What is Special Education?

Special education is tailored to meet the needs of

students with disabilities. The services and supports one
child receives may be very different from what another child
receives. It’s all about individualization. What’s important is
giving kids the resources they need to make progress in
school.

The Individuals with Disabilities Act (IDEA) defines

Special Education as “specially designed instruction,
at no cost to the parents, to meet the unique needs
of a child with a disability,” but still, what exactly is
Special Education? Often met with an ambiguous
definition, the umbrella term of Special Education
broadly identifies the academic, physical, cognitive
and social-emotional instruction offered to children
who are faced with one or more disabilities.
Under the IDEA External link , these disabilities are categorized into
the following areas:

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder refers to a developmental disability that
significantly affects communication (both verbal and nonverbal) and
social interaction. These symptoms are typically evident before the
age of three and adversely affect a child’s educational performance.
Other identifying characteristics of those with ASD are engagement in
repetitive activities/stereotyped movements, resistance to change in
environment and daily routine and unusual responses to sensory
stimuli.
Multiple disabilities

Children with multiple disabilities are those with concomitant impairments

such as intellectual disability + blindness or intellectual disability + orthopedic
impairment(s). This combination causes severe educational needs that cannot
be met through programs designed for children with a single impairment.
(Deaf-blindness is not identified as a multiple disability and is outlined
separately by IDEA.)

Traumatic Brain Injury (TBI)

Traumatic brain injury refers to an acquired injury to the brain caused by

external physical forces. This injury is one that results in a partial or complete
functional disability and/or psychosocial impairment and must adversely
affect the child’s educational performance. TBI does not include congenital or
degenerative conditions or those caused by birth-related trauma.
TBI applies to injuries that result in impairments in one or
more of the following areas:
•Cognition
•Reasoning
•Psychosocial behavior
• Language
•Abstract thinking
•Physical functions
• Memory
•Judgment
•Information processing
• Attention
•Problem-solving
•Speech
Speech/Language Impairment
Speech or language impairments refer to
communications disorders such as
stuttering, impaired articulation or
language/voice impairments that have an
adverse affect on a child’s educational
performance.

Intellectual Disability
Intellectual disability is defined as a
significantly below average functioning of
overall intelligence that exists alongside
deficits in adaptive behavior and is
manifested during the child’s
developmental period causing adverse
affects on the child’s educational
performance.
Visual Impairment (including Blindness)
Visual impairment, which includes blindness, refers to impairment in
one’s vision that, even after correction, adversely affects a child’s
educational performance. The term “visual impairment” is inclusive of
those with partial sight and blindness.

Deaf; Hearing Impairment

Deafness means a child’s hearing impairment is so severe that it
impacts the processing of linguistic information with or without
amplification and adversely affects a child’s educational performance.
Hearing impairment refers to an impairment (fluctuating or
permanent) that adversely affects a child’s educational performance.
Deaf-Blindness
Deaf-blindness refers to concomitant visual and hearing
impairments. This combination causes severe communication,
developmental and educational needs that cannot be accommodated
through special education programs solely for those children with
blindness or deafness.

Developmental Delay
Developmental delay is a term designated for children birth to age
nine, and is defined as a delay in one or more of the following areas:
cognitive development, physical development, socio-emotional
development, behavioral development or communication.
Emotional Disturbance
Emotional disturbance refers to a condition that exhibits one or more of the
following characteristics both over an extended period of time and to an
exceptional degree that adversely affects a child’s educational performance:
•An inability to learn that cannot be explained by intellectual, sensory or
health factors
•An inability to build and/or maintain satisfactory interpersonal relationships
with peers and teachers
•Inappropriate types of behavior or feelings under normal circumstances
•A general pervasive mood of unhappiness/depression
•A tendency to develop physical symptoms or fears associated with personal
or school problems
Emotional disturbance does not apply to children who are socially
maladjusted unless they are determined to have an emotional disturbance
as per IDEA’s regulations.
Specific Learning Disability
Specific learning disability refers to a range of disorders in which one or
more basic psychological processes involved in the comprehensive/usage
of language — both spoken or written — establishes an impairment in
one’s ability to listen, think, read, write, spell and/or complete mathematical
calculations. Included are conditions such as perceptual disabilities,
dyslexia (also dyscalculia, dysgraphia), brain injury, minimal brain
dysfunction and developmental aphasia. Specific learning disabilities do
not include learning problems that are the result of visual, auditory or
motor disabilities, intellectual disability, emotional disturbance or those
who are placed at an environmental/economic disadvantage.
Orthopedic Impairment
Orthopedic impairment(s) refer to severe orthopedic impairments that
adversely affect a child’s academic performance. Orthopedic impairment(s)
include those caused by congenital anomalies and diseases, as well
impairments by other causes (i.e. Cerebral Palsy).
 
Other Health Impairment(s)
Other health impairments refer to a limitation in strength, vitality or
alertness, resulting in limited alertness to one’s educational
environment. These impairments are often due to chronic or acute
health problems — including ADD/ADHD, epilepsy, and Tourette’s
syndrome — and adversely affect the child’s educational performance.
In order to be deemed eligible for state Special Education services, IDEA
states that a student’s disability must adversely affect his or her
academic achievement and/or overall educational performance. While
defining these adverse effects are dependent on a student’s categorical
disability, eligibility is determined through a process of evaluations by
professionals such as a child’s pediatrician/specialists, school
psychologists and social workers. After a student is deemed able to
receive such services, their progress is annually reviewed.
Special education in the Philippines
 

Special education
 refers to the arrangement of teaching procedures, adapted equipment and materials,
accessible settings, and other interventions designed to address the needs of
students with learning differences, mental health issues, physical and
developmental disabilities, and giftedness.

 Provision of special education is inferred from two provisions of the 1987

Philippine Constitution. Article II, Section 17 provides that the state must give
priority to education, while Article XIV, Section 1 guarantees that this education be
accessible to all: appropriate steps must be taken.
Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277,
introduced some rules on special education in the Philippines. Sec. 12
mandates that the "State shall take into consideration the special requirements
of disabled persons in the formulation of educational policies and programs."
On the other hand, learning institutions are encouraged "to take into account
the special needs of disabled persons with respect to the use of school
facilities, class schedules, physical education requirements,
and other  pertinent consideration." Specifically, learning institutions are
encouraged to provide "auxiliary services that will facilitate the learning
process for disabled persons.“ Sec. 14 of RA 7277 provides that the State
"shall establish, maintain and support complete, adequate and integrated
system of special education for the visually impaired, hearing impaired,
mentally retarded persons and other types of exceptional children in all
regions of the country.“
The putative Special Education Act of 2007 identifies ten groups of Children
withSpecial Needs (CSNs) (Sec. 4, para. f):

1. gifted children and fast learners

2. mentally handicapped/mentally retarded
3. visually impaired
4. hearing impaired
5. children with behavior problems
6. orthopedically handicapped
7. children with special health problems
8. children with learning disabilities (perceptual handicap, brain injury, minimal
braindysfunction, dyslexia and developmental aphasia)
9. speech impaired
10. persons with autism
 In DepEd Order No. 27, s. 1997, all divisions where required to organize at least one
SPED Center to cater to children with special needs. 

Special Education Divison

under its Bureau of Elementary Education. The ultimate goal of special education in the
public schools, according to the Special Education Division of DepEd, is the integration
or mainstreaming of learners with special needs into the regular school system and
eventually in the community, following the principles of The Salamanca Statement on
Principles, Policy and Practice in Specia lEducation.Out of 84.4 million Filipinos,
approximately 5.486 million (13%) are individuals with special needs. Around 4.8% are
provided with appropriate educational services, but the 95.2% of those with
exceptionalities are unserved
In 1995 to 1996 about 80,000 special needs children enrolled.
156,270 by school year 2004 to 2005:
77,152 were mentally gifted and 79,118 were children with disabilities:

40, 260 learning disabilities

11,597 hearing impaired
2,670 visually impaired
12,456 intellectually disabled
5,112 behavior issues
760 orthopedically disabled
5,172 children with autism
912 speech defectives
142 chronically ill
32 children with cerebral palsy
What is Inclusion in Special Education?
Inclusion is one of many options for special needs students.

Inclusion in special education programs is an important part of the continuum of

special education placements required by the 
Individuals with Disabilities Education Act. Inclusion refers to the practice of
educating children with learning disabilitiesand other types of disabilities in the
regular education classroom. 
Research has shown that inclusive education can be a positive experience, both for
the included child and for the general education students.

While this isn't always the case, of course, there is significant evidence that it
CAN be effective.
Inclusion or Mainstreaming?

The practice of including children with special needs in a general education classroom

is not new. The most common approach is called "mainstreaming." When a child is
"mainstreamed," the assumption is usually that either the child will be successful
without supports, or that the child will come to the classroom with supports (usually a
1:1 aide) who will help him to keep up with the rest of the class.
The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive
classroom is designed to accommodate the needs of all learners, by providing
"differentiated" instruction.  In theory, with the right training and resources, a general
education teacher can provide such a broad range of instructional approaches that all
children can successfully learn in her classroom.
Depending upon the situation, grade, and other factors, the teacher might have the support
of an "inclusion specialist" to ensure that each child receives an individualized, inclusive
learning experience.
Not surprisingly, while mainstreaming is fairly common, true inclusion is hard to come by.
In most situations (particularly after grade 3), teachers are required to train their students to
excel in specific standardized tests -- making differentiated instruction difficult to provide.

And while the idea of inclusive education may be appealing, it is the rare teacher, school, or
 

district that has the resources, creativity, patience, and experience to make it work well.
What are self-contained classrooms and inclusion placement?
Even with various supports and services, some students might not be able to
keep up with the pace of a general education classroom. Here are some other
possible placements:

Self-contained classroom: Some students may make more progress in a classroom

that is only for students receiving special education services. A self-contained
classroom is taught by a special education teacher and typically has far fewer students
than a general education classroom. With a lower ratio of students to teachers, a self-
contained classroom can offer more one-on-one teaching that is tailored to each
student’s goals and objectives.
Self-contained classrooms are sometimes referred to as special classrooms. Some
students may spend all day in self-contained classrooms. Other students may spend
part of the day “mainstreamed” in general education classrooms such as for art and
P.E.
Inclusion classroom: An option that is popular at many schools is called an 
inclusion classroom. This type of classroom includes a mix of students who
do and do not receive special education services. A special education
teacher and a general education teacher share equal responsibility for
teaching the class. They weave in lots of learning supports to help students
with different learning styles and skill levels.
Policy and Legislation:

DO 38, s. 2015 - Guidelines on the Utilization of Support Funds for the Special Education (SPED) Program
The Department of Education (DepEd) through the Bureau of Elementary Education (BEE) and the Bureau of
Secondary Education (BSE) issues the enclosed Guidelines on the Utilization of Support Funds for the Special
Education (SPED) Program

DO 98, s. 2011 - Revised Guidelines on the Utilization of the Financial Support Fund to the Secondary Schools Spe
cial Education (SPED) Program
For School Year (SY) 2012-2013, the one hundred fifty three (153) secondary schools implementing the Special
Education (SPED) Program (focused on disabilities) which submitted the enrolment data shall be granted Five
Hundred Thousand Pesos (PhP500,000.00) subsidy for the effective delivery of service to the students with
exceptionalities.

DO 85, s. 2011 - Amendment to DepEd

Order No. 69, s. 2011 (Guidelines on Sustaining Special Education at the Elementary Level)
DepEd Order No. 69, s. 2011 entitled Guidelines on Sustaining Special Education at the Elementary Level is
amended by excluding Paragraph 4 as part of these guidelines
DO 53, s. 2008 - Maximization of Trained Teachers and Administrators in Special Education
Monitoring results of SPED-trained teachers and administrators signal the need to maximize the training programs
they have availed of. Enclosed are the guidelines set to maximize training gains of these teachers and
administrators.

DO 6, s. 2006 - Policies and Guidelines for Special Education at the Secondary Level
In line with the thrust on access to quality education, this Department through the Bureau of Secondary Education
(BSE) shall institutionalize the Special Education Program at the Secondary level. Enclosed are the policies and
guidelines of this Program.

DO 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines

Pursuant to DECS Order No. 26, s. 1997 entitled “Institutionalization of SPED Programs in All Schools”, there should
be at least one SPED Center organized in every school division.

DO 26, s. 1997 - Institutionalization of SPED Programs in All Schools

In support to the implementation of the Republic Act 7277 (Magna Carta for Disabled Persons) and to achieve the
target set for the Asian and Pacific Decade of Disabled Persons (1993-2002) that 75% of the 4 million children with
disabilities should be provided equal educational opportunities, special needs education shall be institutionalized
in all schools.
DO 1, s. 1997 - Organization of a Regional SPED Unit and Designation of Regional Supervisor In-Charge of Special Educ
ation
In recognition of the global commitment of providing access to education, Article XIV of the 1987 Philippine
Constitution and R.A. 7277 otherwise known as the Magna Carta for Disabled Persons mandate the State to provide
relevant education to the needs of people and the society. In view of this, the education of the estimated 4 million
Filipino children with special educational needs should be addressed.

DO 87, s. 1992 - Utilization of Three Special Education Publications

In response to the felt need in the field for specific guidelines on the education of the gifted and for instructional
materials for the handicapped, three (3) Special Education (SPED) publications, namely: (a) Handbook on Educating the
Gifted; (b) Livelihood Education Instructional Materials for Children with Special Needs; and (c) 1991 Revised Filipino
Braille Code, have been scheduled for dissemination during the orientation conferences in SPED to be held from August
to October 1992.

DO 117, s. 1987 - Policies and Guidelines for Special Education

Compliance with these policies and guidelines by all concerned is deemed necessary towards providing equitable
access to educational opportunities and achieving quality education. Likewise, reinforcement of efforts of both
government and non-government sectors in the implementation of these is hereby enjoined.