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The document outlines the categories of children and youth with special needs in the Philippines, including those with disabilities, at-risk youth, and gifted individuals. It emphasizes the vision and mission for inclusive education, aiming to provide equal opportunities and support for all learners. Key policies, rights, and historical developments in special education are also discussed, highlighting the commitment to inclusive practices and accessibility in educational settings.

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Jae Yeon
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8 views

Assignment

The document outlines the categories of children and youth with special needs in the Philippines, including those with disabilities, at-risk youth, and gifted individuals. It emphasizes the vision and mission for inclusive education, aiming to provide equal opportunities and support for all learners. Key policies, rights, and historical developments in special education are also discussed, highlighting the commitment to inclusive practices and accessibility in educational settings.

Uploaded by

Jae Yeon
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Republic of The Philippines

City University of Pasay


COLLEGE OF EDUCATION

NAME: ARLAN C. SOLOMON JR. BSE 3-3 MATHEMATICS


FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

1. Categories of Children and Youth with Special Needs


Children and youth with special needs (CYSN) can be classified into the following categories:
1. Children with Disabilities:
- Visual Impairment (blind, low vision)
- Hearing Impairment (deaf, hard of hearing)
- Physical Disabilities (cerebral palsy, amputees)
- Intellectual Disabilities (e.g., Down syndrome)
- Autism Spectrum Disorder
- Learning Disabilities (e.g., dyslexia, ADHD)

2. Children at Risk:
- Street children
- Victims of abuse, neglect, or disasters
- Children in conflict areas

3. Gifted and Talented:


- Students with advanced intellectual, artistic, or athletic abilities

2. Vision of Children with Special Needs


The vision for children with special needs is to provide equal opportunities for them to thrive and
reach their full potential. This includes:
- Inclusive education systems that recognize diversity.
- Equipping them with life skills, education, and training for independence.
- Aiming for a society that accepts, respects, and nurtures individuals regardless of abilities.

3. Policy of Inclusive Education for All


The DepEd promotes inclusive education based on the following principles:
- Universal Accessibility: Schools should accommodate students with diverse needs.
- Zero Rejection Policy: No child should be denied education due to disabilities or differences.
-Curriculum Adaptation: Tailored teaching approaches, materials, and assessments to meet
diverse needs.
-Support Systems: Inclusion of special education teachers, paraprofessionals, and assistive
technologies.
- Stakeholder Collaboration: Involvement of parents, communities, and NGOs.

The Philippine Constitution (1987) and RA 10533 (Enhanced Basic Education Act) emphasize
inclusivity and access to education for all.
4. Mission, Policy, Goal, and Objective of Special Education in the Philippines**
-​ Mission: To ensure that all children, regardless of disability or learning difficulty, receive
appropriate educational opportunities and support.
-​ Policy: The DepEd provides programs that mainstream children with special needs in
general education classrooms or specialized learning centers.
-​ Goal: To develop the maximum potential of children with special needs, enabling them to
live productive and independent lives.
-​ Objectives:
1. Early identification and intervention.
2. Provide specialized programs catering to individual needs.
3. Train and equip teachers in inclusive and special education.
5. Brief History of Special Education in the Philippines
●​ 1902: Establishment of special education began with institutions for the deaf (School for
the Deaf and Blind).
●​ 1945: Expansion post-WWII to cater to war-injured children.
●​ 1975: Bureau of Elementary Education initiated special education programs.
●​ 2000s: DepEd formalized the Special Education (SPED) Program for nationwide
implementation.
●​ Present: SPED Centers and the promotion of inclusive education across schools in the
Philippines.

6. Rights and Policies of Special Education


Key policies and rights for learners with special needs include:
1. RA 7277(Magna Carta for Disabled Persons):
●​ Guarantees equal opportunities in education and employment.
●​ This law promotes the welfare of persons with disabilities (PWDs), including their access
to education.
●​ Key Provisions:
○​ Free public education at the primary and secondary levels for PWDs.
○​ Support services, such as sign language interpreters and assistive devices, in
educational institutions.
○​ Protection against discrimination in schools.
○​ Mandatory accessibility in physical school infrastructures.

2. RA 10533:
●​ Inclusion of special needs education in the K-12 curriculum.
●​ This law integrates the principles of inclusive education within the K-12 curriculum.
●​ Key Provisions:
○​ Customized curricula to address the unique needs of learners with disabilities.
○​ Emphasis on differentiated instruction and multi-grade teaching.
○​ Use of mother tongue-based multilingual education to cater to linguistic diversity.

3. UN Convention on the Rights of Persons with Disabilities (CRPD):


●​ Ratified by the Philippines, emphasizing inclusive education.
●​ The Philippines ratified the CRPD in 2008, aligning its laws with international standards.
●​ Key Articles Related to Education:
○​ Article 24: Ensures access to inclusive and quality education for all learners,
including those with disabilities.
○​ Prohibits exclusion from the general education system based on disability.
○​ Encourages the availability of reasonable accommodations in schools

4. DepEd Policies for Special Education

●​ DepEd Order No. 26, s. 1997:​


Establishes Special Education (SPED) Centers to cater to children with special needs in
every region. These centers provide specialized programs and services, including
resource rooms and vocational training.
●​ DepEd Order No. 72, s. 2009:​
Outlines the implementation of inclusive education for all learners, emphasizing that
children with special needs should study alongside their peers in general education
settings.
●​ DepEd Order No. 21, s. 2020:​
Promotes the use of distance learning and other flexible learning options to accommodate
learners with disabilities, especially during emergencies like the COVID-19 pandemic.

5. RA 11650 (2022):
- Establishes inclusive learning resource centers to enhance SPED services.

6. Republic Act 9442: Anti-Ridicule Act

●​ This law prohibits any form of ridicule, verbal abuse, or discrimination against PWDs in
schools, workplaces, or public places.
●​ Students and educators found guilty of ridiculing PWDs are subject to penalties.

7. Child and Youth Welfare Code (Presidential Decree 603)

●​ Ensures children with disabilities have the right to education, rehabilitation, and
participation in social activities.
●​ Encourages the establishment of institutions to cater to children with special needs.

8. Republic Act 8980: Early Childhood Care and Development (ECCD) Act

●​ This law provides early intervention and development programs for children with
disabilities from 0 to 6 years old.
●​ Features:
○​ Community-based childcare and intervention programs.
○​ Training for parents and caregivers on handling developmental delays and
disabilities

9. Accessibility Law (Batas Pambansa 344)

●​ This law requires all public buildings, including schools, to be accessible to PWDs.
●​ Provisions:
○​ Installation of ramps, elevators, and accessible restrooms in schools.
○​ Clear signage for visually impaired learners.

10. The Philippine Constitution (1987)

●​ Article XIV, Section 1:​


Declares the right of all citizens, including those with special needs, to free and
compulsory basic education.
●​ Article XIII, Section 13:​
Recognizes the protection and promotion of the welfare of PWDs.

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