BASES AND POLICIES OF SPECIAL

AND INCLUSIVE EDUCATION

Module 7-8 (Finals)
Topics:

1. Legal Basis of Special Education

2. Principles, Policies, and Dimensions
Learning Outcomes
A. Demonstrate knowledge of the development of
Special and Inclusive Education in the local and
international contexts by constructing a historical
timeline.
B. Discuss the principles, policies and dimensions in
special education.
Discussion Questions
1. Who are the learners with special education needs?

2. Why are policies and guidelines in special education important?

3. How are the rights of the Indigeneous People in education

protected?

4. Choose 3 laws in special and inclusive education and give a brief

description of each?
LEGAL BASES
The principle of inclusion as a basis for development initiatives including
education has been highlighted in international legal and standard-setting
instruments, and Philippine laws. These laws and instruments are premised
on the fundamental importance of recognizing the right to quality basic
education of all learners, especially the disadvantaged and marginalized, who
may be in unique situations and have different learning needs due to their
personal, social, cultural, and economic context.
These serve as pillars of this Inclusive Education Policy Framework

A. The 1987 Philippine Constitution

Article XIV, Sections 1 and 2 explicitly upholds the protection and promotion of the right of all citizens to
quality education at all levels, which requires the Philippine government, among others, to:

i. Establish, maintain, and support a complete, adequate, and integrated system of education relevant
to the needs of the people and society (Section 2(1)

ii. Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community needs
(Section 2(4); and

iii. Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency and other skills (Section 2(5).
B. Republic Act No. 10533 otherwise known as The Enhanced Basic Education Act of 2013,
and its Implementing Rules and Regulations (IRR), define the inclusiveness of enhanced basic
education through the implementation of programs designed to address the physical,
intellectual, psycho-social and cultural needs of learners, which shall include, but shall not be
limited to, Programs for Learners with Disabilities, Programs for Learners under Difficult
Circumstances, Madrasah Program, Indigenous Peoples Education Program, and Programs for
the Gifted and Talented (Section 8).
● The Alternative Learning System is a parallel learning system to the formal education
system usually conducted in community learning centers. Established by the 2001
Governance of Basic Education Act, it provides an opportunity for the out-of-school
population to access and complete basic education.
● Alternative delivery mode programmes are based on self-learning modules to cater for
learners in difficult and different circumstances.
C. Republic Act No. 8371 otherwise known as The Indigenous
Peoples Rights Act of 1997 mandates the State to provide equal
access to various cultural opportunities to ICCs (Indigenous
Cultural Communities]/IPs through the education system without
prejudice to their right to establish and control their educational
systems and institutions by providing education in their own
language, and in a manner appropriate to their cultural methods
of teaching and learning (Article II, Section 2)
D. Presidential Decree No. 603, otherwise known as the Child and Youth
Welfare Code 
● Issued in December 1974, legally defines special categories of youths,
including youthful offenders, and directs the Ministry of Social Services
and Development (MSSD) to provide comprehensive services to assist in
youth development.
● The Council for the Welfare of Children (CWC) was created through
Presidential Decree 603, otherwise known as the Child and Youth
Welfare Code in 1974. It is mandated to coordinate the implementation
and enforcement of laws, formulate, monitor and evaluate policies,
programs and measures for children.
● Child and Youth Welfare refers to services and activities
designed for the care, protection, participation and
rehabilitation of children and youth in difficult situations and
ensure their social adjustment, total growth and development.
● Neglected child under PD 603-
⮚ Repetition of Offenses- a child who is 15 years of age or
below fifteen years of age and who commits an offense
for the third time or oftener shall be deemed a
NEGLECTED CHILD under this law.
E. Republic Act No. 10665 of 2015 also known as the
Open High School System Act declares the policy of
the state to broaden access to relevant quality education
through the employment of an alternative secondary
education program to overcome personal, geographical,
socio-economic, and physical
F. Republic Act No. 7610 of 1992 also known as Special
Protection Against Abuse, Exploitation and Discrimination Act
declares that it is a State policy to provide special protection to
children from all forms of abuse, neglect, cruelty, exploitation
and discrimination, and other conditions prejudicial to their
development; provide sanctions for their commission and carry
out a program for prevention and deterrence of and crisis
intervention in situations of child abuse, exploitation and
discrimination constraints.
G. Republic Act No. 9344 or The Juvenile Justice
and Welfare Act of 2006 requires educational
institutions to work together with families, community
organizations and agencies in the prevention of
juvenile delinquency and in the rehabilitation and
reintegration of child in conflict with the law.
H. Republic Act No. 9442 (approved in 2007) or An Act
Amending Republic Act No. 7277 of 1992, otherwise
known as the Magna Carta For Disabled Persons
mandates the provision of educational assistance to
persons with disabilities, for them to pursue primary,
secondary, tertiary, post tertiary education, as well as
vocational or technical education, in both public and
private schools.
I. RA 7277 Rehabilitation, and Integration of Disabled
Persons in Mainstream Society (1991)
● An Act Providing For The Rehabilitation, Self-Development
And Self-Reliance Of Disabled Person And
Their Integration Into The Mainstream Of Society And For
Other Purposes. ... Toward this end, the State shall adopt
policies ensuring the rehabilitation, self-development and
self-reliance of disabled persons.
PRINCIPLES, POLICIES
AND DIMENSIONS
1. Early Intervention
Early intervention refers to services and supports that can help young
children with developmental delays. It is like special education but it is for
eligible infants and toddlers who are behind at reaching developmental
milestones.
Early Intervention Services are special services for infants and toddlers at
risk for developmental delays. These services are designed to identify and
meet children’s needs in five developmental areas: physical, cognitive,
communication, social or emotional development, sensory and adaptive
development.
2. Process of Inclusion: Philippine Model
1. Self- instruction
2. Self-monitoring
3. Self-reinforcement
4. Self-determination
Inclusion is a process. It is concerned with the identification and removal of
barriers. It involves collecting, collating and evaluating information from a wide
variety of sources in order to plan for improvements in policy and practice.
Partial Mainstreaming towards or partial inclusion classroom –student with
special need is educated in regular classes at least half day because the remaining
hours/time will be spent through specialized services or he was pulled out in
class to receive additional help or specialize services

Full mainstreaming or full inclusion classroom- students with special needs

are in the regular classroom together with regular students (whole day) and
receive all special services in the regular classroom.
3. Transition Program
As defined in IDEA, transition services are a coordinated set of
activities for students with disabilities that is designed to be a results-oriented
process that focuses on improving the academic and functional achievement
of the student with a disability to facilitate the student’s movement from
school to post-school.
The Transition Program is designed to teach independent living skills,
including vocational skills to students receiving special education services
ages 18-22. As they make progress, students fine-tune their work abilities,
determine job preferences, and learn to work with growing independence.
 Transition in inclusive education is a part of the overall
Individualized Education Program, or IEP, and it defines the move
from public school to adult life. The IEP transition plan, as it is
called, is required by law for students with a learning disability.
The Transition Program aims to help special learners become
functional in spite of their disabilities. It aims to make them enjoy
their daily lives, and empower them to become more useful and
productive citizens.
4. Sustaining Programs
The SPED program of DepEd provides a holistic approach in catering
to the needs of learners with various exceptionalities will have access to
quality education by giving them their individual and unique learning
needs.
The special needs of special education and programs serve children
with emotional, behavioral, or cognitive impairments, or with intellectual,
hearing, vision, speech, or learning disabilities; gifted children with
advanced academic abilities, and children with orthopedic or neurological
impairments.
5. National IP Education Policy
Adopting the National Indigenous Peoples Education Policy Framework, this is
intended to be an instrument for promoting shared accountability, continuous
dialogue, engagement, and partnership among government, IP communities, civil
society, and other education stakeholders.
IP Education is the right of indigenous peoples (IP) to basic education that is
responsive to their context, respects their identities, and promotes the value of their
indigenous knowledge, skills, and other aspects of their cultural heritage.
Fundamental to IPED is establishing institutionalized partnership between
indigenous communities and the respective schools/learning programs which serve
them.
References:
● https://education-profiles.org/eastern-and-south-eastern-asia/philippin
es/~inclusion
● Cristna Nieves Aligada-Halal. et.al. (2020) . Foundations of Special
and Inclusive Education. REX Book Store. Manila
● https://www.teacherph.com/deped-inclusive-education-policy-
framework/