FUENTES, FEVY MAE C.

Date: March 14, 2024

3 BEED- A

History of Special Education as it started in the Philippines

1902 - The interest to educate Filipino children with disabilities was expressed
through Mr. Fred Atkinson, the General Superintendent of Education.

1907 - Special Education was formally started in the country by establishing the
Insular School for the Deaf and Blind in Manila.

1927 - The government established the Welfareville Children’s Village, a school

for people with mental retardation in Mandaluyong.

1945 - The National Orthopedic Hospital School for the Crippled Children and
Youth is established.

1949 - Quezon City Science High School was inaugurated for gifted students.

1950 - PAD opened a school for the children with hearing impairment

The history of Special Education in the Philippines dates back to the early
20th century, with the establishment of the Philippine School for the Deaf in 1907
and the Philippine School for the Blind in 1911. Special Education is also known
as Special Ed or SPED, is a set of educational programs or services specially
designed to meet the unique needs of learners with disabilities that cannot be
sufficiently met using traditional educational programs or techniques. Special
education services and programs may be provided individually (one-on-one
setup) or in a group with other learners with similar educational needs. SPED in
the Philippines started in 1908 where the school of the Deaf (in Harrison, Pasay
City) was established and marked the official government recognition of its
obligations towards the education of the handicapped children. It reflects an early
acknowledgment of the unique educational needs of individuals with disabilities
in the Philippines. These initiatives represent as a steps toward providing
specialized education for individuals with disabilities and it emphasizing the
commitment to inclusivity. Republic Act No. 3562 (June 1963)–An Act to Promote
the Education of the Blind in the Philippines which established teacher training
course and Philippine National School for the blind. Philippine Normal College
offered courses in SPED for teaching the blind in 1964 wherein 14 elementary
school teachers were selected for training. In 1952, a pilot school for the Special
Education (at the Philippine Women University) of the mentally handicapped
children was started. All children from this school were transferred to the Special
Child Study Center in Cubao, Q.C.,in1957. The Special Education gained
momentum in the 1950s and 1960s, marked by the formation of special
education centers and the inclusion of special needs programs in public schools,
signifies a crucial period of development. This expansion of services
demonstrates a growing awareness of the importance of inclusive education,
fostering an environment where individuals with diverse learning needs can thrive
within the mainstream educational system.

My reflection on this historical progression is one of appreciation for the

foresight demonstrated by the early establishment of specialized schools and
admiration for the evolving commitment to inclusive over the decades. It
highlights the significance of ongoing efforts to adapt and enhance educational
practices, ensuring that every individual, regardless of ability, has the opportunity
to receive quality education. This historical timeline reflects a multifaceted
approach to education, addressing different aspects of special needs. It
underscores the progressive nature of efforts to create educational opportunities
for diverse range of learners in the Philippines. Overall, it highlights the early
dedication to Special Education and sets the stage for further developments in
inclusive education.

Legal foundations supporting Special Education in the Philippines

Republic Act No. 3562 - An Act To Promote the Education of the Blind in the
Philippines” on June 21, 1963 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 for the Blind.

Education act of 1982 or Batas Pambansa Bilang 232 - the state shall
promote the right of every individual to relevant quality education regardless of
sex, age, breed, socioeconomic status, physical and mental condition, social and
ethnic origin, political and other affiliation.

Republic Act No. 7610 (1992) - The law is “An Act providing for strong
Deterrence and Special Protection

Against Child Abuse, Exploitation and Discrimination, Providing Penalties for Its

Violation and other Purposes

Care and protection of Disabled Children (C.A. 3203) - The rights of every
child in the Philippines to live in an environment conducive to his physical, moral
and intellectual development and the duty of the government to promote the full
growth of every child.

"Magna Carta for Disabled Persons" (Republic Act No. 7277), affirms the full
participation and total integration of persons with disabilities into the mainstream
of our society by giving them equal opportunities to develop their skills and
potentials and affording them equal access to the basic services extended by the
government.

Rule lll of. R.A. 7277. FORMAL EDUCATION- to provide learners with special
needs with access to basic education, learning institutions shall offer integrated
education. In order to ensure that quality education is accessible, the following
components namely, curriculum, educational programs, teaching methods and
services shall be given importance by learning institutions.

These laws provide a framework for the rights and inclusion of individuals
with disabilities in the educational system, emphasizing equal opportunities and
access to quality education. Article I, Section 5 of Child and Youth Welfare Code
(PD No. 603) states that the ultimate goal of special education shall be the
integration or mainstreaming of learners with special needs into the regular
school system and eventually in the community.