VISION, POLICY, GOAL, AND OBJECTIVES OF

SPECIAL EDUCATION
THE GOVERNMENT AND SPECIAL EDUCATION

 Children and youth with special

needs have always been
recognized as legitimate
beneficiaries of the Philippine
Government’s reforms in basic
education
 DepEd through the Special
Education Division provides
framework and standards on
special education and the
increasing inclusivity
HOW PROFESSIONALIZATION AFFECTS SPED?

 Promote access, equity, and

participation of children with
special needs education in the
mainstream of basic education
 Improve the quality, relevance
and efficiency of special
education in schools and
communities
 Sustain special education
programs and services in the
country.
VISION FOR CHILDREN WITH SPECIAL NEEDS

 The Department of Education clearly states its vision for children with special
needs in consonance with the Philosophy of inclusive education thus:
 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.
 Full parental and community support for his/her education without
discrimination of any kind
 Provided with healthy environment along with leisure and recreation and social
security measures
POLICY ON SPECIAL EDUCATION

 Policy – Inclusive Education for

All is adopted in the
Philippines to accelerate
access to education among
children and youth with special
needs.
 Committed to appropriate
education for all children and
youth with special needs
GOAL OF SPECIAL EDUCATION

 Provide children with special needs appropriate educational services

within the mainstream of basic education
 Two-pronged goal – includes the development of key strategies on
legislation, human resource development, family involvement and
active participation of government and non-government
organizations.
 Major issues to address on attitudinal barriers of the general public
and effort towards institutionalization and sustainability of special
education programs and services.
AIMS AND OBJECTIVES OF SPECIAL EDUCATION

 Provide a flexible and individualized support system for children and youth with
special needs in a regular class environment in schools nearest the students’
home
 Provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living
 Implement a life-long curriculum to include early intervention and parent
education, basic education and transition programs on vocational training or
preparation for college
 Make available an array of educational programs and services: special education
center built on “a school within a school concept” – inclusive education in
regular schools, special and residential schools, homebound instruction, hospital
instruction and community based programs, alternative modes
HISTORICAL PERSPECTIVES
 1902 (American Regime) – General
Superintendent of Education Mr. Fred
Atkinson reported to the Secretary of
Public Instruction that deaf and blind
children were found in Manila and nearby
provinces. Proposed mainstreaming.
 1907 – special education program
formally started in the country.
 Mr. David Borrows – worked for the
establishment the Insular School for the
Deaf and the Blind in Manila.
 Miss Delight Rice – first administrator and
teacher of the special school.
SCHOOLS FOR SPECIAL EDUCATION

 School for the Deaf – Harrison Street, Pasay City

 Philippine National School for the Blind – adjacent on Polo Road
1926-1949

 1926 – Philippine Association for the Deaf (PAD) composed mostly of hearing
impaired members and special education specialist
 1927 – the Government established the Welfareville Children’s Village in
Mandaluyong, Rizal.
 1936 – Mrs. Maria Villa Francisco appointed as the First Filipino Principal of the
School for the Deaf and Blind (SDB)
 1945 – National Orthopedic Hospital opened its School for Crippled Children
(NOHSCC)
 1949 – Quezon City Science High School for gifted students was inaugurated
and the Philippine Foundation for the Rehabilitation of the disabled (PFRD) was
organized.
1950-1975

 1950 – PAD opened as school for children with hearing impairment

 1953 – Elsie Gaches Village (EGV) was established in Alabang, Muntinlupa, Rizal to
take care of abandoned and orphaned children and youth with physical and
mental handicaps
 1954 – First week of August was declared as sight saving week
 1955- Members of Lodge No. 761 of the Benevolent and Protective order of Elks
organized the Elks Cerebral Palsy Project Incorporated. First parent-teacher work
conference in Special Education was held at the SDB.
 1956 – First Summer Institute on Teaching the Deaf was held at SDB
 1957 – beginning of the integration of deaf pupils in regular class
1950-1975

 1957 – the Bureau of Public Schools (BPS) of the Department of Education and
Culture (DEC) created the Special Education Section of the Special Subjects and
Services Division. Paved the way for the development of special education
program in all regions of the country
 Special Education program includes legislation, teacher training, census of
exceptional children and youth in schools and the community, the integration of
children with disabilities in regular classes, rehabilitation of residential and
special schools and material production
 Baguio Vacation Normal School – ran courses on teaching children with handicaps
 Baguio City Special Education Center was organized
 1950-1975

 1958 – American Foundation for Overseas Blind (AFOB) opened its regional office in Manila
 1960 – some private colleges and universities started to offer special education courses in
their graduate school curriculum
 1962 – The Manila Youth and Rehabilitation Center (MYRC) was opened which extended
services to children and youth who were emotionally disturbed and socially maladjusted
 DEC issued Circular No. 11 s. 1962 that specified the Qualifications of Special Education
Teachers
 Sponsorship of the Second Pan Pacific Rehabilitation Conference in Manila that convened
international experts in the rehabilitation of handicapped persons
 Experimental integration of blind children at Jose Rizal Elementary School in Pasay city
 First National Seminar on Special Education
 Foundation of St. Joseph Cupertino School for Mentally Retarded
1950-1975

 1962- commencement on training of DEC teacher scholars at the University of

the Philippines in the areas of hearing impairment, mental retardation, and
mental giftedness under RA 5250
 The Philippine General Hospital opened classes for its school-age chronically ill
patients
 1963 – RA 3562 was approved, thus training for DEC scholars for blind children
started at the Philippine Normal College
 1963 -The Philippine Printing House for the Blind was established at the DEC
compound supported by American Foundation for Overseas Blind, UNICEF and
CARE Philippines
 1963 – Manila Science High School for Gifted Students was established
 1964 – Quezon City Science High School for gifted students was established
1950-1975