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ABSTRACTION
Photo by: Chrissie Kahan

Vision for LSEN in the Philippines

Vision, Policy, Goal, and Objectives of Special Education

Children and youth with special needs have always been recognized as
legitimate beneficiaries of the Philippine government’s reforms in basic education. For
almost a century now, the Department of Education through its Special Education
Division has been providing the broad framework and standards in establishing and
maintaining special education programs in both public and private schools all over the
country.

The past decades witnessed the continuous development of programs for wide range of
exceptional children and youth together. Likewise, the professionalization of special
education continues to be pursued through teacher and administrator training programs.
Bold moves are undertaken to:

1) promote access, equity and participation of children with special needs

education in the mainstream of basic;
2) improve the quality, relevance and efficiency of special education in schools and
communities; and sustain special education programs and services in the country

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Vision for Children with Special Needs

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
this 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.
It is envisioned that the child with special needs will get full parental and
community support for his/her education without discrimination of any kind. This special
child should also be provided with a healthy environment along with leisure and
recreation and social security measures” (Department of Education Handbook on
Inclusive Education, 2000).

Policy, Goal and Objective of Special Education

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 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 and sustainability of special education programs and
services.

Special education aims to:

1. 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,
2. Provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living,
3. 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
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4. 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 far-flung towns, depressed areas and
underserved barangays.
5. The past decades saw the continuous development of special education
programs for a wide range of exceptional children and youth: those with mental
retardation, giftedness and talent, blindness, deafness, language and speech
disorders, crippling conditions, behavior problems, severe disabilities and
physical impairments. The then Philippines Normal College and the University of
the Philippines, both state tertiary institutions, continue to work hand in hand with
the Department of Education to enhance the professionalization of special
education through their teacher training programs.

The Legal Bases of Special Education

Special education in the Philippines is anchored on fundamental legal documents

that present a chronology of events on the growth and development of the program. The
first legal basis of the care and protection of children with disabilities was enacted in
1935. Articles 356 and 259 of Commonwealth Act No. 3203 asserted “the right of
every child to live in an atmosphere conducive 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”.

Republic Act No. 3562, “An Act To Promote the Educational of the Blind in
the Philippines” on June 21, 1963 provided for 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 for the Blind.

Republic Act No. 5250, “An Act Establishing a Ten-Year Teacher Training
Program for Teacher of Special and Exceptional Children” was signed into law in
1968. The Law provided for the formal training of teachers for deaf, hard-of-hearing,
speech handicapped, socially and emotionally disturbed, mentally retarded and mentally
gifted children and youth at the Philippine Normal College and the University of the
Philippines.

The 1973 Constitution of the Philippines, the fundamental law of the land,
explicitly stated in Section 8, Article XV the provisions of “a complete, adequate and
integrated system of educational relevant to the goals of national development.” The
constitutional provision for the universality of educational opportunities and the education

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of every citizen as a primary concern of the government clearly implies the inclusion of
exceptional children and youth.

In 1975, Presidential Decree No. 603, otherwise known as the Child and Youth
Welfare Code was enacted. Article 3 on the Rights of the Child provides among others
that “the emotionally disturbed or socially maladjusted child shall be treated with
sympathy and understanding and shall be given the education and care required by his
particular condition.” Equally important is Article 74 which provides for the creation of
special classes. Thus, “where needs warrant, there shall be at least special classes in
every province, and if possible, special schools for the physically handicapped, the
mentally retarded, the emotionally disturbed and the mentally gifted. The private sector
shall be given all the necessary inducement and encouragement.”

In 1978, Presidential Decree No. 1509 created the National Commission

Concerning Disabled Person (NCCDP). It was renamed as National Council for the
Welfare of Disabled Persons (NCWDP).
The Education Act of 1982 or Batas Pambansa Bilang 232 states that “the state shall
promote the right of every individual to relevant quality education regardless of sex, age,
breed, socioeconomic status, physical and mental condition, 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 “Special Education Service” of the same law affirms that “the State further
recognizes its responsibility to provide, within the context of the formal education system
services to meet special needs of certain clientele. These specific types shall be guided
by the basic policies of state embodied on General Provisions of this Act which include:
(2) “special education, the education of persons who are physically, mentally,
emotionally, socially, culturally different from the so-called ‘normal’ individuals that they
require modification of school practices/services to develop to their maximum capacity.”

In 1983, Batas Pambansa Bilang 344 was enacted. The Accessibility Law, “An Act to
Enhance the Mobility of Disabled Persons” requires cars, buildings, institutions,
establishments and public utilities to install facilities and other devices for persons with
disabilities

The 1987 Constitution of the Philippines cites the rights of exceptional children to
education in Article XIV. Section 1 declares that the State shall protect and promote the
right of all citizens to quality education accessible to all. Section 2 emphasizes that “the
State shall provide adult citizens, the disabled and out-of-school youth with training in
civics, vocational efficiency and other skills.”

In 1989, R.A. No. 6759 was enacted. The law declared August 1 of each year as “White
Cane Safety Day in the Philippines.” Blind persons use the cane in traveling.
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In 1992, R.A. No. 7610 was enacted. The law is “An Act Providing for Strong Deterrence
and Special Protection Against Child Abuse, Exploitation and Discrimination, Providing
Penalties for Its Violation and Other Purposes.”

In the year 2000, Presidential Proclamation No. 361 set new dates for the National
Disabilities Prevention and Rehabilitation Week Celebration on the third week of July
every year which shall culminate on the birth date of the Sublime Paralytic Apolinario
Mabini.

The year 2004 ushered in a landmark legislation spearheaded by the Department of

Health. Republic Act No. 9288 otherwise known as “The Newborn Screening Act of
2004” is based on the premise that a retarded child could have been normal. A drop of
blood can save the baby from mental retardation and death. Newborn screening is a very
simple test that should be given to the baby twenty-four hours after birth. If the test is
given too late, the baby can either die or eventually be severely retarded. Newborn
screening is a blood test wherein a blood sample will be taken from the heel of the child.
The sample, which is dropped in a special paper, is then sent by the hospital to a
centralized testing center which is run by the National Institute of Health at its head office
at the University of the Philippines in Manila.

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INTERNATIONAL LAWS ON LAWS ON LAWS ON LAWS ON

EDUCATION PERSONS WITH DISABILITIES IN
STANDARD CHILDREN DISABILITIES EDUCATION
(Ratification status
of pertinent
conventions)

Universal Declaration Child and Republic Act Commonwealth Republic Act No.
of Human Rights Youth Welfare Act No. 3203 3562
Code No. 5250
International Vocational
Covenant on Civil and Family Code The Education Rehabilitation Act
Political Rights of the Act of 1982
Philippines Presidential
International Decree No. 1509
Covenant on
Economic, Social and Batas Pambansa
Cultural Rights Blg. 344

Convention on the Magna Carta for

Rights of the Child Disabled Persons

Convention on the
Rights of Persons with
Disabilities

Universal Human Rights Declaration

• Adopted by the United Nations General Assembly on December 1948, UDHR is
generally agreed to be the foundation of international human rights law.
• UDHR affirmed the importance of civil and political rights such as the rights to life,
liberty, and security of persons; equality before the law; privacy; a fair trial;
freedom of speech and assembly, of movement, of religion, of participation in
government directly or indirectly; the right to political asylum, and the absolute
right not to be tortured.
Although not a treaty, the principle of UDHR are now recognized as customarily binding
upon members of international community

Pertinent Provisions

• Article 1. All human beings are born free and equal in dignity and rights.
• Article 2. Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, color, sex, language,
religion, political or other social origin, property, birth or other status.

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• Article 7. All are equal before the law and are entitled without discrimination to
equal protection of the law.
• Article 21. (2) Everyone has the right of equal access to public service in his
country.
• Article 25. (1) Everyone has the right to a standard living adequate for health and
well-being of himself and his family, including food, clothing, housing and medical
care ad necessary social services, and the rights to security in the event of
unemployment, sickness, disability, widowhood, old age or other lack of livelihood
in circumstances beyond his control.

LAWS
❑ Republic Act No. 7277, otherwise known as Magna Carta for Disabled Persons, is
an act providing for rehabilitation, self-development and self-reliance of disabled
persons and their integration into the mainstream of society and for other purposes.
❑ Under this law the State is mandated to ensure that disabled persons are provided
adequate access to quality education and ample opportunities to develop their skills,
taking into account the special requirements needed by them with respect to the use
of school facilities, class schedule, physical education requirements and other
pertinent considerations.
❑ Any learning institution that denies admission to a disabled person by reason of a
handicap or disability will be held criminally liable.

❑ The law mandates for the creation and maintenance of a complete, adequate and
integrated system of special education for VI,HI,MR persons and other types of
exceptional children in all regions in the country by establishing special education
classes in public schools in cities, or municipalities.
❑ State Universities and Colleges are tasked to develop material appliances and
technical aids for disabled persons, and training materials for vocational rehabilitation
and special education instructions; to research on special problems; and to include
SPED courses in the curriculum.

❑ Republic Act No. 9442 amended the Magna Carta for Disabled Persons and
provided additional privileges and incentives to disabled persons. These include
educational assistance to persons with disability, for their pursuit of primary,
secondary, tertiary, post tertiary, as well as vocational or technical education, in both
public and private schools through the provision of scholarships, grants, financial
aids, subsidies and other incentives to qualified persons with disability

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❑ The Magna Carta for Disabled Persons was further amended by Republic Act
No. 10070, which provides for the establishment of institutional mechanism to ensure
the implementation of the programs and services for persons with disabilities in every
province, city, municipality through the creation of Persons with Disability Affairs
Office (PDAO).
❑ Republic Act No. 7610 provides for special protection to children from all forms of
abuse, neglect, cruelty exploitation and discrimination and other conditions
prejudicial to their development taking into account their best interests as the
paramount consideration in all actions concerning them.
❑ Republic Act No. 10372 amended Section 184 of the Intellectual Property Code of
the Philippines (Republic Act No. 8293) by providing that the reproduction or
distribution of published articles or materials in a specialized format exclusively for
the use of the blind, visually and reading-impaired persons made on a non-profit
basis shall not constitute infringement of copyright.
Executive Order No. 105 (2002)
❑ EO 105 directs the implementation of the program “Provision of Group
Home/Foster Home for neglected, abandoned, abused, detached and poor older
persons and person with disabilities.”

Executive Order No. 417 (2005)

❑ EO 417 enjoins all national government agencies including government-owned
and controlled corporations to support and cooperate in the implementation of the
economic independence program for PWDs.
Executive Order No. 437 (2005)
The Executive Order was promulgated by then Pres. Gloria Macapagal-Arroyo
pursuant to the 1987 Constitution, RA 7277 (Magna Carta for Disabled Persons), and RA
8425 (Social Reform Act), Proclamation No. 240 (Declaring thr period 2003-2012 as the
Philippine Decade of Persons with Disabilities), and RA 7160 (Local Government Code
of 1991). It encourage the implementation of community-based rehabilitation programs
nationwide.

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Executive Order No. 709 (2008)

EO 709 redefines the functions and organizational structure of the National
Council for the Welfare of Disabled Persons (NCWDP). NCDA is tasked to formulate
policies and propose legislations concerning the rights and well-being of disabled
persons, and to lead in the implementation of programs and services concerning the
same.
Presidential Proclamation No. 125 (1993)
By virtue of membership in the Economic and Social Commission for Asia and
the Pacific, the Philippines is committed to participate and observe the Asian Pacific
Decade of Disabled Persons. The country’s participation is part of the government’s
effort in furtherance of the programs for the protection of the rights of PWDs and for
providing services for the needs of PWDs.
DILG Memorandum Circular No. 2009-37 (2009)
Under this Circular, local government agencies are encouraged to promote
disability rights and to include persons with disabilities in the development of their
programs and services
NCDA and NCC Joint Circular No. 1 (2010)
This joint circular issued by the national Council on Disability Affairs and National
Computer Center outlines the guidelines for accessible website designs of all agencies
and instrumentalities of the executive branch to ensure that government websites are to
be accessible to all types of citizens with disabilities.

DOT Memorandum Circular No. 2011-04 (2011)

pursuant to Republic Act No. 9442, which amended the Magna Carta for
Disabled Persons, this Circular mandates all Department of Tourism (DOT) accredited
restaurants, hotels, tourist inns, apartels, pension houses, resorts and similar lodging
establishments, tertiary hospitals, ambulatory clinics, spas, sports and recreationla
clubs/centers, museum, galleries, tourist land, water and air transport operators, to
comply with the pertinent provisions of RA No. 9442 that grants at least twenty percent
(20%) discounts to person with disabilities. Failure to comply with the grant such benefits
and privileges is a ground for the review of DOT accreditation.

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What is Special Education?

Special Education Center

- operates on the “school within a school” concept
- functions as the base for SPED programs in a school
- promotes the education of children with special needs in regular schools
- functions tutor, as well as a consulting teacher
- implements appropriate strategies for special
- children’s participation

Special Class or Self-Contained Class

- the most popular among SPED programs
- a class composed of disabled or exceptional students
- there are special classes for special children in public and private regular schools

SPED Teachers
- handles the class in the center or resource room

Integration and Mainstreaming Program

Integration
- allowed children and youth to study in regular classes and study with their peers
- when it’s no longer unusual to find blind, deaf and even mentally retarded
students participating in regular class’ activities
- the best model of this program exemplified at the Division of Manila City Schools
- Two types of Mainstreaming:
- children with moderate or severe forms of disabilities are mainstreamed in regular
classes

Full Mainstreaming
- Children with disabilities are enrolled in regular classes and recite in all the
subjects

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SPED SCHOOL ADDRESS

CENTER
1. Kagitingan Rizal Tayuman,
SPED Center Elementary Sta. Cruz
School
2. Diwa Hizon Abad Santos
SPED Center Elementary
School
3. Pag-asa Obrero Obrero,Tondo
SPED Center Elementary
School
4. Kaunlaran SPED Center P. Gomez P. Guevarra
Elementary
School
5. Kagandahan SPED Albert Dapitan
Center
Elementary
School
6. Kapayapaan SPED Legarda Lealtad
Center
Elementary
School
7. Pag-ibig SPED Center Burgos Elementary School
8. Kabutihan SPED Center A. Quezon Elementary
School
9. Ligaya SPED Center Lucban Elementary School
10. Kalinisan R. Palma Vito Cruz
SPED Center Elementary
School
11. Tagumpay SPED Sta. Ana Mt. Roxas,
Center
Elementary Sta. Ana
School
12. Liwanag Magsaysay España
SPED Center High School

Special Day School

• Serves one or more type of disabilities
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• The special education classes are taught by trained teachers.

• Aside from special education, array of services are available or arranged , such
as psychological, medical and social services.
Examples:
❖ Southeast Asian Institute for the Deaf (SAID); and
❖ St. John Maria Vianney Special School for the Mentally Retarded in Quezon
City

Examples:

❖ School for the Deaf and the Philippine National School for the Blind in Pasay
City
Elsie Gaches Village School for Children with Mental Retardation in Alabang

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Prevalence
• Refers to the total number of cases of a particular condition
• Those with exceptionality ( giftedness
and talent) and developmental disabilities and impairments.

True Prevalence
• Children with special needs who are in school or in the community who have not
been recognized and are not in the special education programs of the
Department of Education (DepEd).

Identifiable Prevalence
• Refers to the cases that have come in contact with some systems
• The number of children and youth with special needs derived from census data.

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Estimation of Prevalence of Children with Special needs

According to World Health Organization (WHO), The Universal estimate of the
prevalence of children with special needs stands at 10% with disabilities and 2% with
giftedness and talent.

How many are enrolled in Special Education Classes?

▪ At present, small number of these children was in special education classes but
many of them remain unidentified in regular classes and communities.
▪ Special Education Program
Here in the Philippines, There are 794 Special Education Programs in all Region.
The Special Education Division report on statistics gives the following enrollment
data for the S.Y 2004-2005 both in Public and Private school.

Components of the Special Education*

❖ Legislation
❖ Teacher Training
❖ Census of exceptional children and youth in schools and the community
❖ Integration of children with disabilities in regular classes
❖ Rehabilitation of residential and special schools and materials production.

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HISTORICAL PERSPECTIVES

The interest to educate Filipino Children with disabilities expressed more than a century
ago in 1902 during the American Regime.

Fred Atkinson
- General Superintendent of Education
- He reported to the secretary of Public Instruction that deaf and blind children should
be enrolled in school like the other children.

Mr. David Barrows

- Director of Public Education who worked for the establishment of the insular for the
deaf and the blind in Manila.

Ms. Delight Rice

- An American Educator and the first Administrator and teacher of the special school.
At present… School for the Deaf (Harrison Street, Pasay City School for the Blind
(Polo Road)

➢ 1926- The Philippine Association for the Deaf (PAD) composed mostly of hearing
impaired members and special education Specialist.
➢ 1927- Welfareville Children’s Village in
➢ Mandaluyong Rizal was established.
➢ 1936- Mrs. Maria Villa Francisco was appointed as the First Filipino Principal of
the School for the Deaf and the Blind (SDB).
➢ 1945- National Orthopedic Hospital Opened its School for Crippled
Children(NOHSCC)for young patients who
➢ had to be hospitalized for long periods of time.
➢ 1949- Quezon City Science High School for gifted students was inaugurated
➢ the Philippine Foundation for the Rehabilitation of the Disabled (PFRD) was
organized.
➢ 1956- First Summer Institute on Teaching the Deaf was held at the SDB in Pasay
City.

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➢ 1957- Bureau of Public Schools (BPS) of the Department of Education and

Culture (DEC) created the Special Education Section of the Subjects and
Services Division.
➢ 1958- American Foundation for Overseas Blind (AFOB) opened its regional office
in Manila.
- AFOB assisted the special education of the DEC by providing consultancy
services in the Teacher Training Program.
➢ 1960- Private Colleges and Universities started to offer special education courses
in their graduate school curriculum.
➢ 1962- Manila Youth and Rehabilitation Center (MYRC) was opened.
➢ DEC issued circular No. 11 s. 1962, that specified the “Qualifications of Special
Education Teachers”.
-PFRD sponsored the Second pan Pacific Rehabilitation Conference in
Manila
- Experimental integration of blind children at the Jose Rizal Elementary
School in Pasay City.
- First National Seminar in Special Education was held at SDB
- St. Joseph of Cupertino School for the Mentally Retarded, was founded.
- Training of DEC teacher scholars at the University of the Philippines in the areas
of hearing impairment, mental retardation, and mental giftedness under R.A 5250.
- the Philippine General Hospital opened classes for its school-age chronically ill
patients
➢ 1963- training of DEC teacher scholars for blind children started at the Philippines
Normal College with the approval of R.A No. 3562.
- Manila Science High School for gifted students was established
➢ 1964- Quezon City Schools Division followed suit with the establishment of the
Quezon City Science High School for gifted students.
➢ 1965- start of the training program for school administrators on the organization,
administration, and supervision of special education classes.
➢ 1967- BPS organized the National Committee on Special Education.
- General letter No. 213 regulating the size of special classes for maximum
effectiveness was issued.
➢ 1968- teacher training for teachers of exceptional children was held.
- First Asian Conference on work for the blind was held in Manila.
➢ 1969- classes for socially maladjusted children were organized at Manila Youth
Reception Center. Also, the Jose Fabella Memorial School was divided into five
and assigned to different part of Metro Manila.

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Five Units*
❖ Philippine Training School for Boys in Tanay, Rizal
❖ Philippine Training School for Girls in Manila Hills, Alabang
❖ Reception and Child Study Center in Manila, Muntinlupa
❖ Elsi Gaches Village in Alabang
❖ Nayon ng Kabataan in Pasay City
➢ 1970- training of teachers for children with behavior problems started at the
University of the Philippines.
- School for the deaf and blind was established and reorganized into two
separate Residential Schools:
* School for the Deaf (PSD)
* National School for the Blind(PNSB)
➢ 1971- DEC issued a memorandum on duties of Special Education Teacher for the
Blind.
➢ 1973- Juvenile and Domestic Relations Court of Manila established the Tahanan
Special School for socially maladjusted children and youth.
➢ - the First Asian conference on Mental retardation was held in Manila under the
UNESCO National Commission of the Philippines and the Philippine Association for
the Retarded (PAR) and was organized by Rev. Fr. Arthur.
➢ 1974- the First National Conference on the Rehabilitation of the disabled was held at
the Social Security Building in Quezon City.
- the Southeast Asian Institute for Deaf
(SAID), a private school was established

➢ 1975- Division of Manila City Schools implemented the Silahis Concept of Special
Education in public elementary schools .
- when the DEC was reorganized into the Ministry of Education Culture, the
Special Subjects and Services Division was abolished.
➢ 1976-proclamation 1605 declared 1977 to 1987 as the Decade of the Filipino Child.
-the NAPE was promulgated which included provisions for in-and-out-of-
school exceptional children.
-the first Camp Pag-ibig, a day camp for handicapped children was held on
Valentine’s Day in Balara, Quezon City\
-the Juvenile and Domestic Relations Court in Quezon City organized the
Molave Youth Hall for Children with Behavior problems.

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➢ 1977-MEC issued Department Order No. 10.

-the West Visayas State College of Iloilo City started its training program and
offered scholarships to qualified teachers.
-the Bacarra Special Education Center, Division of Ilocos Sur and the Bacolod
Special Education Center, Division of Bacolod City opened in the same year.
➢ 1978 -the creation of National Commission Concerning Disabled Persons or
(NCCDP), later renamed as National Council for the Welfare of Disabled Persons
or (NCWPD) through Presidential Decree 1509.
-the Philippine Association for the Deaf started its mainstreaming program in the division
of Manila City Schools.
-the Davao Special School for the Arts was organized in Mt. Makiling, Laguna.
-the second International Conference on Legislation concerning Disabled was held in
Manila under the leadership of PFRD.
-the Davao Special School for the Arts was organized in Mt. Makiling, Laguna.
-the second International Conference on Legislation concerning Disabled was held in
Manila under the leadership of PFRD.

➢ 1980-the School for Crippled Children at the Southern Island Hospital in Cebu
City was organized.
➢ 1981-the United Nations Assembly proclaimed the observance of the
International Year of Disabled Persons.
-inauguration of Three Special Education Programs: the Exceptional Child
Learning Center at Dumaguete City, the Zapatera Special Education Center at the
Division of Cebu, and the Deaf Evangelistic AllianFoundation (DEAF) in Cavinti, Laguna
➢ 1982-Three special schools were opened: the Cebu State College Special High
School for the Deaf, the Siaton Special Education Center in the Division of
Negros Oriental and the St. John Maria de Vianney Special
➢ Education Learning Center in Quezon City.
➢ 1983-Batas Pambansa Bilang 344 enacted the Accessibility Law, “An Act to
Enhance the Mobility of Disabled Persons by Requiring Cars, Buildings,
Institutions, Establishments and Public Utilities to Install Facilities and other
Devices.
-the Batac Special Education Center in
the Division of Ilocos Norte was organized.
➢ 1984- two special education programs were inaugurated:
*The Labangon Special Education Center Division of Cebu City

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*The Northern Luzon Association’s Heinz Wolke School for the Blind at the Marcos
Highway in Baguio City.

NEXT THREE YEARS…

SPED Centers:
❖ Pedro Acharon Special Education Center in the Division of General Santos City
❖ Legaspi City Special Education Center in Pag-asa Legspi City
❖ Dau Special Education Center in
the Division of Pampanga

➢ 1990-the Philippine Institute for the Deaf (PID) an oral School for children with
hearing impairment was established.
➢ 1991- the first National Congress on Street Children was held at La Salle Greenhills
in San Juan Metro Manila.
➢ 1992- the Summer Training for Teachers of the Visually Impaired started at the
Philippine Normal University.
-the program was sponsored by:
*Department of Education Culture and Sports
(DECS)
*Resources for the Blind Incorporated (RBI)
*Christoffel Blindenmission (CBM)
➢ 1993- DECS issued Order No. 14 that directed regional offices to organize the
Regional Special Education Council (RESC).
The years 1993 to 2002 were declared as the Asian and the Pacific Decade of
the Disabled Persons

➢ 1995- The National Registration Day for Persons with Hearing Impairment started at
the Philippine Normal University with funding from the Christoffel Blindenmission
(CBM).
-Three conventions were held in 1995:
* First National Congress on Mental Retardation at the UP Diliman
*First Natinal Convention on deaf Educati in Cebu City.
*First National Sports Summit for the Disabled and elderly

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 EDUC 112- FOUNDATIONS OF SPECIAL NEEDS AND INCLUSIVE EDUCATION

➢ 1996- the third week of January as declared as Autism Consciousness week.

-the First National Congress on Visual Impairment was held in Quezon City and
subsequently held every two years.
-the First Seminar Workshop on Information
Technology for the Visually Impaired was held in Manila sponsored by the BPI.
-the First Congress on Special Needs Education was held in Baguio City.
➢ 1997- DECS Order No. 1 was issued which directed the organization of a Regional
Special Education Unit and the Designation of a Regional Supervisor for Special
Education.
-DECS Order No. 26 on the Institutionalization of Special Education Programs in
All Schools was promulgated.
-the First Philippine Wheelathon-a-race for Wheelchair users was the main
event of the19th National Disability Prevention and Rehabilitation Week.
➢ 1998- DECS Order No. 5 “Reclassification of Regular Teacher and Principal Items to
Special Education Teacher and Special Schools Principal Item” was issued.
-Palarong Pinoy was held at Philsports Complex in Pasig City
-the La Union Special Education Center was opened in the Division of La Union.
➢ 1999- the following events took place in this year:
❖ The PhilSpada National Sports Competition for the Disabled in Cebu City
❖ Issuance of the following DECS Orders- No. 104 “Exemption of the Physically
Handicapped from taking the National Elementary Achievement Test (NEAT)
and the National Secondary Aptitude Test (NSAT)
❖ No. 108 “Strengthening of Special Education Programs for the Gifted in the
Public School System”
❖ No. 448 “Search for the 1999 MNo. 11 “Recognized Special Education
Centers in the Philippines”
❖ No. 33 “Implementation of Administrative Order No. 101 directing the
Department of Public Works and Highways
❖ Memorandum No. 24 “Fourth International Noise Awareness Day.”
❖ No. 477 “National Week for the Gifted and the Talented Special Education
Teacher for the Gifted
❖ Memorandum No. 457 “The National Photo Contest Disability

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