MSE 109: Dynamics of Learning in Special Needs Education

Discussant: Luzviminda V. Lamsen Aileen Jean J. Galvez

Dr. Mary Joy C. Agsalon
Professor

Guidelines for

Special Education

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 citizens. (BP Blg. 232)

Article I Philosophy, Goals and Objectives

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. 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 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 II Definition and Scope

Section I 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, 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 1.3.1.5 visual function 1.3.1.6 oral hygiene and dental development 1.3.2 Psycho social 1.3.2.1 family history 1.3.2.2 personality 1.3.2.3 behavior

1.3.3 Education 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 IV 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 anytime 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 sizes at any given time shall be as follows: Exceptionality One-Grade Level Multi-Grade/Level Gifted/Fast Learner 30-35 15-20 Mentally retarded 8-15 8-10 Blind 7 -10 56 Deaf 7 -15 6 -8 Behavior Problems 15 -20 7 -12 Orthopedically Handicapped 10 -15 10-15 Multiple 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 modification 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 multiple handicapped, individualized promotion shall be adopted on a case to case basis.

Article V Curriculum Content, Instructional Strategies and Materials

Section 1 The curriculum for Special Education shall be based on the curriculum prescribed for the regular schools by the Ministry of Education, Culture and Sports. 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. 1.2.2 Modified Curriculum the curriculum prescribed for regular children with certain adaptations to meet the needs of special children. 1.2.3 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 researched-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 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 childs 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 Filipino Sign Language shall be used in the education of the hearing impaired. 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 prevocational and vocational skills. For the more severely retarded child , emphasis shall be on development of selfcare 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. 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 2.1 Low cost and indigenous materials shall be developed for the use of children with special needs.

Article VI 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 a 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 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 severe 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 schoolwithin-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

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 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 Rs 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. 1.4 Appropriate referral system shall be established if the result of an assessment merits residential school placements. 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 may take the following prototypes, singly or in combination:

1.6.1 Grouping 1.6.2 Vertical Acceleration 1.6.3 Horizontal Acceleration 1.6.4 Guidance 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 development 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 extent such services as orientation and training of administrators, teachers, other school personnel and regular pupils on special education.

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. Section 2 Buildings and facilities shall be made accessible to persons with special needs. 2.1 Steps shall be taken to remove architechtural barriers to and within buildings (walkaways, corridors, doors, washrooms and toilets) to enhance mobility of disabled persons.

Article VII School Plant Facilities

Article VIII 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 - 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 Education or Secondary Education plus 14 units in special education with 4 years of very satisfactory experience in regular schools - Bachelor of Science in Elementary Education or Secondary Education plus 12 units in special education with 6 years of very satisfactory experience in 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 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. 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 appoinment.

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. 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 IX 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. 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 2.2 Chief of Elementary Education Division 2.3 Schools Superintendent 2.4 District Supervisor 2.5 School Principal and Other School Administrators

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 3.2 Resource Room Teacher 3.3 Itinerant Teacher 3.4 Cooperating Classroom Teacher 3.5 Special Class Teacher

Article X Evaluation of Programs and Services

Section 1 The Ministry of Education, Culture and Sports shall develop and implement 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 accredited 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.

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 institution 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 ( farmers handicraft, etc. )

Article XI 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. theoretical and conceptual models in special education 2. identification, screening, assessment and evaluation of children with special needs; 3. programs and delivery system 4. curricular content, instructional strategies and materials 5. program evaluation schemes 6. policy analysis

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 XII 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 Parents education shall be a necessary component of the special educational program. As early as possible, parents shall be made aware of their childrens handicaps and the intervention strategies needed to help facilitate each childs academic, socio-emotional and communicative development. 1.2 Parents shall 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 developed confidence in their abilities to cope with ,care for and teach their disabled children. 1.4 The family of the child shall be involved in the process of habilitation and rehabilitation. It shall be encourage 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 XIII 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 parentteacher 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.

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 XIV 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.

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 other 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 XV Funding
Section 1 he 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.

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 and 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 XVI Policy Support Legislation

Section1 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 XVII Special Provisions

Section 1 Special schools shall provide the following levels of instruction by themselves or in consortia with other institution: 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:

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.

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)

Article XVIII 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 XIX Effectivity

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

Thank You and Good day!!!