LESSON 4:

PREVALENCE OF CHILDREN
AND YOUTH WITH SPECIAL
NEEDS
 "Assistive technology like wheelchairs, prosthetics,

hearing aids and glasses give people with disabilities

the chance to overcome barriers and demonstrate what

they can do, rather than what they cannot"

LEARNING
At the end of the lesson, the
OBJECTIVES
students can:

a. e xplain the prevalenc e of

children a nd youth with spec ia l
nee ds; a nd,

b. identify the le arners’ basic

educ ation ne eds.
 INTRODUCTIO
N or severe forms of
Children who have moderate

disabilities are mainstreamed in regular classes in

subjects like Physical Education, Home Technology,

and Music.
 PREVALENCE
Total number of cases of a particular condition,

those with exceptionality, (giftedness and talent)

and developmental disabilities and impairments.

PREVALENCE IS VIEWED IN
TWO:
• Identifiable Prevalence

• True Prevalence
 Identifiable prevalence refers to the cases that

have come in contact with some system. The

number of children and youth with special needs

is derived from the census data.

 True prevalence assumes that there are larger

number of children and youth with special needs

who are in school or in a community who have not

been identified as such and are not in the special

education programs of the DepEd.

The prevalence reflects the number of existing

cases of a person with disability. In contrast to

the prevalence, the incidence reflects the

number of new cases with disability and can be

reported as an incidence rate.

Based on the DepEd data for school year 2016-

2017, (232,975) learners with disabilities or

learning exceptionalities were mainstreamed in

regular classes.
 Region IV-A with 34,644 or 14.9% and the

National Capital Region (NCR) with 33,977 or

14.6% recorded the highest number of learners

with exceptionality who were mainstreamed in

regular classes.
By region, the NCR has the most number of SPED
Centers with 247 (27.5%). On the other hand, the

BARMM has the least number of SPED Centers (2

or 0.2%) followed by CAR (14 or 1.5%).

Available schools for youth
with special needs:

• Seven hundred ninety-four (794) special education

programs in all the regions.

• Six hundred sixteen (616) are in public schools.

• One hundred forty-four (144) programs utilize the

Special Education Center.

Public schools that offer SPED:
• Jose Fabella Memorial, Mandaluyong City

Caters to: Behavioral, Mentally Challenged, Addiction

• NOH – School for Crippled Children, Quezon City

• Caters to: Orthopedic Disabilities, Multiple Disabilities

• Philippine National School for the Blind, Pasay City Caters to:

Visual Impairment

• Philippine School for the Deaf, Pasay City

Private schools that offer SPED:

• Xavier University, Cagayan de Oro

• Holy Name University, Tagbilaran City,

• St. Paul University, Metro Manila

• Miriam College, Quezon City, Metro Manila

• Notre Dame of Dadiangas University, General Santos

City
 The recent study of the United Nations
Children’s Fund (UNICEF, 2022) estimates that

there are about 1.6 million Filipino children with

disabilities.
QUESTIO
N:the present prevalence of learners with special
With
needs in the basic education, could DepEd and private
schools cater all their needs?
CONCLUSIO
ChildrenN:
with disabilities disproportionately represent many of

the world’s children who are left behind in education, health

care, social protection, and family and community life. No child

should be left behind.

REFERENCE
S:needs in the Profile of the Philippines.
Special

https://cpbrd.congress.gov.ph/

Prevalence of Children and Youth with Special Needs.

https://prezi.com/p/14xjtshgxt5h/
THANK YOU FOR
LISTENING!
Presented by :

Samson, Raphael L.
Frondozo, Crystal Lorraine