SPECIAL EDUCATION:

CURRENT PRACTICE AND BEYOND IN THE

EDUCATION OF LEARNERS WITH
DISABILITIES

DEPARTMENT OF EDUCATION
 EDUCATION BEGINS
THE MOMENT WE SEE CHILDREN
AS INNATELY WISE AND CAPABLE BEINGS.
ONLY THEN WE CAN PLAY ALONG IN THEIR WORLD
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DEPARTMENT OF EDUCATION
 SPECIAL EDUCATION

Ensuring EQUITABLE ACCESS of

Learners with Disabilities to Quality Basic
Education
DEPARTMENT OF EDUCATION
 SPECIAL EDUCATION
Special Education refers to a set of educational
programs and/or services designed to address the
needs of learners with disabilities through
educational plans and instruments which will bring
them to the highest level of their potential and
capacity.(Handbook for SPED, 1987).
DEPARTMENT OF EDUCATION
 Goal
The ultimate goal of the program shall be the
inclusion of learners with disabilities into the
regular school system and eventually in the
community for them to contribute in nation-
building.
DEPARTMENT OF EDUCATION
 Objectives
Develop the maximum potential of learners with disabilities
that will enable them to become self-reliant towards full and
happy life;
Ensure the development and maximization of their
competencies, as well as inculcation of values to make them
useful and effective member of society;
Provide them adequate and appropriate support mechanisms
and accommodations to address their unique conditions and
needs. DEPARTMENT OF EDUCATION
 SPECIAL EDUCATION(Current Practice)

SPECIAL EDUCATION
(CURRENT PRACTICE)

Self-Contained Classes Mainstreamed Classes

Nongraded (Transition Program) Graded (mild to Moderate LWDs)

(Severe to Profound LWDs)  K to 12 Curriculum
 Essential Skills  Adaptation

 Self-help  Reasonable accommodation

 Daily Living  Other support services

 Social and Communication

 Functional literacy and numeracy
 Pre-vocational and vocational Organization of SPED
classes in Public Schools
Graded (Mild to Moderate LWDs)
 K to 12 Curriculum
 Adaptation
 Reasonable accommodation
 Other support services

DEPARTMENT OF EDUCATION
 SPECIAL EDUCATION PROGRAM
SPECIAL EDUCATION PROGRAM

Mainstream Classes Self-Contained Classes

 Full Mainstreaming Nongraded (Transition Program)
 Partial-Mainstreaming (Severe to Profound LWDs)
 Resource Room  Essential Skills
 Self-help
Graded (Mild to Moderate LWDs)  Daily Living
 Social and Communication
 K to 12 Curriculum  Functional literacy and numeracy
 Adaptation
 Pre-vocational and vocational
 Reasonable accommodation
 Other support services

DEPARTMENT OF EDUCATION
 Distribution of Persons in the Philippines by Age Group (Percentages)

25YO-above
68.1%
5-24 YO
26.8%

0-4 YO
5.1%

*2010 PSA Census

**2020 Projection of 1,706,590 Persons with Disability (1.57% of 108.7 M June 23,2020
PopCom Population Clock estimated population)

DEPARTMENT OF EDUCATION
 Learners with Disability (LWDs) in the Philippines
457,366

360,879
354,970

SY 2019-2020 LWD PSA Estimate (Y2020) PSA Estimate (Y2020)

5-19 years old 5-24 years old

* EBEIS Data SY 2019-2020 (February 17,2020)

20.8% (2020 Projection Based on 2010 Census) of Philippine Population with Disability for ages 5-19
26.8% (2020 Projection Based on 2010 Census) of Philippine Population with Disability for ages 5-24

DEPARTMENT OF EDUCATION
ENROLLMENT OF LEARNERS WITH DISABILITIES
Learners with Disability
 Elementary-----------------------------------------------196, 982
Mainstreamed -108, 526
Self-contained Classes
Graded -25, 471
Non-Graded -62, 985
 Secondary ------------------------------------------------163, 849
JHS -135, 953
SHS-27, 896

TOTAL-------------------------------------------------------360, 831
DEPARTMENT OF EDUCATION
ENROLLMENT DATA FOR LEARNERS WITH DISABILITIES (SY
2019-2020)
REGION ELEMENTARY TOTAL SECONDARY TOTAL GRAND
Mainstreamed Self- contained Non-graded JHS SHS TOTAL

Region I 4,989 808 2,921 8,718 5,076 1,477 6,553 15,271

Region II 2,843 601 1,316 4,760 2,988 1,246 4,234 8,994
Region III 5,045 2,111 6,938 14,094 10,174 2,487 12,661 26,755
CALABARZON 8,907 2728 9,522 21,157 25,949 4123 30,072 51,229
MIMAROPA 5,843 1,451 1,868 9,162 4,770 852 5,622 14,784
Region V 8,687 1,952 3,008 13,647 11,357 2,517 13,874 27,521
Region VI 12,763 1,636 5,321 19,720 10,091 2,302 12,393 32,113
Region VII 8,952 2,655 4,511 16,118 9,345 2,029 11,374 27,492
Region VIII 4,412 799 1,770 6,981 4,583 811 5,394 12,375
Region IX 2,850 1,340 3,378 7,568 2,458 869 3,327 10,895
Region X 4,173 911 3,363 8,447 4,922 1,013 5,935 14,382
Region XI 10,376 1,742 4,271 16,389 7,719 1,191 8,910 25,299
Region XII 4,198 1,102 1,633 6,933 5,052 943 5,995 12,928
CARAGA 2,193 708 1,841 4,742 3,041 841 3,882 8,624
BARMM 5,752 1,238 828 7,818 1,751 163 1,914 9,732
CAR 3,594 520 937 5,051 3,038 1,066 4,104 9,155
NCR 12,949 3,217 9,559 25,725 23,639 3,966 27,605 53,330

GRAND TOTAL 108,526 25,519 62,985 197,030 135,953 27,896 163,849 360,879
 CLASSIFICATION OF LEARNERS WITH DISABILITIES
Medically Diagnosed by Licensed Practitioners
1. Visual Impairment/Blind (VI)
2. Hearing Impairment/Deaf(HI)
3. Intellectual Disability(ID)
4. Learning Disability(LD)
5. Autism Spectrum Disorder(ASD)
6. Attention Deficit/Hyperactive Disorder(ADHD)
7. Speech/Communication Disorder
8. Emotional and Behavioral Disorder
9. Physical Disability/Orthopedically Handicapped
10. Cerebral Palsy
11. Multiple Disability
DEPARTMENT OF EDUCATION
Difficulty based on Manifestations
1. Difficulty in Seeing
2. Difficulty in Hearing
3. Difficulty in Remembering and Concentrating
4. Difficulty in Applying Basic Knowledge
5. Difficulty in Performing Adaptive Skills
6. Difficulty in Communicating
7. Difficulty in Mobility
8. Difficulty in Displaying Interpersonal Behavior
 With
Manifestation
but w/out
Diagnosis
67%

Learners With Diagnosis

with by Specialist
Disability 33%

DEPARTMENT OF EDUCATION
LWD based on Medical Diagnosis from Licensed Specialist
LWD based on Medical Diagnosis from Licensed
Specialist
Multiple Disabilities: 3,433
Special Health Problem/Chronic
Disease: 4,820
Cerebral Palsy: 2,917

Speech/Language Disorder: 5,862

Orthopedic/Physical Handicap: 4,742

Emotional-Behavioral Disorder: 3,174

Autism Spectrum Disorder: 15,204

Intellectual Disability: 29,146

Learning Disability: 11,042

Hearing Impairment: 15,917

Visual Impairment: 21,012

DEPARTMENT OF EDUCATION
Learners with Difficulty based on Manifestation
Learners with Difficulty based on Manifestations

Difficulty in Communicating: 15,206

Difficulty in Mobility(Walking, Climbing and

Grasping); 7,374

Difficulty in Displaying Inter-Personal Behavior: 13,771

Difficulty in Applying Adaptive Skills: 14,905
Difficulty in Remembering, Concentrating, Paying
Attention and Understanding: 72,650

Difficulty in Applying Knowledge: 48,221

Difficulty in Hearing: 12,823
Difficulty in Seeing: 57,701

DEPARTMENT OF EDUCATION
SCHOOLS WITH LWDs ENROLLMENT SY 2019-2020
REGION ELEMENTARY SECONDARY GRAND
TOTAL
SELF- CONTAINED MAIN TOTAL JHS SHS
STREAMED
GRADED NON-
GRADED
114 150 638 902 284 186 1,372
Region I
96 126 534 756 198 134 1,088
Region II
176 253 659 1,088 334 215 1,637
Region III
135 302 659 1,096 385 202 1,683
CALABARZON
132 188 645 965 235 102 1,302
MIMAROPA
167 225 839 1,231 368 220 1,819
Region V
135 200 1,003 1,338 339 185 1,862
Region VI
172 283 878 1,333 417 250 2,000
Region VII
122 173 699 994 239 131 1,364
Region VIII
157 273 345 775 159 82 1,016
Region IX
110 199 436 745 183 97 1,025
Region X
103 241 486 830 246 123 1,199
Region XI
76 89 352 517 219 101 837
Region XII
93 182 377 652 186 88 926
CARAGA
109 115 377 601 69 31 701
BARMM
51 85 387 523 148 67 738
CAR
82 147 237 466 153 82 701
NCR
2,030 3,231 9,551 14,812 4,162 2,296 21, 270
GRAND TOTAL
DEPARTMENT OF EDUCATION
Special Education Teachers(SPET) Items per Region
Region SPET V SPET IV SPET III SPET II SPET I TOTAL
Region I 7 0 63 6 177 253
Region II 7 0 18 3 115 143
Region III 22 0 11 18 318 369
CALABARZON 20 0 24 29 430 503
MIMAROPA 15 13 22 20 132 202
Region V 29 4 18 24 180 255
Region VI 3 0 15 11 295 324
Region VII 6 0 28 7 226 267
Region VIII 18 1 55 26 1101 201
Region IX 0 0 8 25 187 220
Region X 13 5 10 9 180 217
Region XI 68 0 12 23 204 307
Region XII 24 0 2 2 127 155
CARAGA 18 1 1 20 120 160
BARMM 11 0 0 0 15 26
CAR 1 0 36 13 44 94
NCR 0 0 57 42 473 572
GRAND TOTAL 262 DEPARTMENT
24 OF EDUCATION
380 278 3,324 4,268
PREPARATIONS BEFORE THE
OPENING OF CLASSESS

DEPARTMENT OF EDUCATION
 PRIORITIES STRATEGIES AND PLAN OF ACTION
Strategies and Action Plan
Strategy Activity Office/Person-In- Timeline Success Indicator
Charge
A. Mapping 1. Conduct survey on the profile of SPED teachers and May to June, Learner’s Profile
learners with learners with disabilities at the officials at the school 2020
disabilities school level level
2. Consolidation of LWD Concerned offices at May to June, Enrollment data
enrollment at the different levels of the different levels of 2020
governance governance
B. Ensuring the 1. Conduct inventory of existing BLD-SID Focal person May to June, List of LMs
availability of learning materials and members 2020
learning
materials in 2. Conversation of existing print BLR, BLD-SID Focal June to August Availability of
different materials into digits formats Person, members, and 2020 digital learning
formats Writers materials
appropriate to
the different 3. Development of video lessons BLR, BLD-SID Focal June to August Availability of
types of with sign language interpretation Person, members, and 2020 print and
disability Writers nonprint LMs

DEPARTMENT OF EDUCATION
PRIORITIES STRATEGIES AND PLAN OF ACTION
4. Finalization of prototype lessons BLD-SID Focal June to July, Camera ready
plans and individualized educational Persons of the 2020 lesson
plan for graded learners in self- different exemplars, and
contained and mainstreamed classes disabilities IEP
5. Conversation of ADM modules into Focal Person, May to Camera ready
digital format that are accessible to members and December 2020 ADM materials
learners who are deaf and with hearing concerned offices with SLI
impairment through a service provider
6. Conversation of DEPED Textbooks BLD-SID, BLR and February to Ready to use
into Digital accessible Information Procurement December 2020 DAISY for VI
System
7. Coding of print and nonprint BLD-SID Focal August, 2020 Classified LMs
learning materials according to use persons and according to
based on the different learning delivery members learning
modalities delivery
modalities
8. Develop modules for the psycho- BLSS, BCD, BLD, July to Provisions of
social well-being of the LWDs DRRMS December, 2020 appropriate
program

DEPARTMENT OF EDUCATION
 PRIORITIES STRATEGIES AND PLAN OF ACTION
C. Ensuring the 1. Conduct training and orientation of BLD-SID Focal August, 2020 No. of trained
readiness of teachers on the utilization of the learning persons and their teachers
teachers and materials members
implementers on 2. Conduct training of teachers on the BLD-SID Focal August, 2020 No. of trained
the different different learning delivery modalities, persons and their teachers
learning delivery contents, strategies, and other approaches members
modalities
3. Orientation of Regional and Division BLD-SID Focal August, 2020 No. of
Supervisors on the Utilization of Digital persons and their supervisors
Resources and Individual Educational Plan members oriented
and Lesson Plan for LWDs based on the
Learning delivery modalities Program Partners
4. Orientation of SPED teachers on Creating BLD-SID Focal June to July, No. of Teachers
Digital Resources and Development of IEP persons and their 2020 and
and lesson exemplars for LWDs members Supervisors
trained
5. seminar-Workshop on Special Education BLD-SID Focal August to No. of teachers
Content and Pedagogy for Regular Teachers persons and their September trained
members

DEPARTMENT OF EDUCATION
 PRIORITIES STRATEGIES AND PLAN OF ACTION

D. Strengthening 1. Issuance of the Policies on SPED and BLD-SID Focal June to Issued policy
program Transition Program Persons August 2020
implementation
2. Develop systems and tools to closely CI Strand Continuous Monitored field
monitor special education curriculum endeavor implementers
implementation to ensure continuous
delivery of quality and inclusive basic
education

3. Provide technical assistance to the CI Strand Continuous Monitored field

fields as needed endeavor implementers

DEPARTMENT OF EDUCATION
 PRIORITIES STRATEGIES AND PLAN OF ACTION
E. Strengthening 1. Conduct advocacy activities to promote CI Strand and Continuous No. of engaged
partnership and the special programs External endeavor partners
net working for Partnership office
program
supports 2. Engage support partners and other CI Strand and All the time Provision of
stakeholders in programs implementation External support to the
Partnership office program
3. Conduct continuous consultations and CI Strand As the need No. of
conversation or dialogue with the regional arise consultations
and division focal persons of the different conducted
special programs
4. Collaborate with other institution in CI Strand DRRMS, All the time Provision of
providing psychosocial services TO learners and External O support to the
with disabilities and parents/guardians Partnership office program
affected by the COVID-19 pandemic

5. Develop mechanisms in providing the BLSS, BCD, BLD All the time Provision of
psychosocial services and DRRMS support to the
program

DEPARTMENT OF EDUCATION
 RECOMMENDATIONS FOR
TEACHERS IN TEACHING LEARNERS
WITH DISABILITIES IN THE NEW
NORMAL

DEPARTMENT OF EDUCATION
 TEACHERS, PARENTS, AND CAREGIVERS
Prepare and provide the LWDs with a Weekly Home learning Plan. This Plan covers the
following:
1. Learning competencies targeted on a specific week
2. Weekly tasks in all learning areas based on the SLMs
3. Time allotment for doing the tasks
4. Mode of submission of completed tasks
5. Time allotment for consultation with the teacher or learning facilitator
6. Reminders for daily routines, breaks, and other off-task activities
The Weekly Home Learning Plan ensures that the learner can finish the assigned tasks for a
specific week and still find time for rest, relaxation, hobbies, physical exercise, family
bonding, and even household chores.DEPARTMENT OF EDUCATION
 TEACHERS, PARENTS, AND CAREGIVERS
Develop an Individual Monitoring Plan (IMP) to ensure the progress of
LWDs in their studies. The IMP consists of following parts:
Learner’s Needs- these are the areas in which your child needs more help
based on his/her assessment results.
Intervention Strategies- concrete help that will be provided to help the
learner cope up with the lessons, like for example, guided activities, decreased
level of difficulty of tasks, and more time for completion.
Monitoring Date- refers to the date when a teacher has evaluated the results
of the given intervention strategies.
DEPARTMENT OF EDUCATION
 TEACHERS, PARENTS, AND CAREGIVERS
Learner’s Status- refers to how well the learner has learned as result of the intervention,
which can be described any of the following:
Insignificant progress- which means that the child “did not meet expectations”
Significant progress- which means that the child has significantly improved, e.g. from “did
not meet expectations to fairly satisfactory”.
Mastery- which means that the child has reached mastery, e.g. from did not meet
expectation” or “fairly satisfactory” to “satisfactory” or “very satisfactory”
Remember that the IMP is used only for those who find it difficult to meet the required
learning competencies as shown in the results of their tests, performance-based tasks and
products. For those who excel in their lessons, they will given additional tasks which can
encourage them to perform even better.
DEPARTMENT OF EDUCATION
 UPSKILLING AND RETOOLING OF TEACHERS, SUPERVISORS, SCHOOL,
HEADS, PARENTS, AND CAREGIVERS
The following are the capacity building activities that shall be considered before are the
opening of classes on August 24, 2020
• Blended approaches and techniques on supervision of instruction
• Flexible teaching methodologies and strategies for learners with disabilities
• Home and school partnership in educating learners with disabilities
• Teaching life skills to learners with disabilities
• Accessibility and technology integration to learners with disabilities
• Open communication with education partners on continuing SPED services
• Dealing with psychosocial needs of learners with disabilities
• Coping mechanism of learners with disabilities brought by COVID-19
DEPARTMENT OF EDUCATION
 CONSIDERATIONS IN DESIGNING INTERVENTIONS AND PROVIDING
ACCOMODATIONS TO LWDs
DIMENSIONS CHARACTERISTICS
Individually  Learning goals and objectives selected for each learner are based on assessment results and input from
Planned parents and the learners.
 Teaching methods and instructional materials shall be selected and/or adapted for each learner.
 Setting(s) where instruction will occur be determined relative to opportunities for learner to learn and use
targeted skills
Specialized  Most often involves unique or adapted teaching procedures seldom used in general education(e.g. constant
time delay, token reinforcement, self-monitoring).
 Incorporates a variety of instructional materials and supports- both natural and contrived to help acquire
and use targeted learning objectives.
 Related services( e. g. audiology, physical therapy) provided as needed.
 Assistive technology will be provided as needed ( e. g. adapted cup holder, head-operated switch to select
communication symbols).
 Efforts made to provide incidental, naturalistic opportunities for student to use targeted knowledge and
skills.
DEPARTMENT OF EDUCATION
 CONSIDERATIONS IN DESIGNING INTERVENTIONS AND
PROVIDING ACCOMODATIONS TO LWDs
DIMENSIONS CHARACTERISTICS
Intensive Instruction presented with attention to detail, precision, structure, clarity, and
repeated practice
“Relentless, urgent” instruction(Zigmond and Baker, 1995)
Efforts made to provide incidental, naturalistic, opportunities for learner to use
targeted knowledge and skills.
Goal- Oriented Purposeful instruction intended to help learner achieve the greatest possible personal
self- sufficiency and success in present and future environments.
Value goodness of instruction determined by learner’s attainment of outcomes.

Research Based Recognized that all teaching approaches are not effective
Methods Instructional programs and teaching procedures selected on basis of research support

DEPARTMENT OF EDUCATION
“We ourselves feel that what we are
DOING is just a drop in the ocean. But
the ocean would be less because of that
missing drop”
Mother Theresa
DEPARTMENT OF EDUCATION