Policiesandguidelinesofspecialeducationinthephilippines 120427023552-phpapp01

Maria Martha Manette Apostol Madrid, Ed.D.
Professor
Institute of Graduate Studies
Panpacific University North Philippines
Urdaneta City, Pangasinan, Philippines
martzmonette@yahoo.com

Article 1: Philosophy, Goals and Objectives
 Section 1: The State shall promote the right of every
individual to relevant quality education regardless of
sex, age, breed, socio-economic status, physical and
mental condition, social or ethnic origin, political and
other affiliation. The State shall therefore promote
and maintain equality of access to education as well as
the enjoyment of the benefits of education by all its
citizen. (BP Blg. 232)mental condition, social or ethic
origin, political )
 Section 2: Every child with special needs has a right to
an educational program that is suitable to his needs.
Special education shares with regular education basic
responsibilities of the educational system to fulfill the
right of the child to develop to his full potential.

Article 1: Philosophy, Goals and Objectives
 Section 3: 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.
 Section 4: 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.
 Section 5: The ultimate goal of special education shall
be the integration or maintenance of learners with
special needs into the regular school system and
eventually in the community.

Article 2: Definition and Scope
 Section 1: Special education refers to the education of
persons who are gifted or talented and those who have
physical, mental, social or sensory impairment and
cultural differences so as to require modifications of the
school curricula, programs and special services and
physical facilities to develop them to their maximum
capacity. These persons may be gifted/talented, fast
learner, mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically
handicapped, with special health problems, learning
disabled, speech impaired or multiply handicapped.
 Section 2: These policies and guidelines shall apply to all
schools, centers and classes (national or local, public or
private, formal or nonformal) established under the
educational system of the Philippines for the education of
children with special needs.

Article 3: Identification, Screening, Assessment and
Evaluation of Children
 Section 1: Identification, screening, assessment and
evaluation of children with special needs shall be
conducted by the school and the community utilizing
appropriate assessment instruments.
 1.1 Identification and assessment of every child shall be
conducted as early as possible.
 1.2 The team approach shall be used in the
identification and assessment procedures.
The team shall be composed of persons with
working knowledge and understanding of children
with special needs, such as the following:
 1.2.1 parents/guardians/extended families, neighbors
and friends
 1.2.2 regular teachers

 1.2.3 special education teachers
 1.2.4 guidance counselors
 1.2.5 school administrators
 1.2.6 health workers
 1.2.7 social workers
 1.2.8 psychologists
 1.2.9 speech and physical therapists
 1.2.10 law enforcement officers
 1.2.11 probation officers

 1.3 Aspects to be covered in the identification, screening,
assessment and education of children with special needs shall
cover the following aspects:
 1.3.1 Physical:
 1.3.1.1 height and weight
 1.3.1.2 physical deformities
 1.3.1.3 gross and fine motor coordination
 1.3.1.4 hearing
 a.3.1.5 visual function
 1.3.1.6 oral hygiene and dental developmen
 1.3.2 Psycho-social
 1.3.2.1 family history
 1.3.2.2 personality
 1.3.2.3 behavior
 1.3.3 Educational
 1.3.3.1 learning disabilities
 1.3.3.2 language and speech
 1.3.4 Medical

 1.4 Appropriate assessment instruments shall be
developed or adopted in order to identify
handicapping conditions as early as possible.
 1.5 Identification and assessment of children with
special needs shall be a continuing process
 1.6 The synthesis of identification and diagnostic
information shall be the basis for the appropriate
educational placement of the child with special needs.

Article 4: School Admission and Organization of Classes
 Section 1:Children with special needs shall enjoy
equality of access to formal and nonformal education.
 1.1 Educational help for the handicapped child shall be
made available as early as possible.
 1.2 Every school division shall organize special classes
and provide special services for children with special
needs. (PD 603)
 1.3 All schools at the preschool, elementary, secondary
and tertiary levels shall admit children and youth with
special needs.
 1.4 Preschool education and post secondary education
for technical and vocational courses shall be salient
features of the formal education of children with
special needs.

 1.5 The school entrance age of a child with special needs to
formal academic instruction shall follow the current
regulation of the Ministry of Education, Culture and Sports.
He may be admitted any time during the year, if
circumstances warrant such admission. No age requirement
nor time limitation shall be imposed for attendance to
nonformal education programs.
 1.6 Only persons with special needs shall be eligible for
enrolment in special schools.
 1.7 Special educational provisions shall be made in hospital
schools during treatment periods of handicapped children.
 1.8 An assessment test to determine proper grade placement
shall be administered to special students who cannot present
school credentials. Their admission shall be subject to the
approval of the regional director.

 1.9 Over-aged students assessed by the Philippine
Educational Placement Test but found deficient in
communication and other skills, shall be admitted
provided that they shall undergo remedial instruction
in the areas of deficiency.
 1.10 Admission requirements for regular students
taking degree courses at the tertiary level shall apply
to students with special needs.
 1.11 Adaptation in the administration of college
entrance tests and other examinations given by the
Ministry of Education, Culture and Sports and other
agencies shall be provided to meet the needs of special
students.

 Section 2: For maximum efficiency, class size at any given
time shall be as follows:
 Exceptionality...One-Grade Level...Multi-Grade or Multi-Level
 Gifted/Fast Learner...30-35...15-20
 Mentally retarded...8-15...8-10
 Blind 7-10 5-6
 Deaf 7-15 6-8
 Behavior Problems 15-20 7-12
 Orthopedically Handicapped 10-15 10-15
 Multiply Handicapped 5-8 3-6
 Speech Defective 10-15 10-15
 Learning Disabled 7-10 5-6

 2.1 Placement in a special class shall be temporary and not
terminal, thus a continuous assessment process is essential.
 2.2 A maximum of only 2 children with the same or different
type of handicapping condition shall be integrated in a
regular class at any given time.
 2.3 An itinerant teacher shall have a case load of not more
than five children with special needs.
 2.4 The special education teacher shall be assisted by one or
more teacher aide when necessity demands and whenever
possible.
 Section 3: Promotion of children with special needs shall follow
the promotion policy for the regular grades.
 3.1 The promotion from grade to grade or from level to level
shall follow the promotion policy for the regular grades.

 3.2 The following modifications shall be made for special
learners.
 3.2.1 Promotion Scheme for Gifted/Talented/Fast Learners
 3.2.1.1 Yearly progression
 3.2.1.2 Acceleration
 3.2.1.3 Finishing the last three grades in the elementary grades in 2 years
 3.2.1.4 Advanced placement
 3.2.2 The levels of instruction for the mentally retarded shall be as
follows:
 3.2.2.1 Preschool
 3.2.2.2 Lower Primary
 3.2.2.3 Upper Primary
 3.2.2.4 Intermediate
 3.2.2.5 Advanced
 3.2.2.6 Post-Secondary
 3.2.3 For the multiply handicapped, individualized promotion shall be
adopted on a case to case basis.

Article 5: Curriculum Content, Instructional Strategies
and Materials
 Section 1: Curriculum Content, Instructional Strategies and
Materials
 1.1 The following schemes or options may be adopted for Special
Education Programs
 1.1.1 Regular curriculum - the curriculum prescribed for regular
children.
 1.1.2 Modified curriculum - the curriculum prescribed for regular
children with certain adaptations to meet the needs of special
children.
 1.1.3 Special curriculum - the curriculum for children with special
needs aimed primarily at developing special adoptive skills to
maximize their potentials.
 1.2 Curriculum plans shall be research-based, tested successfully
on a pilot basis before their implementation on a bigger scale,
and evaluated periodically. These plans shall be accompanied
by a variety of instructional materials.

and Materials
 1.3 The modified curriculum for the visually impaired shall
include sensory training, special instruction in Braille reading
and writing, mathematics, orientation and mobility, Braille
music, and typing.
 1.4 The modified curriculum for the hearing impaired shall
emphasize communication and language development based on
the philosophy of TOtal Communication which is tailored to
meet the individual child's communication, and educational
needs. The curriculum, in addition, shall include special
instruction in speech and speechreading, auditory training and
rhythm. The multi-sensory approach shall be maximized and
speech/speechreading and sign language shall be encouraged
starting in Grade I.
 1.4.1 Pilipino Sign Language shall be used in the education of the
hearing impaired.

and Materials
 1.5 The modified curriculum for children with behavior
problems shall include special activities and instructional
techniques for the normalization of behavior with emphasis on
moral, civic and spiritual values as well as training in livelihood,
and technical and academic skills to prepare them for the world
of work.
 1.6 The curriculum for the physically handicapped child shall
include functional exercises.
 1.7 The special curriculum for the mentally retarded shall
emphasize training in self-care, socialization, motor and pre-
vocational and vocational skills. For the more severely ratarded
child, emphasis shall be on development of self-care skills.
 1.8 Teaching strategies shall be creative and multi-dimensional.
They shall make maximum use of all remaining sense modalities
and provide for active participation in the learning process.

and Materials
 1.9 All special schools shall strengthen their vocational and
technical training programs. Arrangements shall be made to
enable the child with special needs to attend special courses
offered in the regular vocational schools whenever practical.
 1.10 A community-based, home-based or any useful alternative
special education delivery system shall be established to reach
those who cannot avail of regular institution-based programs.
 1.11 Effective guidance and counselling programs shall be
developed and maintained.
 Section 2: Instructional Materials
 2.1 Low cost and indigenous materials shall be developed for the
use of children with special needs.

Article 6: Organization Patterns
 Section 1: Children with special needs shall be provided with a
variety of educational patterns and services.
 1.1 The assessed needs of each child shall be the primary
consideration in determining his particular program and
services.
 1.2 Programs may be organized in a variety of settings, namely:
 1.2.1 Integration/Mainstreaming. This refers to the enrolment of a
child with special needs in a regular school with additional
teaching/care resources. There are degrees of integration. In
partial integration, a child enrolled in a special class in a regular
school is integrated with regular children in non-academic
activities like work education, physical education, arts, school
programs, etc. Later on, qualified children may be integrated
gradually in one or more academic subjects. In full integration
(sometimes called "zero reject model"), the handicapped child sits
in the regular classes in all subjects, academic or non-academic.

 1.2.2 Resource Room Plan. Under this scheme, the child with special
needs is enrolled in the regular school program but goes to a resource
room to use the specialized equipment either in a tutorial situation or in
a small group. The resource room teacher functions both as an
instructor and as a consultant. The usual procedure is for the resource
room teacher to serve the area of exceptionality in which she has had
training. However, occasionally in small communities, necessity may
dictate that she serves children with a variety of learning disabilities.
Such a resource room service that does not constitute a complete
program of special education should not turn out to be a segregated
plan.
 1.2.3 Itinerant Teacher Plan. Under this plan, an itinerant or traveling
teacher serves one or more regular schools depending on how many
pupils need special help. She gives direct and consultative services to
children. In addition, these specialists observe, diagnose, make referrals,
requisition textbooks and equipment, prepare instructional materials
and evaluates performance.
 1.2.4 Cooperative Class Plan (Part-Time Special Class Plan). In this plan,
the child with special needs is enrolled in a special class but receives
some of his academic instruction in the regular grades. In this way, the
child is, to a varying extent, integrated into regular education.

 1.2.5 Special Class Plan (Self-Contained/Segregated Plan). Under this
plan, usually, pupils with only one type of exceptionality label are
enrolled in the special class. This plan is needed for those with more
sever problems which makes it impossible for them to learn in a
regular classroom setting. At times, they may be with their normal
peers, but not usually in an academic situation.
 1.2.6 Special Education Center. A growing alternative service delivery
system is the Special Education Center which holds classes for
children with special needs within the regular school. Itinerant,
resource room services, special and cooperative classes are held in the
special education center. Classes range from three to more than
twenty, depending upon the population and affluence of the
community. The school-within-a-school concept receives much
support from parents of the children themselves and from civic and
social community organizations. The Center is administered by a
principal and operated according to the rules and regulations that
govern a regular school.

 1.2.7 Special Day School. This type of school serves specific types of
children with moderate to severe disabilities. It offers a range of
trained special educators and a comprehensive array of medical,
psychological and social services.
 1.2.8 Residential School. The reason for placing a child in a
residential school is based on the premise that he can make greater
progress in such setting than in any other. Residential schools
provide special education services that are qualitatively and
quantitatively superior to those available in local communities.
They also offer comprehensive diagnostic and counselling services,
and vocational and recreational services.
 1.2.9 Hospital Instruction. Provision of children confined to
hospitals, sanatoria, and convalescent homes is a service of special
education. The types of children in need of hospital instruction are
the severely emotionally disturbed, the profoundly retarded who are
bedbound, the crippled, those with chronic and/or serious health
disabilities, and recovering patients. Both bedside tutoring and
group instruction are made available to the above.

 1.2.10 Homebound Instruction. This plan is provided by the
local school system to serve the chronically ill, usually the
bedridden, the convalescents from operation, accident or
temporary illness, the disturbed, and the retarded pupils.
Services are provided by either a full time itinerant teacher who
instructs each pupil in his own home about three times a week,
or the regular class teacher who instructs her temporarily
homebound pupils.
 1.2.11 Community-based Delivery System. This is a plan for
children with special needs who reside in distant communities
and cannot avail of existing special education programs. They
are reached by teachers, para-teachers or volunteers trained to
teach the basic 3 R's and self-help activities to prepare them for
useful and independent living.

 1.3 A combination of plans may be considered where special
children are not concentrated in a particular geographic area;
where there are not enough children to justify employing more
than one teacher or where the spread is great; and/or where a
variety of services is not feasible.
 Examples of variation:
 a) A Resource Room Plan may be established and the special teacher works
part-time as an itinerant teacher, since the children enrolled for the Resource
Room Program can be scheduled to attend the regular classroom when he is
not in the building.
 b) A plan such as the one described above may also be established when one
special teacher must meet the needs of children at both elementary and
secondary levels.
 c) The Cooperative Class Plan may be maintained for some pupils and other
pupils scheduled under the Resource Room PLan, particularly when a
program is being changed from a Cooperative Class Plan to a Resource Room
Plan.
 d) If the Cooperative Class Plan is being used, the special teacher could leave
her class for a portion of time to serve as an itinerant teacher when a
provision is made for the children enrolled in the Cooperative Class.

 1.4 Appropriate referral system shall be established if the result of an
assessment merits residential school placement, e.g., for the child who lives
too far from existing special education services. Otherwise, homebound
instruction shall be provided.
 1.5 Special supportive services like readers, interpreters, notetakers, and
others shall be provided when necessary.
 1.6 Special programs for the gifted, talented and creative shall be developed
and maintained.
 1.6.1 Special provisions for the gifted, talented and creative may take the
following prototypes, singly or in combination:
 1.6.1.1. Grouping - clustering of small groups from different sections to be
placed with a teacher who can modify the curriculum to suit the gifted as in
seminars, mini courses, a library period a week, etc.
 1.6.1.2 Vertical Acceleration - early school admission, double grade promotion,
advanced placement, tutoring; correspondence courses; independent study,
acceleration by grade skipping or time compression.
 1.6.1.3 Horizontal Acceleration - mentorship wherein gifted students are paired
with adults who serve as their mentors in a subject of mutual interest;
individual or group research projects; honors classes; a core or block program
for the integration of ideas from two or more subjects.
 1.6.1.4 Guidance - individual conferences; community-sponsored programs;
scholarship societies; career and vocational counseling; peer facilitator.

 Section 2: The goal of special education shall be integration
or mainstreaming of children with special needs.
 2.1 Integration or mainstreaming of children with special
needs shall be viewed as a developmental process.
 2.2 Special supportive services like readers, interpreters,
notetakers, and other auxiliary services shall be provided
when necessary.
 2.3 The school division shall extend such services as
orientation and training of administrators, teachers, other
school personnel and regular popils on special education.

Article 7: School Plant Facilities
 Section 1: Adequate physical facilities and equipment shall be
provided to assure quality education for all children with
special needs.
 1.1 The school system shall assign buildings and resource rooms
and adapt physical facilities to suit children with special needs.
 1.2 The school system shall provide appropriate specialized
equipment, instructional materials and supplies.
 1.3 Requirement for school site, school plants, physical facilities
and classroom size shall be for the purpose of securing permit
for operation of special schools modified in accordance with the
type of exceptionality and enrolment size.
 1.4 The minimum requirement for basic classroom equipment
for children with special needs prepared by the Ministry of
Education, culture and Sports including medical and dental
facilities shall be complied with.

Article 7: School Plant Facilities
 Section 2: Buildings and facilities shall be made
accessible to persons with special needs.
 2.1 Steps shall be taken to remove architectural barriers
to and within buildings (walkways, corridors, doors,
washrooms and toilets) to enhance mobility of
disabled persons.

 Article 8: Personnel Recruitment, Welfare and
Development
 Section 1: For the effective implementation of the special
education program, the education, welfare and training of
personnel shall be given high priority.
 1.1 All personnel involved in the education of children with
special needs shall have adequate and appropriate educational
background and training and personnel qualities specified as
follows:
 1.1.1 Education and Work Experience
 1.1.1.1 For a special education teacher
 Bachelor of Elementary Education specializing in special education
 Bachelor of Science in Elementary Education or Secondary Education, major in Special
Education
 Bachelor of Science in Elementary Education or Secondary Education plus 18 units in
special education in the graduate level

Development
 Bachelor of Science in Elementary Education or Secondary Education
plus 16 units in special education with 4 years of very satisfactory
experience in the regular schools
 Bachelor of Science in Elementary or Secondary Education plus 14 units
in special education with 4 years of very satisfactory experience in the
regular schools
 Bachelor of Science in Elementary or Secondary Education plus 12 units
in special education with 6 years of very satisfactory experience in the
regular schools
 1.1.1.2 For Regional and Division Supervisors, coordinators, and
administrators of special schools and centers
 Master of Arts with 18 units in special education or any related field

Development
 1.1.2 Civil Service Eligibility
For security of tenure of all personnel, possession of
an appropriate civil service eligibility is required.
 1.1.3 Personal Qualities
Must demonstrate positive attitudes, desirable
personal values and commitment toward children with
special needs.

Development
 1.2 In the absence of qualified teachers in the division,
 equivalent experience or training in handling children with special
needs and demonstrated commitment shall be considered for
appointment.
 1.3 Teaching and non-teaching personnel working with children
with special needs shall be provided with on-going and various
training opportunities to ensure staff competence.
 1.4 Training programs shall be upgraded periodically to emphasize
early identification, screening, assessment and evaluation of
children with special needs. It shall include courses in psychology
to develop the right attitudes toward handicapped persons.
 1.5 The hiring rate of special education teachers shall be at least
two ranges higher than that of regular teachers.

Development
 1.6 Incentives shall be given to special education
personnel through the following:
 1.6.1 master teacher positions when they meet the
requirements;
 1.6.2 awards for consistent outstanding performance
for the last 3 years;
 1.6.3 priority in recommendations to related
scholarships and fellowships;
 1.6.4 attendance to conferences or observations of
special education programs in countries with more
advanced programs in special education.

 Article 9: Administration and Supervision
 Section 1: The Ministry of Education, Culture and Sports shall
have overall responsibility for the administration and supervision
of special education in the country.
 1.1 The Bureau of Elementary Education through the Special
Education Division shall provide leadership and guidance over the
Special Education program for learners with special needs in the
elementary level. The Bureau of Secondary Education and the
Bureau of Higher Education shall likewise establish a division or
unit that shall provide similar functions and responsibilities over
learners with special needs in their respective levels.
 1.1.1 Until such divisions or units are established, said Bureaus
shall send a representative to an ad hoc group based at the Bureau
of Elementary Education to facilitate the administration and
supervision of the special education program in these upper
levels.

 1.2 The Special Education Division shall provide supervisory and
consultative services to assist regional and division offices develop
and expand their program and to ensure quality and continuity of
services. It shall meet these responsibilities through the following
main functions:
 1.2.1 provision of a broad framework and minimum standards for use in
establishing and maintaining field programs for children with special needs;
 1.2.2 supervision of programs for children with special needs. It shall provide
assistance in planning, establishing andmaintaining such programs and for
the interpretation of the needsof such programs;
 1.2.3 development and validation of prototype instructional materials for
children with special needs; and
 1.2.4 consultation and coordination of services with other divisions and
bureaus within the MECS and with other national, public and private
agencies for the proper development and maintenance of programs in
special education.

 1.3 The implementation of these four functions shall be carried out
by the Special Education Division in the following ways:
 1.3.1 provision of a broad framework and minimum standards;
 1.3.1.1 development of policies and guidelines to serve as guide for
the field in establishing and maintaining programs for children with
special needs;
 1.3.1.2 cooperation with public and private agencies to insure the
development of all services in the best interests of gifted and
handicapped children;
 1.3.1.3 collaboration with other divisions and bureaus within the
Ministry of Education, Culture and Sports for the proper
development and maintenance programs;
 1.3.1.4 development and coordination of policies and procedures
relative to the preparation and monitoring of programs/reports to
the Director, Bureau of Elementary Education.

 1.3.2 supervision of programs for children with special needs. This is basically the
responsibility of the regional and division offices. It shall be carried out through the
following means:
 1.3.2.1 encourage schools to initiate and develop programs for children with special
needs;
 1.3.2.2 assist schools in the identification and diagnosis of such children. The
Division of Special Education shall encourage schools to conduct vision screening
programs and to follow up these programs by requiring that students who are identified
as having vision problems be referred to a qualified eye specialist for accurate diagnosis;
 1.3.2.3 assist schools in the selection of teachers, suitable classroom facilities, and
special instructional materials and equipment needed by children with special needs;
 1.3.2.4 interpret policies and regulations for the development and maintenance of
programs;
 1.3.2.5 plan and conduct workshops for teachers, school administrators and other
interested persons to provide an understanding of the program;
 1.3.2.6 serve as in-service consultant to field programs; and
 1.3.2.7 assist schools in the utilization of services available from other local and
national agencies.

 1.3.3 development and validation of prototype instructional materials for children with
special needs. Such materials shall be managed and handled in accordance with existing
rules and regulations; and
 1.3.4 consultation and coordination with public and private agencies.
The following procedures shall be used to complement this function:
 1.3.4.1 consultation and coordination of activities with public and private agencies
that have responsibilities for the diagnosis, treatment and rehabilitation of
children with special needs, such as the National Commission Concerning
Disabled Persons, the Ministry of Social Services and Development and the
Ministry of Health;
 1.3.4.2 promotion and carrying out a program of cooperation and coordination
with private agencies having programs for such children;
 1.3.4.3 consultation with institutions of higher learning with regard to
recruitment of persons for training as special education teachers and the
development of programs in the area of special education;
 1.3.4.4 act in advisory capacity, upon request, to private groups maintaining
programs for children with special needs; and
 1.3.4.5 serve as representative to regional, national and international professional
organizations dealing with children with special needs.

 Section 2: The Regional and Division Offices shall have the primary
responsibility for the initiation and implementation of programs for
children with special needs. The education of these children is the
responsibility of the total school system. The overall effectiveness of the
program will depend largely upon the leadership and cooperation of the
regional/division promotional and administrative staff and teachers.
 2.1 Regional Director The Regional Director shall have overall
responsibility for the administration and supervision of special
education in the region.
 2.2 Chief of Elementary Education Division The Chief of Elementary
Education Division shall directly assist the Regional Director in the
development and implementation of policies, plans and programs in
special education for the region. He may preferably assign one who had
training in special education the responsibility of supervising the
program.

 2.3 Schools Superintendent The Schools Superintendent shall
have the overall responsibility for the administration and
supervision of special education in the division. He shall be
assisted preferably by a Division Supervisor who had training in
special education whose responsibility of the program shall
include the following:
 2.3.1 assisting in the integration of the program into the division or
district total school program;
 2.3.2 assisting the special education teacher in an itinerant program to
arrange a workable district-wide schedule
 2.3.3 arranging with district supervisors/principals for adequate
classroom facilities for the special education program;
 2.3.4 helping the special education teacher secure materials and
equipment necessary to his particular program;

 2.3.5 providing assistance to special education teachers through the
conduct of in-service training, seminars and workshops
 2.3.6 visiting the program periodically to gain a better
understanding of the special education teachers' work;
 2.3.7 arranging periodic conferences with the special education
teacher;
 2.3.8 assisting special education teachers to monitor records
 2.3.9 scheduling opportunities for the special education teacher
to discuss and explain his program;
 2.3.10 assigning special education teachers who are promoted as
administrators to schools wih the special education program; and
 2.3.11 urging all administrators/supervisors of schools/districts
who underwent training in special education to organize special
education in their respective schools/districts.

 2.4 District Supervisor
The District Supervisor shall have the overall responsibility for
the administration and supervision of special education in the
district.
 2.5 School Principal and Other School Administrators
The principal and other school administrators shall help
maximally in the development and continuing success of an
effective special education program by:
 2.5.1 creating within the school an atmosphere of acceptance of the
program;
 2.5.2 including the special education teacher in all staff activities and
programs in the school;
 2.5.3 coordinating the program with other programs offered by the
school including guidance services, physical education activities, music
activities, home economics and other programs;

 2.5.4 providing an adequately equipped room for a Resource Room, or
on an adequate place for the itinerant teacher, if this plan is used;
 2.5.5 Securing necessary equipment and materials which are available
within the school building for the special education teacher;
 2.5.6 making available to special education teachers pertinent data
concerning the family background, scholastic and other pertinent
records of all children enrolled in the program;
 2.5.7 assisting the special education teacher with scheduling classes for
each child;
 2.5.8 encouraging classroom teachers to consult with the special
education teachers regarding any problem which might arise in relation
to the child in their classroom;

 2.5.9 notifying the special education teacher (especially the itinerant
teacher) in advance when special activities or programs will prevent
children from following their regular schedule;
 2.5.10 visiting the special education program as he does the regular
classroom program; 2.5.11 arranging for classroom teachers to visit
periodically the class for children with special needs; and
 2.5.12 arranging for the special education teacher to talk with parents,
teachers and other community groups about his program.
 Section 3: Teacher Responsibilities
It is important to the effective functioning of a school program for
children with special needs to have full cooperation of all teachers
in the school.

 3.1 Classroom Teacher
Of primary importance to the successful functioning of the child
in the regular classroom are the attitudes of people he meets, his
self-regarding attitudes and the attitudes he develops. The
positive attitudes that are essential are most likely to develop
where accurate information is available. It is the responsibility of
the special education teacher to provide such information when
possible; however, in some instances where there is no special
education teacher available, to following are suggested for the
classroom teacher to do:
 3.1.1 be alert to the behavioral signs and physical symptoms of
difficulties in all children. Be sure that proper referrals have been
made and everything possible has been done to correct or
ameliorate the problems;

 3.1.2 accept and provide for a wide range of individual differences
on many dimensions among the children with special needs;
 3.1.3 view the physical, mental and social limitations of the child
as only one of his attributes;
 3.1.4 accept the child as much as you would any other child;
 3.1.5 provide a setting for, and expect achievement of the pupil in
terms of his scholastic aptitude and other attributes;
 3.1.6 provide lesson presentations which utilize all senses;
 3.1.7 arrange preferential seating for the child in terms of his
needs;

 3.1.8 obtain assistance in the form of constructive consultation
and specialized materials and equipment from those who assume
special responsibilities for the child;
 3.1.9 help the child to develop concepts meaningful to himself
and in line with his own reality;
 3.1.10 if possible, provide first-hand experiences for the child
rather than vicarious ones; and
 3.1.11 do not expect the special education teachers to re-teach
what has been taught in the regular classroom. The itinerant
teacher's role is to facilitate learning (more than to teach directly)
through assistance to the regular teachers and to the child.

 3.2 Responsibilities of the Resource Room Teacher The resource room
teacher shall:
 3.2.1 share the responsibility for program planning and scheduling with the
classroom teacher, principal, guidance counselor, and other appropriate
school personnel;
 3.2.2 interpret the child's needs to the classroom teacher and other school
personnel who will be working with him;
 3.2.3 advise the classroom teacher as to the best seating arrangement for the
visually impaired or hearing impaired child;
 3.2.4 interpret to the classroom teacher and other school personnel,
practices and procedures which make learning tasks easier for the child;
 3.2.5 assume the responsibility for procuring texts, supplementary
materials, educational aides and equipment needed by the handicapped
child; and
 3.2.6 see that the child is provided with the necessary materials, in
appropriate media, for full participation in the regular classroom.

 3.3 Responsibilities of the Itinerant Teacher The itinerant
teacher shall:
 3.3.1 share the responsibility for program planning and scheduling
with teachers, principals, guidance counselors and other school
personnel;
 3.3.2 confer with the classroom teacher in order to
determine: a) when the child needs help b)how often he
will work with the child c) other matters related to his work
 3.3.3 reinforce the work of the classroom teacher and do intensive
teaching of certain phases of a subject as the need arises;
 3.3.4 consider the following in scheduling for: a) working with the
child with the least interruption of his class participation b) keeping
travel time to the minimum c) conferring with teachers, parents
and other personnel d) preparing and delivering needed materials
and equipment

 3.3.5 maintain records and exchange information about the child
with the classroom teacher on a regular basis;
 3.3.6 prepare a master schedule to be given to his superior and the
principal of each building in which he works;
 3.3.7 work within the framework and policies of the schools in
which he serves children;
 3.3.8 understand the pertinent medical reports concerning the
children;
 3.3.9 prepare appropriate materials for the handicapped child
being served; and
 3.3.10 assist in the initiation of new services and coordinate
existing ones for use in the educational program; interpret to the
general educators resources of value in the education of children
with special needs.

 3.4 Responsibilities of the Cooperating Classroom Teacher
The cooperating classroom teacher shall:
 3.4.1 maintain all school records for children in his class;
 3.4.2 be responsible for the overall educational program for each
child;
 3.4.3 determine the amount of participation each child can
manage in the regular classes
 3.4.4 teach much of the subject matter and arrange with the
classroom teacher and other school personnel (principal,
guidance counselor, and other appropriate school personnel for
pupils to participate in some of the activities of the regular
classroom and of the entire school; and
 3.4.5 see that the child has all the materials needed for
participation in the regular class.

 3.5 Responsibilities of the Special Class Teacher The special
class teacher is responsible for teaching the basic academic
subjects with minimum integration with the non-handicapped in
physical education, for socialization purposes. He must interpret
the child's needs and abilities to the regular classroom teacher or
any other school personnel. He must work closely with all
personnel in the school in planning a program which will be
beneficial to these special children.

 Article 10: Evaluation of Programs and Services
 Section 1: The Ministry of Education, CUlture and Sports shall
develop and implememnt a system of evaluating special
education programs and services.
 1.1 An internal and external evaluation of programs shall be
conducted. It shall include an investigation of all program
components such as curriculum, staff development, physical
facilities, funding and research.
 1.2 Private schools for children with special needs shall be
acrredited upon compliance with the minimum standards that
shall be prescribed by the Ministry of Education, Culture and
Sports.
 1.3 Results of evaluation and feedback shall be used for program
improvement and decision-making.

 Article 10: Evaluation of Programs and Services
 Section 2: The government shall provide through legislation,
incentives for individuals, governmental and non-governmental
entities and agencies engaged in special education and as:
 2.1 franking privilege
 2.2 tax exemption
 2.3 tax reduction
 2.4 educational grants or scholarships and fellowships
 2.5 loans from government financial institutions
 Section 3: Government assistance in job placement for
beneficiaries of the special education program shall be provided
by:
 3.1 allocating positions in government offices for them
 3.2 creating positions for them through the establishment of skills
training centers (faarmer's handicarft, etc.)

 Article 11: Research and Special Studies
 Section 1: Research relevant to the education of children with
special needs shall be conducted to provide empirical basis for
the improvement of instruction at all levels.
 1.1 Research on the theory and practice of special education in the
country and abroad should be given equal opportunity.
 1.2 Specifically, researches should include:
 1.2.1 theoretical and conceptual models in special education
 1.2.2 identification, screening, assessment and evaluation of
children with special needs;
 1.2.3 programs and delivery systems
 1.2.4 curricular content, instructional strategies and materials
 1.2.5 program evaluation schemes
 1.2.6 policy analysis

 Article 11: Research and Special Studies
 1.3 Research proposals shall come from all sectors of society, e.g.,
government ministries including the Ministry of Education,
Culture and Sports, non-government organizations, the academic
community, research centers and private persons.
 1.4 A scheme for the dissemination and utilization of research
findings should be evolved and applied.
 Section 2: Special studies shall be made in other areas not
specified but needed in the development of the special education
program.

 Article 12: Parent Education and Community
Involvement
 Section 1: Parents of children with special needs are valuable
members of the educational team in the program of
rehabilitation for independent living of their children.
 1.1 Parent education shall be a necessary component of the special
education program. As early as possible, parents shall be made aware of
their children's handicaps and the intervention strategies needed to
help facilitate each child's academic, social-emotional and
communicative development.
 1.2 Parents shall be provided with information, and a process of sharing
experiences continuously with other parents experiencing similar
problems.
 1.3 Parents of children with special needs shall be directly involved in
the planning of educational and special services for their children. They
shall be helped to develop confidence in their abilities to cope with, care
for and teach their disabled children.

 Article 12: Parent Education and Community
Involvement
 1.4 The family of the child shall be involved in the process of
habilitation and rehabilitaion. It shall be encouraged as the
major rehabilitation unit.
 1.5 The training of trainors from among community volunteers,
including parents and family members of children with special
needs, in basic special education techniques as part of the
community-based or home-based rehabilitation services shall be
conducted to promote programs on early identification and
intervention and to enhance home-school relationships.

 Article 13: Linkages
 Section 1: Linkages with government and non-government
organizations shall be established, maintained and expanded.
 1.1 Special education shall be a component of all community-
based, home-based and other rehabilitation services. These shall
be coordinated with medical, social and vocational rehabilitation
services.
 1.2 All health, welfare and other community services, like parent-
teacher organizations, socio-economic clubs, and other groups
which can help children with special needs and their families
shall be tapped.
 1.3 Carefully designated pilot programs that shall demonstrate the
effective collaboration of education, medical, health care, and
social services shall be undertaken.

 Article 13: Linkages
 1.4 A system of referral, collaboration and follow-up among
various disciplines and services for specific areas shall be
established and intensified.
 1.5 A directory or service information center that lists all
rehabilitation services available in a particular geographical areas
and the types of children with special needs that can be served
shall be prepared and made available.
 1.6 The school shall exert effort to link with the community in
providing wholesome recreational and other facilities that would
enable children with special needs to interact with their normal
peers.

 Article 14: Public Information, Education and
Communication
 Section 1: A nationwide information dissemination campaign on
the prevention, early identification and intervention of children
with special needs shall be intensified.
 1.1 Mass media shall be utilized to make the public aware of the
importance and availability of services for children with special
needs.
 1.2 Short radio and TV messages that are easy to grasp shall be
aired utilizing language that parents and laymen can understand
to change and improve public attitudes towards children with
special needs.
 1.3 Information dissemination on special education services shall
be the responsibility of the Ministry of Education, Culture and
Sports.

 Article 14: Public Information, Education and
Communication
 1.4 Guidelines to disseminate relevant information concerning
educational programs for children with special needs, as
distinguished from other disciplines, shall be issued as often as
necessary.
 1.5 Annual celebration and activities on special weeks like Sight
Saving, Hearing Conservation, and others shall be publicized for
the information of the public.
 1.6 Data bank in special education shall be developed and
maintained at the regional, division and district levels.

 Article 15: Funding
 Section: The cost of educating children with special needs shall
be borne by the national and local governments
 1.1 The national government shall provide for the items and
salaries of special education teachers and other school
personnel.
 1.2 The national government shall authorize the reclassification
of the present items of personnel presently involved in special
education to special education items at all levels whenever
requirements are met.
 1.3 The national government shall provide for the construction
of appropriate buildings and the procurement of special
equipment, tools and supplies.

 Article 15: Funding
 1.4 The regional office shall allot funds for research and
evaluation, the training of special education personnel, the cost
of special equipment, facilities and instructional materials ans
travel allowance of their own personnel.
 1.5 The division office and local government units shall allot funds
for the travel allowance of itinerant teachers and division
supervisor in-charge of the program and, where possible,
transportation of pupils.
 1.6 The City and/or Provincial school board shall provide for
additional funds for facilities and instructional materials, and for
yearly inservice training of teachers and scholarship grants to
qualified teachers and administrators.

 Article 16: Policy Support Legislation
 Section 1: Legislative measures to strengthen the special
education program shall be passed. These shall be geared
towards:
 1.1 Maximization of (1) teacher salaries and other benefits, and
(2) opportunities for professional growth.
 1.2 Provision of sufficient appropriation for continuing
research, establishment of diagnostic centers, facilities and
supplies, etc.
 1.3 Greater family and community involvement.
 1.4 Establishment of special day and residential schools.

 Article 17: Special Provisions
 Section 1: Special schools shall provide the following levels of
instruction by themselves or in consortia with other
institutions:
 - Preschool
 - Elementary
 - Secondary
 - Continuing education for technical and vocational training if
faculty and facilities are available and upon approval by proper
authorities. Short term courses only.
 - Tertiary level
 - Graduate level

 Section 2: Special schools shall serve in a variety of alternative
settings which may be one or more of the following:
 - Residential school
 - Day school
 - Hospital school
 - Homebound instruction
 - Rehabilitation Center (also for drug dependents and juvenile
delinquents)
 Section 3: Special schools shall expand their role from being
primarily an educational institution to that of a resource
development and service center for the special education
program in the community.

 Section 4: Criteria for admission to a government dormitory for
children with special needs shall take into account the following
factors:
 - Age (at least 5 years old)
 - Good health (as certified by a government physician) -
Financial status (preferably those with low family income as
shown in the family income tax returns)
 - Distance of residence from school (inaccessible by
transportation or travel is risky for the pupil)
 Section 5: The quality of instruction in special schools shall equal
or be better than that of the general school system, and closely
linked to it.

 Amendment Clause
 Any revision or amendment of these policies and
guidelines to be made by the implementing offices
shall be referred to the respective Divisions which
shall in turn recommend its promulgation to the
Minister of Education, Culture and Sports.

Article 19: Effectivity
 These policies and guidelines shall take effect
immediately upon its approval by the Minister of
Education, Culture and Sports.

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