Bases and

Policies of
Special and
Inclusive
Education
 General
Principles
in Special
Education

“Each child has a Right to Education”

 General Principles in Special Education

1. Equal opportunity assurance of quality education to all regardless of

their assessed needs will be fully met. Placing a handicapped
students in a normal setting is only the first step to integration.

2. Educational resources for handicapped students should be

comparable to those available for non-handicapped students and
appropriate to meet the special needs of those children, since these
needs have often been long neglected or received unduly low
priority.
 Special Education Services should be:
1. Individualized, that is based on the assessed and agreed needs of the
child.

2. Locally accessible, that is within reasonable traveling distance of the

pupil's house or residence.

3. Comprehensive, that is serving all persons with special needs

irrespective of degree of handicap, such that no child of school age is
excluded from educational provision on the grounds of severity or
handicap or receive educational services significantly inferior to
those enjoyed by other students.
 Special Education Services should be:

4. Educational services should be made available to children below

school age and be educationally and developmentally oriented. home
visiting services should be available starting from the first weeks of life.

5. Educational opportunities should also be provided to adolescents and

adults, at least on the same scale as to all others in the community.
Abigail had little formal schooling but a quick wit and was a colorful
writer.
 Special Education Services should be:

6. Comprehensive programming for disabled persons will require a full

range of services: health, social welfare, rehabilitation, employment and
placement.

7. Failure to educate and train handicapped persons in proportion equal

to the provision of services for the non-handicapped, because of the
problem being perceived as a lower priority, results in later expensive
programs to care for the untreated disabled. Further handicapping
conditions results because of the under-development and dependency.
 Legal Bases for Special
Education in the Philippines

Special Education in the Philippines is anchored

on the following fundamental legal documents
 Commonwealth Act No.3203

In 1935, A provision in this Act for the care and protection

of disabled children. Articles 356 and 259 of the Civil Code
of the Philippines mention " the right of every child to live
in an atmosphere conclusive to his physical, moral and
intellectual development", and the concomitant duty of the
government to "promote the full growth of the faculties of
every child".
 The Declaration of the Rights of the Child
This declaration adopted by the United
Nations General Assembly in 1959, affirmed
that mankind owes to the child the best it has
to give. One of the principles concerned with
the education of children with special needs
runs:

"The child who is physically, mentally or

visually handicapped shall be given the
special treatment, education that are required
of his particular condition.
 Republic Act Nos. 3562

Republic Act No. 3562: “An act to promote the Education

of the Blind in the Philippines”, provide for teachers the
formal training of special education teachers of blind
children at the Philippine Normal College, the rehabilitation
of the Philippine National School for the Blind (PNSB) and
the establishment of the Philippine Printing House of the
Blind.
 Republic Act No. 5250

Republic Act No. 5250: “An act establishing a Ten-Year

Teacher Training Program for Teachers of Special and
Exceptional Children”, provided for the formal training of
teachers for deaf, hard-of-hearing, speech handicapped,
socially and emotionally disturbed, mentally retarded and
mentally gifted and youth at the Philippine Normal College
at the University of the Philippines.
 Presidential Decree No. 603 (PD 603)
The Child and Youth Welfare Code, Article 3, Rights of the
Child. Equally important is Article 74 which provides for
the creation of special classes.

The Article reads: "Where needs warrant, there shall be at

least one special class in every province, and if possible,
special schools for the physically handicapped, the
mentally retarded, the emotionally-disturbed and the
specially gifted."
 Presidential Decree No. 1509 of 1978

Created the National Commission Concerning Disabled

Persons (NCCDP)
 Republic Act 7277

Approved on January 22, 1992, Republic Act

7277, otherwise known as the Magna Carta for
Disabled Persons affirms the full participation and
total integration of persons with disabilities into
the mainstream of our society.
Section 8, Article XV of the 1973 Constitution of the Philippines

“A complete, adequate and integrated system of

education relevant to the goals of national
development.”
• Inclusion of exceptional children and youth
 Education Act of 1982 or Batas Pambansa Bilang 232

“The state shall promote the right of every individual

to relevant quality education regardless of sex, age,
breed, socioeconomical status, physical and mental
conditions, social and ethnic origin, political and other
affiliations. The state shall therefore promote and
maintain equality of access to education as well as
enjoyment of the benefits of education by all its
citizens.”
Section 24 of BP 232: “Special Education Services”
Batas Pambansa Bilang 344: “An Act to Enhance the Mobility of Disabled
Persons”
Article XIV, Section 1 and 2 of the 1987 Constitution of the Philippines
Republic Act No. 9442
Goals of Special
Education
 Goals of Special Education

The ultimate goal of

special education shall be
the integration or
mainstreaming of learners
with special needs into the
regular school system and
eventually in the
community.
 Goals of Special Education

Special Education shall aim to

develop the maximum
potential of the child with
special needs to enable him to
become self-reliant and shall
be geared towards providing
him with the opportunities for
a full and happy life.
 Objectives of Special Education

The specific objectives of

special education shall be the
development and maximization
of learning competencies, as
well as the inculcation of values
to make the learners with
special needs a useful and
effective member of society.