What is special education.ppt
Content
WHAT IS SPECIAL
EDUCATION?
Teacher Dodie M. de Castro
Alabang Elementary School SPED Center
What is Special Education?
Special
education
defines
as
individually planned, systematically
implemented,
and
carefully
evaluated
instruction
to
help
exceptional children achieve the
greatest possible self-sufficiency
and success in present and future
environments (Heward, 2003)
Special education refers to a range
of educational and social services
provided by the public school system
and other educational institutions to
individuals with disabilities who are
between three and 21 years of
age. (answers.com)
Special Education (cont.)
Ideally, this process involves the
individually
planned
and
systematically
monitored
arrangement
of
teaching
procedures, adapted equipment
and materials, accessible settings,
and other interventions designed
to help learners with special
needs achieve a higher level of
personal self-sufficiency and
success
in
school
and
community
than
would
be
available if the student were only
given
access
to
a
typical
classroom education. (wikipedia)
What is the Difference between
General Education and Special
Education?
General
education and
special education are two
educational
approaches
that are not the same.
They differ
very
dimensions.
along some
important
General Education and
Special Education (cont.)
First, special education and general
education are designed for students
with different learning, behavioral,
social,
communication,
and
basic
functional needs (such as daily living
skills).
Second, some differences are based in
law.
Third, general education tends to focus
on group of learners, wheras the
special education approach focuses on
individuals. (Teaching Students with
Special Needs in Inclusive Classrooms
p.23)
There are four points of view
about
Special
Education
(Heward, 2003)
Special
education
is legislatively
governed enterprise
Article IV, Section 1 and Section 5,
Article XIII, Section 11 of the 1987
Philippine Constitution gurantee that the
State shall protect and promote the right
of all citizens to quality education at all
levels and shall take appropriate steps to
make such education available to all.
R.A.
7277 – The Magna Carta for
Disabled Persons – provides for the
rehabilitation, self-development and selfreliance of disabled persons and their
integration into mainstream society.
There are four points of view about
Special Education (cont.)
Special education is legislatively
governed enterprise (cont.)
The Philippine Policies and Guidelines
for Special Education provides that
every child with special needs has a
right to an educational program that is
suitable to his/her needs.
Special
education
shares
with
regular
education basic responsibilities of the
educational system to fulfill the right of
the child to develop his/her potential.
There are many other laws, memoranda
and circulars that have been enacted
through the years in support of special
education.
There are four points of view about
Special Education (cont.2)
Special education is a part of the
country’s educational system.
With its modest historical beginning in 1907,
special education is now a major part of the
basic education program in elementary and
secondary schools.
Special
education
is
teaching
children with special needs in the
least restrictive environment.
WHO: The exceptional children or the children
and youth with special needs are the most
important persons in special education.
WHAT: Every exceptional child needs access to
a differentiated and modified curricular progam
to enable him/her to learn the skills and
competencies in the basic education curriculum.
There are four points of view about
Special Education (cont.3)
HOW: Children with mental retardation are taught
adaptive skills and basic academic content that are
suitable to their mental ability. Gifted children are
provided with enrichment activities and advanced
content knowledge so that they can learn more than
what the basic education curriculum offers. Most of
them are in acceleraed classes where they finish
elementary education in five years instead of six.
Children who are blind learn braille and orientation
and mobility or travel techniques. Children who deaf
learn sign language and speech reading.
WHERE: There are several educational placements
for these children. The most prefered in inclusive
education where they are mainstreamed in regular
classes. Other types of educational placements are
special school, residential schools, self-contained
classes, home bound and hospital instruction.
There are four points of view about
Special Education (cont.4)
Special Education is
purposeful intervention
Intervention prevents, eliminates
and/or overcomes the obstacles
that might keep an individual with
disabilities from learning, from full
and active participation in school
activities, and from engaging in
social and leisure activities.
There are four points of view about
Special Education (cont.5)
Special Education is purposeful
intervention (cont.)
Preventive intervention – is designed to
keep potential or minor problems from
becoming a disabilty.
Primary prevention – is designed to
eliminate or counteract risk factors so that a
disability is not acquired.
Secondary intervention – is aimed at
reducing or eliminating the effects of
existing risk factors.
Tertiary prevention – is intended to
minimize the impact of a specific condition
or disability among those with disabilities.
Remedial intervention – attempts to
eliminate the effects of disability.
History of Special Education
in the Philippines
Historically, the interest to
educate Filipino children
with
disabilities
was
expressed more than a
century ago in 1902 during
the American regime.
History of Special Education
in the Philippines (cont.)
The General Superintendent
of
Education,
Mr.
Fred
Atkinson, reported to the
Secretary of Public Instruction
that deaf and blind children
were found in a census of
school-aged children in Manila
and nearby provinces.
He
proposed that these children
be enrolled in school like the
other children.
History of Special Education
in the Philippines (cont. 2)
However, it was not until
1907
when
special
education
program
formally started in the
country.
History of Special Education
in the Philippines (cont. 3)
The
Director
of
Public
Education, Mr. David Barrows,
worked for the establishment
of the Insular School for the
Deaf and the Blind in Manila.
Miss
Delight
Rice,
an
American educator, was the
first
administrator
and
teacher of the special school.
History of Special Education
in the Philippines (cont. 4)
At present the school for
the Deaf is located on
Harrison Street, Pasay City
while
the
Philippine
National School for the
Blind is adjacent to it on
Polo Road.
History of Special Education
in the Philippines (cont. 5)
1926 – 1949
In 1926, The Philippine Association for the Deaf (PAD).
In 1927, the government established the Welfare
Children’s Village in Mandaluyong, Rizal.
In 1936, Mrs. Maria Villa Francisco was appointed as the
first principal of the School for the Deaf and the Blind
(SDB).
In 1945, the National Orthopedic Hospital opened its
School for Crippled Children (NOHHSCC) for young
patient who had to be hospitalized for long periods of
time.
In 1949, the Quezon City Science High School for gifted
students was inaugurated. In the same year, the
Philippine Foundation for the Rehabilitation of the
Disabled (PFRD) was organized.
History of Special Education
in the Philippines (cont. 6)
1950 – 1975
The Elsie Gaches Village (EGV) was established
in 1953 in Alabang, Muntinlupa, Rizal to take
care of abandoned and orphaned children and
youth with physical and mental handicaps.
The Private sector supported the govenment’s
program for disabled Filipinos.
In 1955,
members of Lodge No. 761 of the Benevolent
and Protective Order of Elks organized the Elks
Cerebral Palsy Project Incorporated.
History of Special Education
in the Philippines (cont. 7)
1950 – 1975 (cont.)
In 1957, the Bureau of Public Schools (BPS) of the
Department of Education and Culture (DEC) created the
Special Education Section of the Special Subjects and
Sevices Division.
It provided the development of special education in all
regions of the country. The components of the special
education program included legislation, teacher training,
census of exceptional children and youth in schools and
the community, the integration of children with
disabilities in regular classes, rehabilitation of residential
and special schools and materials production.
Baguio Vacation Normal School ran courses on teaching
children with handicaps.
The Baguio City Special
Education Center was oraganized in the same year.
History of Special Education
in the Philippines (cont. 8)
1976-2000
In 1976, Proclamation 1605 declared 1977 to 1987 as
the Decade of the Filipino Child. The National Action
Plan for Education was promulgated which included
provisions for in and out of school exceptional children.
In the same year, the Camp Pagibig, a day camp for
handicapped children was held on Valentine’s Day in
Balara, Quezon City.
Meanwhile, the Juvenile and
Domestic Relations Court in Quezon City organized the
Molave Youth Hall for Children with Behavior Problems
In 1977, MEC issued Department Order No. 10 that
designated regional and division supervisors of special
education programs.
History of Special Education in the
Philippines
(cont. 8)
1976-2000 (cont.2)
The year 1978 marked the creation fo the National
Commission Concerning Disabled Personss of
NCWDP through Presidential Decree 1509. MEC
Memorandum No. 285 directed school divisions to
organize special classes with a set of guidelines on
the designation of teachers who have no formal
training in special education.
In the same year, the University of the Philippines
opened its special education teacher training
program for undergraduate students.
Vision for Children with
Special Needs
“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.
The
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.”
Policy, Goal and Objectives
of Special Education
Policy
The policy on Inclusive Education
for all is adopted in the
Philippines to accelerate access
to education among children
and youth with special needs.
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.
Goal
The goal of the special education
program 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.
It includes the development on
legislation,
human
resource
development, family involvement
and
active
participation
of
government
and
nongovernment organizations.
Objectives
Provide a flexible and individualized
support system for children and
youth with special needs in a
regular class environment in school
nearest the student’s home.
Provide support services, vocational
programs
and
work
training,
employment
oppurtunities
for
efficient community participation
and independent living.
Implement a life-long curriculum to
include early intervention and
parent education, basic education
and
transition
programs
on
vocational training or preparation
for college.
Objectives (cont.)
Make available an array of
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
disadvantaged children in farflung towns, depressed areas
and underserved barangays.
EDUCATION?
Teacher Dodie M. de Castro
Alabang Elementary School SPED Center
What is Special Education?
Special
education
defines
as
individually planned, systematically
implemented,
and
carefully
evaluated
instruction
to
help
exceptional children achieve the
greatest possible self-sufficiency
and success in present and future
environments (Heward, 2003)
Special education refers to a range
of educational and social services
provided by the public school system
and other educational institutions to
individuals with disabilities who are
between three and 21 years of
age. (answers.com)
Special Education (cont.)
Ideally, this process involves the
individually
planned
and
systematically
monitored
arrangement
of
teaching
procedures, adapted equipment
and materials, accessible settings,
and other interventions designed
to help learners with special
needs achieve a higher level of
personal self-sufficiency and
success
in
school
and
community
than
would
be
available if the student were only
given
access
to
a
typical
classroom education. (wikipedia)
What is the Difference between
General Education and Special
Education?
General
education and
special education are two
educational
approaches
that are not the same.
They differ
very
dimensions.
along some
important
General Education and
Special Education (cont.)
First, special education and general
education are designed for students
with different learning, behavioral,
social,
communication,
and
basic
functional needs (such as daily living
skills).
Second, some differences are based in
law.
Third, general education tends to focus
on group of learners, wheras the
special education approach focuses on
individuals. (Teaching Students with
Special Needs in Inclusive Classrooms
p.23)
There are four points of view
about
Special
Education
(Heward, 2003)
Special
education
is legislatively
governed enterprise
Article IV, Section 1 and Section 5,
Article XIII, Section 11 of the 1987
Philippine Constitution gurantee that the
State shall protect and promote the right
of all citizens to quality education at all
levels and shall take appropriate steps to
make such education available to all.
R.A.
7277 – The Magna Carta for
Disabled Persons – provides for the
rehabilitation, self-development and selfreliance of disabled persons and their
integration into mainstream society.
There are four points of view about
Special Education (cont.)
Special education is legislatively
governed enterprise (cont.)
The Philippine Policies and Guidelines
for Special Education provides that
every child with special needs has a
right to an educational program that is
suitable to his/her needs.
Special
education
shares
with
regular
education basic responsibilities of the
educational system to fulfill the right of
the child to develop his/her potential.
There are many other laws, memoranda
and circulars that have been enacted
through the years in support of special
education.
There are four points of view about
Special Education (cont.2)
Special education is a part of the
country’s educational system.
With its modest historical beginning in 1907,
special education is now a major part of the
basic education program in elementary and
secondary schools.
Special
education
is
teaching
children with special needs in the
least restrictive environment.
WHO: The exceptional children or the children
and youth with special needs are the most
important persons in special education.
WHAT: Every exceptional child needs access to
a differentiated and modified curricular progam
to enable him/her to learn the skills and
competencies in the basic education curriculum.
There are four points of view about
Special Education (cont.3)
HOW: Children with mental retardation are taught
adaptive skills and basic academic content that are
suitable to their mental ability. Gifted children are
provided with enrichment activities and advanced
content knowledge so that they can learn more than
what the basic education curriculum offers. Most of
them are in acceleraed classes where they finish
elementary education in five years instead of six.
Children who are blind learn braille and orientation
and mobility or travel techniques. Children who deaf
learn sign language and speech reading.
WHERE: There are several educational placements
for these children. The most prefered in inclusive
education where they are mainstreamed in regular
classes. Other types of educational placements are
special school, residential schools, self-contained
classes, home bound and hospital instruction.
There are four points of view about
Special Education (cont.4)
Special Education is
purposeful intervention
Intervention prevents, eliminates
and/or overcomes the obstacles
that might keep an individual with
disabilities from learning, from full
and active participation in school
activities, and from engaging in
social and leisure activities.
There are four points of view about
Special Education (cont.5)
Special Education is purposeful
intervention (cont.)
Preventive intervention – is designed to
keep potential or minor problems from
becoming a disabilty.
Primary prevention – is designed to
eliminate or counteract risk factors so that a
disability is not acquired.
Secondary intervention – is aimed at
reducing or eliminating the effects of
existing risk factors.
Tertiary prevention – is intended to
minimize the impact of a specific condition
or disability among those with disabilities.
Remedial intervention – attempts to
eliminate the effects of disability.
History of Special Education
in the Philippines
Historically, the interest to
educate Filipino children
with
disabilities
was
expressed more than a
century ago in 1902 during
the American regime.
History of Special Education
in the Philippines (cont.)
The General Superintendent
of
Education,
Mr.
Fred
Atkinson, reported to the
Secretary of Public Instruction
that deaf and blind children
were found in a census of
school-aged children in Manila
and nearby provinces.
He
proposed that these children
be enrolled in school like the
other children.
History of Special Education
in the Philippines (cont. 2)
However, it was not until
1907
when
special
education
program
formally started in the
country.
History of Special Education
in the Philippines (cont. 3)
The
Director
of
Public
Education, Mr. David Barrows,
worked for the establishment
of the Insular School for the
Deaf and the Blind in Manila.
Miss
Delight
Rice,
an
American educator, was the
first
administrator
and
teacher of the special school.
History of Special Education
in the Philippines (cont. 4)
At present the school for
the Deaf is located on
Harrison Street, Pasay City
while
the
Philippine
National School for the
Blind is adjacent to it on
Polo Road.
History of Special Education
in the Philippines (cont. 5)
1926 – 1949
In 1926, The Philippine Association for the Deaf (PAD).
In 1927, the government established the Welfare
Children’s Village in Mandaluyong, Rizal.
In 1936, Mrs. Maria Villa Francisco was appointed as the
first principal of the School for the Deaf and the Blind
(SDB).
In 1945, the National Orthopedic Hospital opened its
School for Crippled Children (NOHHSCC) for young
patient who had to be hospitalized for long periods of
time.
In 1949, the Quezon City Science High School for gifted
students was inaugurated. In the same year, the
Philippine Foundation for the Rehabilitation of the
Disabled (PFRD) was organized.
History of Special Education
in the Philippines (cont. 6)
1950 – 1975
The Elsie Gaches Village (EGV) was established
in 1953 in Alabang, Muntinlupa, Rizal to take
care of abandoned and orphaned children and
youth with physical and mental handicaps.
The Private sector supported the govenment’s
program for disabled Filipinos.
In 1955,
members of Lodge No. 761 of the Benevolent
and Protective Order of Elks organized the Elks
Cerebral Palsy Project Incorporated.
History of Special Education
in the Philippines (cont. 7)
1950 – 1975 (cont.)
In 1957, the Bureau of Public Schools (BPS) of the
Department of Education and Culture (DEC) created the
Special Education Section of the Special Subjects and
Sevices Division.
It provided the development of special education in all
regions of the country. The components of the special
education program included legislation, teacher training,
census of exceptional children and youth in schools and
the community, the integration of children with
disabilities in regular classes, rehabilitation of residential
and special schools and materials production.
Baguio Vacation Normal School ran courses on teaching
children with handicaps.
The Baguio City Special
Education Center was oraganized in the same year.
History of Special Education
in the Philippines (cont. 8)
1976-2000
In 1976, Proclamation 1605 declared 1977 to 1987 as
the Decade of the Filipino Child. The National Action
Plan for Education was promulgated which included
provisions for in and out of school exceptional children.
In the same year, the Camp Pagibig, a day camp for
handicapped children was held on Valentine’s Day in
Balara, Quezon City.
Meanwhile, the Juvenile and
Domestic Relations Court in Quezon City organized the
Molave Youth Hall for Children with Behavior Problems
In 1977, MEC issued Department Order No. 10 that
designated regional and division supervisors of special
education programs.
History of Special Education in the
Philippines
(cont. 8)
1976-2000 (cont.2)
The year 1978 marked the creation fo the National
Commission Concerning Disabled Personss of
NCWDP through Presidential Decree 1509. MEC
Memorandum No. 285 directed school divisions to
organize special classes with a set of guidelines on
the designation of teachers who have no formal
training in special education.
In the same year, the University of the Philippines
opened its special education teacher training
program for undergraduate students.
Vision for Children with
Special Needs
“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.
The
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.”
Policy, Goal and Objectives
of Special Education
Policy
The policy on Inclusive Education
for all is adopted in the
Philippines to accelerate access
to education among children
and youth with special needs.
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.
Goal
The goal of the special education
program 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.
It includes the development on
legislation,
human
resource
development, family involvement
and
active
participation
of
government
and
nongovernment organizations.
Objectives
Provide a flexible and individualized
support system for children and
youth with special needs in a
regular class environment in school
nearest the student’s home.
Provide support services, vocational
programs
and
work
training,
employment
oppurtunities
for
efficient community participation
and independent living.
Implement a life-long curriculum to
include early intervention and
parent education, basic education
and
transition
programs
on
vocational training or preparation
for college.
Objectives (cont.)
Make available an array of
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
disadvantaged children in farflung towns, depressed areas
and underserved barangays.
