Create a 416 word essay reflecting on the significance of historical context, vision, policies, goals, and

legal foundations in shaping the landscape of special and inclusive education in the Philippines out of
this information:

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 the development and productivity as well as
being capable of self-expression of his/her rights in the society. More importantly, he/she is God-loving
and proud of being a Filipino.

It is also envisioned that the child with special needs will get full parental and community support for
his/her education without discrimination of any kind. The special child should also be provided with a
healthy environment along with leisure and recreation and social security measures”(Department of
Education Handbook on Inclusive Education, 2000).

Policy, Goal & Objectives of Special Education

 Policy on Inclusive Education for All

 Adopted in Philippines to accelerate accessto education among children & youth
w/special needs
 Inclusive education forms integralcomponent of overall educational systemthat is
committed to an appropriateeducation for all children & youth w/special needs.

 Goal

Special education programs of Departmentof Education all over country is:

 To provide children w/ special needsappropriate educational servicesw/in the

mainstream of basiceducation
 Two-pronged goal includesdevelopment of key strategies onlegislation, human
resourcedevelopment, family involvement &active participation of government &non-
government organizations
 Major issues to address onattitudinal barriers of general public& effort towards
theinstitutionalization & sustainabilityof special education programs &services
 Special education aims to:
 Provide flexible & individualizedsupport system for children & youthw/ special needs in
regular classenvironment in schools neareststudents’ home
 Implement life-long curriculum toinclude early intervention & parenteducation, basic
education &transition programs on vocationaltraning/ preparation for college
 Make available an array ofeducational programs & services:
1. the Special Education Centerbuilt on “a school w/in schoolconcept” as resource
center forchildren & youth w/ specialneeds;
 2. Inclusive education in regularschools, special & residentialschools;
homeboundinstruction, hospital instruction

Timeline of Events in History of Special Education in the Philippines

 Early Years: (Pre-20th Century)

Special education in the Philippines traces its roots to informal efforts by families and
communities to support individuals with disabilities. During this period, assistance was primarily
provided within the family or through charitable initiatives.

 1907: Establishment of the School for the Deaf and Blind

The formal establishment of special education in the Philippines can be traced back to 1907
when the School for the Deaf and Blind was established in Pasay City. This marked the beginning
of organized efforts to provide education to individuals with sensory impairments.

 1945-1970s: Post-World War II Developments

After World War II, there was an increased awareness of the needs of individuals with
disabilities. The government and various organizations began establishing special education
schools to cater to different types of disabilities.

 1971: Integration of Special Education into the Public School System

The government took a significant step by integrating special education into the public school
system. This move aimed to promote inclusivity and provide access to education for children
with disabilities alongside their non-disabled peers.

 1982: Magna Carta for Disabled Persons

The Philippines enacted the "Magna Carta for Disabled Persons" in 1982, a landmark legislation
that aimed to protect the rights and promote the welfare of persons with disabilities. This
legislation provided a legal framework for inclusive education and equal opportunities.

 1990s: Inclusive Education Initiatives

The concept of inclusive education gained prominence during the 1990s. Efforts were made to
include students with disabilities in regular classrooms, fostering a more inclusive and
supportive learning environment.

 2006: Enhanced Basic Education Act (Republic Act 9155)

The Enhanced Basic Education Act of 2006 emphasized the importance of inclusive education
and called for the integration of students with disabilities into regular classrooms. This
legislation reflected a commitment to providing quality education for all, regardless of abilities.
  2013: K to 12 Program Inclusion

The implementation of the K to 12 Basic Education Program in 2013 included provisions for
accommodating diverse learning needs. The program aimed to make education more responsive
to the needs of all learners, including those with disabilities.

 Present: Continuing Efforts for Inclusion

In recent years, the Philippines continues to work towards creating a more inclusive education
system. Efforts focus on teacher training, accessible learning materials, and providing necessary
support to ensure that students with diverse abilities can fully participate in the education
system.

**Philippines:**

The Philippines ensures access to education for individuals with disabilities through the "Special
Education Act of 1996" and the "Magna Carta for Disabled Persons." The Department of Education
oversees inclusive education programs, integrating students with special needs into mainstream schools
whenever possible, emphasizing equal opportunities for all.

Philippines:

The Philippines has the "Special Education Act of 1996" (Republic Act No. 7277) and its amendatory law,
the "Magna Carta for Disabled Persons" (Republic Act No. 9442), which ensure the rights and welfare of
persons with disabilities (PWDs), including access to education.

The Department of Education (DepEd) oversees the implementation of special education programs in
the Philippines, aiming to provide inclusive education for children with special needs.

In the heart of the Philippines, the journey of special and inclusive education unfolds, deeply anchored
in its rich history and propelled forward by a shared vision, thoughtful policies, and strong legal
frameworks. The Philippines' approach to education for people with disabilities has evolved over time,
from informal support networks within families and communities to formalized efforts that began in the
20th century. The Department of Education's vision emphasizes a shared desire for every Filipino child
with special needs to receive an adequate education, allowing them to realize their full potential,
express their rights, and make meaningful contributions to society. This vision for the 21st century
emphasizes inclusivity, parental and community support, and the individual's overall development.

Policies and goals have played an important role in shaping the future of special education in the
Philippines. The implementation of inclusive education policies demonstrates a commitment to
accelerating access to education for children and youth with special needs, establishing it as an essential
component of the larger educational system. The primary objective of special education programs
across the country is to provide appropriate educational services within the context of basic education,
ensuring that students with disabilities receive the support they require for development and inclusion.
These goals are accompanied by objectives that focus on legislative advocacy, human resource
development, family involvement, and collaboration between government and non-governmental
organizations.

The lengthy historical timeline of special education in the Philippines highlights significant milestones,
such as the formal establishment of schools for people with sensory impairments in the early years of
the 20th century, the gradual integration of special education into the public school system in the 1970s,
and the enactment of the Magna Carta for Disabled Persons in 1982, which established a legal
framework for inclusive education. In the decades that followed, there was an increasing emphasis on
inclusive education initiatives, resulting in legislative measures such as the Enhanced Basic Education Act
of 2006 and the incorporation of inclusive provisions into the K-12 Basic Education Program in 2013.

As we find ourselves in the present moment, the Philippines continues to chart its course towards a
more inclusive educational landscape. Through ongoing initiatives centered on teacher training,
accessible learning materials, and vital support services, the nation strives to ensure that no learner is
left behind. The significance of historical context, vision, policies, goals, and legal foundations cannot be
understated in shaping the landscape of special and inclusive education in the Philippines, reflecting a
commitment to equity, accessibility, and the holistic development of every learner.