Learn More About

Special Education1:00 – 5:00 PM

September 19, 2010The Children’s Library

The Robinsons Place Imus

Quick Look

Special Education

is education of students with special needs in a way that addresses the students' individual differences and needs.

•Adapted Teaching Methods•Mainstreaming/Inclusion /Segregation•Special Needs/Unique

Needs•Assistive Devices and

Equipment•Activities of Daily Living•IEP’s/BMT’s/EMT’s•Therapists/

Developmental Pediatrician

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Philosophical, Legal and Historical Bases of Special Education

•U.N. Proclamation•World Conference •U.N. Declaration•Constitution of the Philippines•The Child &Youth

Welfare Code•Education Acts•Magna Carta •Basic Principles 1993

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U.N. Proclamation 1948 Universal Declaration of Human Rights

“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.”

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1990 World Conference on Education for All

Meeting Basic Learning Needs: Every person - child, youth and adult - shall be able to benefit from educationalopportunities designed to meet their basic learning needs

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U.N. Declaration 1993Standard Rules on theEqualization of Opportunitiesfor Persons with Disabilities

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1987 Constitution of the Philippines

Article XIV, Section 1

“State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.”

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1987 Constitution of the Philippines

Section 2:

“State shall provide adult citizens, the disabled and out of school youth with training in civics, vocational efficiency and other skills.”

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The Child and Youth Welfare Code (PD 603)

Article 3 Rights of the Child.

“ the emotionally disturbed or socially-maladjusted child shall be entitled to treatment and competent care; and the physically or mentally–handicapped child shall be given the education and care required by his particular condition.”

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The Child and Youth Welfare Code (PD 603)

Article 74 Creation of Special Classes.

“Where needs warrant, there shall be at least one special class in every province, and if possible special schools … The private sector shall be given all the necessary inducement and encouragement.”

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Education Act of 1982 BP 232

“The State shall promote the right of every individual to relevant quality education regardless of … physical and mental condition … The State shall therefore promote and maintain equality of access to education as well as enjoyment of the benefits of education by all it’s citizens.”

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Republic Act 7277 “Magna Carta for Disabled Persons”

“An act providing for the rehabilitation, self-development and self reliance of disabled persons and their integration into the mainstream of society and for other purposes"

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Basic Principles 1993 by S. Hegarty

1.The Right to Education.

2. The Right to Equality of

Education.

3. The Right to Participate

in Society.

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Special Needs in ours Midst

•What they are?•Who they are?•Why they are?•How they are?

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•Labels•Terms•Tags•Known As•Diagnosis•Impression•CYSEN

Autism

Mental RetardationCommunication Disorders

Deaf-Blindness At-risk

Multiple Disabilities Orthopedic Impairments

Hearing Impairment

Other Health Impairments Serious Emotional Disturbance

Specific Learning Disabilities

Traumatic Brain Injury

Visual Impairments

Gifted & Talented , Culturally & linguistically diverse groups

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Intellectual Differences

Communication Differences

Sensory Differences

Behavioral Differences

Multiple & Severe Handicapping Conditions

Physical Differences

•Labels•Terms•Tags•Known As•Diagnosis•Impression•CYSEN

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Range of Available Programs and

Services for Special Needs in

the Philippines

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Special Classes

The most common type of SpEd program.

Program of this type are established within

a regular school.

CENTEX Program sponsored by Ayala.

Interest-Groups

Therapy Class

Slow Learner/Fast Learner

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Special Schools

These are schools which serve specific

types of special needs.

National

Schools for the

:

•Blind

•Deaf/Mute

•Performing

Arts

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Residential Schools

Students are provided services and

programs 24/7.

Boarding Schools:

•National High School for the Arts

•Montessori Integrated School of Antipolo

•The School for Chosen Children

•Hospicio de San Jose School

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Special Ed Centers

This type of program operates in the

school-within-a-school concept.

•Rosario Elementary School, Cavite

•Silahis Centers

Batino Elementary School Q.C.

Jose Rizal Memorial School, Laguna

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Itenerant Teaching Programs

“Traveling Programs” Central School Teachers go from one barrio to another .

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Resource Room Program

Enrolled in either the regular class or special but reports to the resource room on schedule to avail the services of a specialist.

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CYSEN Classified based on Placement Programs

Instruction ReceivedCurriculum

Session FrequencyInstructional

Materials/Equipment

Type I Type IIType III

Type IV

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Inclusive Education

IntegrationMainstreaming

Inclusion

“Inclusive education is

all about NORMALIZATI

ON for Children

with Special Needs”

-Anonymous

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Special Needs in the

Philippine Classrooms

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156,270 children

with special needs are enrolled in schools

77,152 are

mentally gifted/fast learners (G/FL)

79,118  are children

with disabilities

SY 2004-2005

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4 National Special Schools  

450 Private Special Schools  

151 Recognized SpEd Centers    

1,544 Regular schools with SPED programs    

4,034 Special Classes

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40,260 Learning Disabled (LD)

11,597 Hearing Impaired (HI)

2,670 Visually Impaired (VI)

12,456 Mentally Retarded (MR)

5,112 Behavior Problem (BP)

79,118 

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760  Orthopedically Handicapped (OH)

5,172 Autistic children (Au)

912 Speech Defectives (SD)  

142 Chronically ill (CI)  

  32 Children with Cerebral Palsy (CP)

79,118 

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Special Education

Process in the Philippines

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In all the phases of the process, OPEN COMMUNICATION between the PARENTS and the PROFESSIONAL will be NEEDED!

3 Phases

•Sensing the Special

Needs

•Assessment

•Intervention

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Phase I: Sensing the Special Needs

ImpressionsComparisons

Reports and ComplaintsInitial Assessments

School Performance

Involved

•Child•Parents•Family/Siblings

•Caregiver•Teachers

•Family Doctor

•Pediatrician

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Phase II: Assessment

DiagnosisIdentifying special

needsReferral to a

multidisciplinary teamConsolidating diagnosis

Involved

•Medical Specialist

•Psych-Specialist

•Area Specialist

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Developmental Pediatrician

Child Neurologist

Ophthalmologist

OtologistPhysiatristMedical

Specialist

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PsychologistNeuropsychologistClinical PsychologistPsycho-Educational Specialist

School Psychologist

Psych Specialist

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Occupational Therapist

Speech TherapistPhysical TherapistReading SpecialistMusic TherapistEducational TherapistPlay TherapistArea Specialist

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Phase III: Intervention

Formulation of Individualized

Intervention Program IIP

Involved

Case Consultant

Area SpecialistSchool

AdministratorParents

CaregiversPsychologist

School/Teacher

Physiatrist

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Phase III: Intervention

Involved

Case Consultant

Area SpecialistSchool

AdministratorParents

CaregiversPsychologist

School/Teacher

Physiatrist

Implementation of IIP

Monitoring

Re-formulation of IIP

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Current Trends and Issues in the Philippines

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Teacher Education•Overseas Work•University Education for

Teachers•Teacher Training•Overwhelming

Presence of Special

Needs•Collaboration

between Professionals

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Student Education•Assessment Scheduling

•High Cost of Private Education•N.G.O. Support•Access and

Awareness of Programs and Projects for

SpEd•Over-populated

Classrooms

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Education Policy•Implementation •Administration•Governance•SpEd Funding and Distribution

Closing Note

“Tell me I will forget. Show me I may remember. Involve me and I will understand”

- Chinese Proverb

All the documents cited and this presentation will be uploaded at The Brown Man Diary for your reading pleasure.

See you there!

Thanks for

joining!

http://thebrownmandiary.blogspot.com

Learn More About

Special Education1:00 – 5:00 PM

September 19, 2010The Children’s Library

The Robinsons Place Imus