MONITORING GUIDE/CHECKLIST ON THE EVALUATION OF

SPED SCHOOLS
Pursuant to DepEd Order No. 88, s. 2010

Name of School: _____________________________________________________________________________

ROSARIO OCAMPO ELEMENTARY SCHOOL
RIZAL AVENUE SAN JUAN, TAYTAY, RIZAL
Address: _____________________________________________________________________________________
RIZAL
Division: _____________________________________________________________________________________

In addition to the requirements to be submitted by the regular schools in securing new

government permit/renewal of government permit/ recognition, the following items must be
considered in processing the application for SPED School permit.

_____ I. Instructional Program Being Offered by the School

/
______A. Self-Contained Special Class – This is a separate class for only one type of
exceptionality that serves moderate to severe types of disabilities.
RATIO: 1:62
TOTAL: 4 Self-contained Class

/
______B. Resource Room – A designated place where the child with special needs
enrolled in the regular school program goes to in order to make use of the
specialized equipment either in a tutorial situation or in a small group session
handled by a SPED teacher.
RATIO: 1:29
TOTAL: 1 Resource Room: 29 inclusion learners

/
______C. Pull-Out – A kind of program where the child enrolled in the regular class
reports to the resource room for a period of time for special instructions by the
SPED teacher.
RATIO: 1:29
TOTAL: 4 Pull-Out Corner

______D. Integration/Mainstreaming – This refers to the enrolment of a child with

special needs in a regular class with support services. There are degrees of
integration. In Partial Integration, a child with special needs enrolled in a
special class is integrated with regular children in non-academic activities like
work education, physical education, arts, school programs, etc., then
gradually integrated in the academic subjects when qualified in Full
Integration, where a child with special needs sits in the regular class in all
academic and non-academic subjects.
/
______E. Inclusion – All children with disabilities regardless of the nature and severity
of their disability and need for related services, receive their total education
within the regular education classroom. Maximum of 2 pupils/students with
special needs in the regular class.
RATIO: 1:29

/ II.
_____ Curriculum Being Offered Per Exceptionality
 K-12 Transition Curriculum for Learners with Special Needs (DO 21 s. 2020)
 Mother Tongue (Filipino Sign Language) Kinder to Grades 1-3
 Modified MELCS for Hearing Impairment Students
 Kindergarten Curriculum for Children with Intellectual Disability
 Basic Learning Competencies and Resource Guide for the Visual Impaired
 / III. Individualized Education Plan (IEP) of each pupil
_____
/ IV. Doctor Specialist’s Assessment per pupil
_____
/ V. Report on Enrolment by Disability – Male – Female – Total
_____

Required Maximum Enrolment per Class (DepED Order No. 53, s. 2008)
Area of Exceptionality With One With Multigrade TOTAL
Grade Level Level STUDENTS IN
ROES (With
Assessment)

1. Mental Retardation 8-15 5-8 49

2. Hearing Impairment 7-15 6-8 27

3. Visual Impairment 7-10 5-6 4

4. Autism 7-10 3-6 75

5. Multiple Disabilities 3-5 2-3 2

6. Physical Disabilities 10-15 7-10 16

and Health
Impairment

7. Giftedness 30-35 15-20 0

/ VI. Qualifications of Teachers

_____
A. Teachers should possess any of the following qualifications:
1. Bachelor of Elementary Education Specializing in Special Education
2. Bachelor of Science in Elementary Education Major in Special Education
3. Bachelor of Science in Elementary Education plus 18 units in special education
in the graduate level with 3 years of teaching experience to children
4. Bachelor of Science in Elementary Education plus 15 units in special education
with 4 years of teaching experience to children with special needs and with very
satisfactory performance in the regular schools for the last 3 years
5. Bachelor of Science in Elementary Education plus 12 units in special education
with 6 years of teaching experience to children with special needs and with very
satisfactory performance in the regular class for the last 3 years
6. Bachelor of Science in Elementary Education plus 9 units in special education
with 9 years of teaching experience to children with special needs and with very
satisfactory performance in the regular class for the last 3 years
B. Assignment of teachers should be based on their educational qualification, training
and experience. Ex. Teacher for the Hearing Impaired can communicate in sign
language and uses total communication. Teachers with units in General Special
Education is not qualified to teach children with autism provided he/she has
sufficient
C. Training on Autism. Necessary documents and certificates should be presented in
line with this.

PROFILE OF TEACHERS PER POSITION

NUMBER SPECIAL EDUCATION TEACHERS HANDLING LWDS
OF SPET 1 SPET 2 SPET 3 SPET 4 TOTAL
TEACHERS 5 1 0 0 6
NUMBER REGULAR TEACHERS HANDLING LWDS
OF T1 T2 T3 HT1 MT1 MT2 MT3 TOTAL
TEACHERS 10 0 0 0 0 0 0 10

NUMBER MUNICIPAL-FUNDED
OF TEACHERS HANDLING LWDS
TEACHERS M F TOTAL
1 3 4

/ VII. School Calendar for particular School Year observing the following celebrations:
_____

Month Celebration
January • AUTISM CONSCIOUSNESS WEEK
• FOOD CONSERVATION MONTH
February • NATIONAL ARTS MONTH
• DENTAL HEALTH MONTH
• INTELLECTUAL DISABILITY WEEK
March • FIRE PREVENTION MONTH
• WOMEN’S MONTH
April • PHILIPPINE INNOVATION DAY
May • EARTH DAY
• FLAG DAY
• WORLD NO TOBACCO DAY
June • ENVIRONMENT MONTH
• DENGUE AWARENESS MONTH
July • NATIONAL DISASTER RESILIENCE
MONTH
• NUTRITION MONTH
• NATIONAL DISABILITY
PREVENTION & REHABILITATION
WEEK
August • BUWAN NG WIKA
• ASEAN MONTH
• SIGHT SAVING MONTH
• INTERNATIONAL YOUTH DAY
• NATIONAL TECHVOC DAY
September • TEACHER’S MONTH
• LITERACY WEEK
• FAMILY WEEK
October • SCOUTING MONTH
• WORLD TEACHER’S DAY
• NATIONAL MENTAL WEEK
• UNITED NATIONS WEEK
November • FILIPINO VALUES MONTH
• DEAF AWARENESS WEEK
• FAMILY WEEK
• ARAW NG PAGBASA
December • INTERNATIONAL DAY OF PERSONS
WITH DISABILITIES
• EDUCATION WEEK
 / VIII.
_____ Facilities/Equipment and Instructional Aids
/
______1. Ramps
/
______2. Trampoline
______3. Brailler (if there are blind students)
______4.
/ Activity Area
/
______5. Resource Room – where instructional materials for different
kinds of learners are kept
/
______6. Sufficient well-structured classrooms suited to its stream
/
______7. Drinking Facilities with potable water
/
______8. “Time Out” Room – a place where a child is placed if
he/she has tantrums (carpeted with foam/rubber matting
around the walls to protect the child from getting hurt)
______9. Playground apparatus
/
______10. Manipulative materials

Remarks:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Inspected by:

ARCELI G. TEJADA FREDELITO B. CABALANG

PSDS, SNED Division Focal PSDS, TAYTAY SO

Date visited: _____________

December 14, 2023
January 9, 2024
DR. MARLON C. MARQUEZ
EPS, SGOD

Conforme :

MELANIE J. MESA
Authorized School Official
(signature over printed name and designation)

Recommending Approval:

FERDINAND C. PASCUAL ROSEMARIE C. BLANDO

Chief, SGOD Chief, CID