disabled persons.
Discriminating against disabled persons in the carriage or
transportation of passengers is hereby declared unlawful.
SECTION 3. The Minister of Public Works and
Highways and the Minister of Transportation and
Communication, in coordination with the National
Commission Concerning Disabled Persons, shall prepare
the necessary rules and regulations to implement the
provisions of this Act.
SECTION 4. Any person violating any provision of this
Act or of the rules and regulations promulgated hereunder
shall, upon conviction by a court of competent jurisdiction,
suffer the penalty of imprisonment of not less than one
month but not more than one year or a fine of P2,000 to
P5,000 or both, at the discretion of the court: Provided,
That in the case of corporations, partnerships, cooperatives
or associations, the president, manager or administrator, or
the person who has charge of the construction, repair or
renovation of the buildings, space or utilities shall be
criminally responsible for any violation of this Act and/or
rules and regulations promulgated pursuant thereto.
REPUBLIC ACT 7277 MAGNA CARTA FOR
PERSONS WITH DISABILITY
SECTION 1. Title Two, Chapter III of the Republic Act
No. 7277, as amended, is hereby further amended by
adding a new section denominated as Section 20-A to read
as follows:
“SEC. 20-A. Mandatory PhilHealth Coverage. –
All persons with disability (PWDs) shall be
automatically covered under the National Health
Insurance Program (NHIP) of the Philippines
Insurance Corporation (PhilHealth). Premium
contributions for all PWDs shall be paid by the
national government:
Provided, That the premium contribution of PWD member
in the formal economy shall be shared equally by their
employers and the national government. The funds
necessary for the effective implementation of this Act s
hall be sourced from the National Health Insurance Fund
of PhilHealth earmarked from the proceeds of Republic
Act No. 10351, otherwise known as ‘An Act Restructuring
the Excise Tax on Alcohol and Tobacco Products by
Amending Sections 141, 142, 143, 144, 145, 8, 131 and
288 of the Republic Act No. 8424, Otherwise Known as
the National Internal Revenue Code of 1997, as Amended
by Republic Act No. 9334, and for Other Purposes’, in
accordance with pertinent laws and regulations.
“The PhilHealth shall develop exclusive packages for
PWDs that will address their specific health and
development needs.”
REPUBLIC ACT 9442 AMENDMENT TO RA 7277-
ADDITIONAL PRIVELEGES AND INCENTIVES;
PROHIBITION OF RIDICULE AND
VILIFICATION
WHEREAS, Persons with disabilities are entitled to
privileges and incentives as provided by Republic Act no.
9442 and 10754 which can be availed by presenting the
disability card issued by the local government unit (LGU)
issuing facility or the National Council on Disability
Affairs;
WHEREAS, there is a practice in some LGU issuing
facilities that refuse issuance of disability card to persons
with disabilities who are sixty (60) years old and above
because they are already senior citizens and will be
catered by another program;
WHEREAS, As a result of non-issuance of disability card
and transfer to senior citizens program, there is difficulty
in collecting data on persons with disabilities, 60 years old
which is necessary for policy and program development
and reportorial purposes including compliance to
international commitment such as the United Nations
Convention on the Rights of Persons with Disabilities;
WHEREAS, there is no legal basis limiting the issuance
of person with disability ID to persons below to ages 59
years old and below, as long as they have the disability as
defined by Republic Act. no 7277 otherwise known as
Magna Carat for Persons with Disabilities;
WHEREAS, disability is long-term and permanent which
can be experienced as a result of aging thus, an elderly
person, 60 years old and above can still avail of the person
with disability ID;
WHEREAS, Furthermore, senior citizens with disabilities
have specific needs that are not covered by LGU programs
and services for elderly such as assistive devices, sign
language interpretation for Deaf elderly and other
disability support services in participating in disability-
related activities;
NOW THEREFORE, RESOLVED, AS IT IS
HEREBY RESOLVED, the NCDA Board issued this
resolution to clarify that there is no age limit in the
issuance of disability card and that senior citizens can still
be issued with the ID to avail of privileges and incentives
provided by Republic Act no. 7277 and its amendment.
RESOLVED FURTHER, that the senior citizen with
disability cannot avail of benefits and privileges using
both the person with disability and senior citizen ID cards.
REPUBLIC ACT 10070 AMENDMENT TO RA 7277
ESTABLISHING INSTITUTIONAL MECHANISM
TO ENSURE THE IMPLEMENTATION OF
PROGRAMS AND SERVICES FOR PERSONS
WITH DISABILITIES IN EVERY PROVINCE, CITY
AND MUNICIPALITY
Section 1. Section 40 of Republic Act No. 7277, as
amended, is hereby further amended to read as follows:
Sec. 40. Role of National Agencies and Local Government
Units.
(a) Local government units shall promote the
establishment of organizations of persons with disabilities
(PWDs) in their respective territorial jurisdictions.
National agencies and local government units may enter
into joint ventures with organizations or associations of
PWDs to explore livelihood opportunities and other
undertakings that shall enhance the health, physical fitness
and the economic and social well-being of PWDs.
(b) Local government units shall organize and establish
the following:
(1) Persons with Disability Affairs Office (PDAO)
PDAO shall be created in every province, city and
municipality. The local chief executive shall appoint
a PWD affairs officer who shall manage and oversee
the operations of the office, pursuant to its mandate
under this Act. Priority shall be given to qualified
PWDs to head and man the said office in carrying out
the following functions:
(i) Formulate and implement policies, plans
and programs for the promotion of the welfare
of PWDs in coordination with concerned
national and local government agencies;
(ii) Coordinate the implementation of the
provisions of this Act, Batas Pambansa Blg.
 344, otherwise known as the Accessibility
Law, and other relevant laws at the local level;
(iii) Represent PWDs in meetings of local
development councils and other special
bodies;
(iv) Recommend and enjoin the participation of
nongovernment organizations (NGOs) and
people’s organizations (POs) in the
implementation of all disability-related laws and
policies;
(v) Gather and compile relevant data on PWDs in
their localities;
(vi) Disseminate information including, but not
limited to, programs and activities for PWDs,
statistics on PWDs, including children with
disability, and training and employment
opportunities for PWDs;
(vii) Submit reports to the office of the local chief
executive on the implementation of programs and
services for the promotion of the welfare of PWDs
in their respective areas of jurisdiction;
(viii) Ensure that the policies, plans and programs
for the promotion of the welfare of PWDs are
funded by both the national and local government;
(ix) Monitor fundraising activities being
conducted for the benefit of PWDs;
(x) Seek donations in cash or in kind from local or
foreign donors to implement an approved work
plan for PWDs, in accordance with existing laws
and regulations; and
(xi) Perform such other functions as may be
necessary for the promotion and protection of the
welfare of the PWDs.
(2) Focal Person
In consideration of budget restraints, local chief
executives of fourth (4th), fifth (5th) and sixth (6th) class
municipalities may, in lieu of the creation of a PDAO,
designate a focal person who shall perform the functions
of the PDAO. Priority in appointment should be given to a
PWD with experience in providing services to PWDs.
The establishment of a PDAO or the appointment of a
focal person, as the case may be, should be done in
consultation and coordination with the National Council
on Disability Affairs (NCDA), NGOs and POs.
SEC. 2. References to the term “Disabled Persons” on the
title and other sections of the same Act are hereby
amended to read as Persons with Disabilities (PWDs).
SEC. 3. Within three (3) years after the effectivity of this
Act, appropriate agencies, headed by the Department of
Social Welfare and Development (DSWD), in consultation
with the NCDA and relevant NGOs and POs, shall review
its implementation and recommend to Congress the need
to mandate the establishment of a PDAO in fourth (4th),
fifth (5th) and sixth (6th) class municipalities.
SEC. 4. In order to effectively carry out the objectives of
Republic Act No. 7277, the National Government, through
the DSWD, shall ensure that the annual budget includes
provisions to fund programs and provide support for
PWDs.
Local government units shall likewise ensure that the
necessary fund from any available local revenues is
allocated for the implementation of this Act for the benefit
of PWDs in their jurisdictions.
LEGAL BASES OF SPECIAL EDUCATION IN THE
UNITED STATES
The Individuals with Disabilities Education Act (IDEA)
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 7.5 million (as of school year 2020-21)
eligible infants, toddlers, children, and youth with
disabilities.
REHABILITATION ACT OF 1973 SECTION 504
Section 504 of the Rehabilitation Act created and
extended civil rights to people with disabilities.
Section 504 has also provided opportunities for children
and adults with disabilities in education, employment and
various other settings. It even allows for reasonable
accommodations such as special study area and assistance
as necessary for each student.
EDUCATION FOR ALL HANDICAPPED
CHILDREN'S ACT OF 1975
(PUBLIC LAW 94-142)

established the right of children with disabilities to receive

a free, appropriate public education and provided funds to
enable state and local education agencies to comply with
the new requirements. The act stated that its purpose was
fourfold:
 To assure that all children with disabilities receive
a free appropriate public education emphasizing
special education and related services designed to
meet their unique needs
 To protect the rights of children with disabilities
and their parents
 To help state and local education agencies provide
for the education of all children with disabilities
 To assess and assure the effectiveness of efforts to
educate all children with disabilities

AMERICANS WITH DISABILITIES ACT OF 1990

Providing individuals with identified disabilities similar
protections from discrimination as those granted by the
Civil Rights Act of 1964, the Americans with Disabilities
Act of 1990 (ADA) barred discrimination in employment
(Title 1), public services and transportation (Title 2) public
accommodations (Title 3), telecommunications (Title 4)
and miscellaneous provisions (Title 5). It was a great step
in normalizing the lives of disabled people. Title 3
prohibited disability based discrimination in any place of
public accommodation with regard to full and equal
enjoyment of the goods, services, facilities, or
accommodations. Public accommodations included most
places of education.

NO CHILD LEFT BEHIND ACT

The Elementary and Secondary Education Act of 2001
(ESEA) PL 107–110, more popularly known as the No
Child Left Behind Act required accountability for the
academic performance of all school children, including
those with disabilities. It called for 100% proficiency in
reading and math by the year 2012.

The Assistive Technology Act of 2004 (ATA) PL 108-364

provided support for school-to-work transition projects
and created loan programs for the purchase of assistive
technology (AT) devices.