Legal Bases of SpEd in PH
Legal Bases of SpEd in PH
Legal Bases of SpEd in PH
Special Education
Commonwealth Act No. 3203
Article 356 and 259
“the right of every child to live in an atmosphere
conducive to his physical, moral and intellectual
development” and the concomitant duty of the
government to “promote the full growth of the
faculties of every child.”
Republic Act No. 3562
“An Act to Promote the Education of the Blind in the
Philippines”
Enacted last June 21, 1963, provided formal training of
special education teachers of blind children at Philippine
Normal College. Rehabilitation of the Philippine National
School for the Blind (PNSB) and the establishment of the
Philippine Printing House for the Blind.
Republic Act No. 5250
“An Act Establishing a ten-year teacher training program for teachers
of special and exceptional children” was signed into law last 1968.
The law provided for the formal training of teachers for deaf, hard-
of-hearing, speech handicapped, socially and emotionally disturbed,
mentally retarded and mentally gifted children and youth at the
Philippine College and the University of the Philippines.
1973 Constitution of the Philippines
Section 8, Article XV
provision of “a complete, adequate and integrated system of education
relevant to the goals of national development.”
This definitely brought the education of every citizen as a primary
concern of the government and the inclusion of exceptional children and
youth.
Presidential Decree No. 603
CHILD AND YOUTH WELFARE CODE
Article 3 on the Rights of the Child provides that “the emotionally disturbed or socially
maladjusted child shall be treated with sympathy and understanding and shall be given the
education and care required by his particular condition.”
Article 74 provides the creation of SPECIAL CLASSES. “there shall be at least special classes in
every province, and if possible, special schools for the physically handicapped, the mentally
retarded, the emotionally disturbed and the mentally gifted. The private sector shall be given all
the necessary inducement and encouragement.”
Education Act of 1982
Batas Pambansa Blg. 232
“state shall promote the right of every individual to relevant quality education regardless of sex,
age, breed, socioeconomic status, physical and mental condition, social and ethnic origin, political
and other affiliations. The state shall therefore promote and maintain equality of access to
education as well as enjoyment of the benefits of education by all its citizens.”
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2. Congenital Adrenal Hyperplasia
3. Galactosemia
4. Phenylketonuria
5. G6PD
Republic Act No. 7277
Magna Carta for the Disabled Persons
An Act Providing For The Rehabilitation, Self-Development
And Self-Reliance Of Disabled Person
It shall develop their skills and potentials to enable them to compete favorably for
available opportunities.
Republic Act No. 9442
Magna Carta for Persons with Disability as Amended,
and For Other Purposes
An Act Amending Republic Act No. 7277, Otherwise known as the
“Magna Carta for Persons with Disability as Amended, and For Other Purposes”
Granting Additional Privileges and Incentives and Prohibitions on Verbal,
Non-Verbal Ridicule and Vilification Against Persons with Disability
Prevalence of
Children and Youth
with Special Needs
Prevalence
Refers to the total number of
cases of a particular condition.
Viewed in two (2) ways:
1. Identifiable Prevalence - Refers to the cases that have
come contact with some systems.
2. True Prevalence - Assumes that there are a larger number
of children and youth with special needs who are in school or in
the community who have not been identified as such and are not
in a special education programs of the Department of
Education.
Range of Special
Education Programs
and Services
Special Education Center
Is a delivery system which operates on the “school within a school” concept.
SPED Centers functions as the base for the Special Education Programs in
school. SPED Principal administers the Center following the rules and
regulations for a regular school. SPED Teachers manage special class/sel-
contained classes.
The SPED teacher functions both as a teacher and a tutor as well as a
consulting teacher to the regular school in planning ad implementing
appropriate strategies for the maximum participation of the special
children in the regular class.
Special Class or Self-contained Class
The most popular type among the special education programs.
A special class is composed of pupils with the same
exceptionality or disability.
SPED Teacher handles the special education class in the
resource rooms.
Residential School
Provides both special education and dormitory
services for its students. Complementing the
curricular programs are houseparent services,
diagnostic services, guidance and counseling,
recreation and social activities.
Support Services:
Medical and clinical specialists
• Clinical Psychologist, School Psychologist, Psychometrician
• Medical Doctor and Dentist
• Ophtalmologist
• Otologist or Otolaryngologist
• Neurologist and Child Psychiatrist
• Speech Therapist
• Physical and Occupational Therapist
• Interpreter for the deaf
• Orientational and Mobility Instructor
Support Services:
Assistive Devices
Thank you
1. A law in the Philippines known as
Accessibility Law