Ma.

Maria Manette Apostol

Madrid, Ed.D.
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.
 The policy on Inclusive
Education for All is adopted
in the Philippines to
accelerate access to
education among children
and youth with special
needs.
 It is also envisioned that the child
with special needs will get full
parental and community support for
his/her education w/o discrimination
of any kind. This special child should
also be provided with a healthy
environmentalongwith leisure and
recreation and security
social
measures” (Department Education
of
Handbook on Inclusive Education,
2000).
 Inclusive education forms
an integral component of
the overall educational
system that is committed to
an appropriate education
for all children and youth
with special needs.
 The goal of the special
education programs of the
Department of Education all
over the country is to provide
children with special needs
appropriate educational
services within the mainstream
of basic education.
 The 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.
 Likewise, there are
major issues to address on
attitudinal barriers of the
general public and effort
towards the
institutionalization
sustainability of special and
education programs and
services.
⦿Provid support services,
evocational programs and
work training, employment
opportunities for efficient
community participation
and independent living,
⦿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.
⦿Implement a life-long
curriculum to include early
intervention and parent
education, basic education
and transition programs on
vocational training or
preparation for college,
and
⦿ Make available an array educational
programs and services: the Special
Education Center built on “a school
within a school concept” as the
resource center for children and youth
with special needs; inclusive education
in regular schools, special and
residential schools, homebound
instruction, hospital instruction and
community-based
programs; alternative modes of
service delivery to reach the
advantaged children in far-flung
towns, depressed areas and
underserved barangays.