Maria Martha Manette Apostol Madrid, Ed.D.

Professor
Institute of Graduate Studies
Panpacific University North Philippines
Urdaneta City, Panasinan, Philippines
!art"!onette#yahoo.co!
Policies and
Guidelines of
SPECIAL EDUCATION
in the Philippines
Article 1: Philosophy, Goals and Objectives

Section 1: The State shall promote the right of every

individual to relevant uality education regardless of se!,
age, breed, socio"economic status, physical and mental
condition, social or ethnic origin, political and other
affiliation# The State shall therefore promote and maintain
euality of access to education as $ell as the enjoyment of
the benefits of education by all its citi%en# &'P 'lg#
()(*mental condition, social or ethic origin, political *

Section (: +very child $ith special needs has a right to an

educational program that is suitable to his needs# Special
education shares $ith 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 1: The State shall promote the right of every

individual to relevant uality education regardless of se!,
age, breed, socio"economic status, physical and mental
condition, social or ethnic origin, political and other
affiliation# The State shall therefore promote and maintain
euality of access to education as $ell as the enjoyment of
the benefits of education by all its citi%en# &'P 'lg#
()(*mental condition, social or ethic origin, political *

Section (: +very child $ith special needs has a right to an

educational program that is suitable to his needs# Special
education shares $ith 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 ): Special education shall aim to develop the

ma!imum potential of the child $ith special needs to
enable him to become self"reliant and shall be geared
to$ards providing him $ith the opportunities for a full
and happy life#

Section ,: The specific objectives of special education

shall be the development and ma!imi%ation of learning
competencies, as $ell as the inculcation of values to ma-e
the learners $ith special needs a useful and effective
member of society#

Section .: The ultimate goal of special education shall be

the integration or maintenance of learners $ith special
needs into the regular school system and eventually in the
community#
Article (: /efinition and Scope

Section 1: Special education refers to the education of persons

$ho are gifted or talented and those $ho have physical,
mental, social or sensory impairment and cultural differences
so as to reuire modifications of the school curricula,
programs and special services and physical facilities to
develop them to their ma!imum capacity# These persons may
be gifted0talented, fast learner, mentally retarded, visually
impaired, hearing impaired, $ith behavior problems,
orthopedically handicapped, $ith special health problems,
learning disabled, speech impaired or multiply handicapped#

Section (: 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 $ith special needs#
Article ): 1dentification, Screening, Assessment and
+valuation of 2hildren

Section 1: 1dentification, screening, assessment and

evaluation of children $ith special needs shall be
conducted by the school and the community utili%ing
appropriate assessment instruments#

1#1 1dentification and assessment of every child shall be

conducted as early as possible#

1#( The team approach shall be used in the identification

and assessment procedures#
The team shall be composed of persons $ith $or-ing
-no$ledge and understanding of children $ith special
needs, such as the follo$ing:

1#(#1 parents0guardians0e!tended families, neighbors and

friends

1#(#( regular teachers

Article ): 1dentification, Screening, Assessment and
+valuation of 2hildren

1#(#) special education teachers

1#(#, guidance counselors

1#(#. school administrators

1#(#3 health $or-ers

1#(#4 social $or-ers

1#(#5 psychologists

1#(#6 speech and physical therapists

1#(#17 la$ enforcement officers

1#(#11 probation officers

Article ): 1dentification, Screening, Assessment and
+valuation of 2hildren

1#) Aspects to be covered in the identification, screening,

assessment and education of children $ith special needs shall
cover the follo$ing aspects:

1#)#1 Physical:

1#)#1#1 height and $eight

1#)#1#( physical deformities

1#)#1#) gross and fine motor coordination

1#)#1#, hearing

a#)#1#. visual function

1#)#1#3 oral hygiene and dental developmen

1#)#( Psycho"social

1#)#(#1 family history

1#)#(#( personality

1#)#(#) behavior

1#)#) +ducational

1#)#)#1 learning disabilities

1#)#)#( language and speech

1#)#, 8edical
Article ): 1dentification, Screening, Assessment and
+valuation of 2hildren

1#, Appropriate assessment instruments shall be developed

or adopted in order to identify handicapping conditions as
early as possible#

1#. 1dentification and assessment of children $ith special

needs shall be a continuing process

1#3 The synthesis of identification and diagnostic

information shall be the basis for the appropriate
educational placement of the child $ith special needs#
Article ,: School Admission and Organi%ation of 2lasses

Section 1:2hildren $ith special needs shall enjoy euality

of access to formal and nonformal education#

1#1 +ducational help for the handicapped child shall be

made available as early as possible#

1#( +very school division shall organi%e special classes

and provide special services for children $ith special
needs# &P/ 37)*

1#) All schools at the preschool, elementary, secondary and

tertiary levels shall admit children and youth $ith special
needs#

1#, Preschool education and post secondary education for

technical and vocational courses shall be salient features of
the formal education of children $ith special needs#
Article ,: School Admission and Organi%ation of 2lasses

1#. The school entrance age of a child $ith special needs to

formal academic instruction shall follo$ the current regulation of
the 8inistry of +ducation, 2ulture and Sports# 9e may be
admitted any time during the year, if circumstances $arrant such
admission# :o age reuirement nor time limitation shall be
imposed for attendance to nonformal education programs#

1#3 Only persons $ith special needs shall be eligible for

enrolment in special schools#

1#4 Special educational provisions shall be made in hospital

schools during treatment periods of handicapped children#

1#5 An assessment test to determine proper grade placement shall

be administered to special students $ho cannot present school
credentials# Their admission shall be subject to the approval of
the regional director#
Article ,: School Admission and Organi%ation of 2lasses

1#6 Over"aged students assessed by the Philippine

+ducational Placement Test but found deficient in
communication and other s-ills, shall be admitted
provided that they shall undergo remedial instruction in
the areas of deficiency#

1#17 Admission reuirements for regular students ta-ing

degree courses at the tertiary level shall apply to students
$ith special needs#

1#11 Adaptation in the administration of college entrance

tests and other e!aminations given by the 8inistry of
+ducation, 2ulture and Sports and other agencies shall be
provided to meet the needs of special students#
Article ,: School Admission and Organi%ation of 2lasses

Section (: ;or ma!imum efficiency, class si%e at any given time

shall be as follo$s:

+!ceptionality###One"Grade <evel###8ulti"Grade or 8ulti"<evel

Gifted0;ast <earner###)7").###1."(7

8entally retarded###5"1.###5"17

'lind 4"17 ."3

/eaf 4"1. 3"5

'ehavior Problems 1."(7 4"1(

Orthopedically 9andicapped 17"1. 17"1.

8ultiply 9andicapped ."5 )"3

Speech /efective 17"1. 17"1.

<earning /isabled 4"17 ."3

Article ,: School Admission and Organi%ation of 2lasses

(#1 Placement in a special class shall be temporary and not

terminal, thus a continuous assessment process is essential#

(#( A ma!imum of only ( children $ith the same or different type

of handicapping condition shall be integrated in a regular class at
any given time#

(#) An itinerant teacher shall have a case load of not more than
five children $ith special needs#

(#, The special education teacher shall be assisted by one or

more teacher aide $hen necessity demands and $henever
possible#

Section ): Promotion of children $ith special needs shall follo$ the

promotion policy for the regular grades#

)#1 The promotion from grade to grade or from level to level shall
follo$ the promotion policy for the regular grades#
Article ,: School Admission and Organi%ation of 2lasses

)#( The follo$ing modifications shall be made for special learners#

)#(#1 Promotion Scheme for Gifted0Talented0;ast <earners

)#(#1#1 =early progression

)#(#1#( Acceleration

)#(#1#) ;inishing the last three grades in the elementary grades in ( years

)#(#1#, Advanced placement

)#(#( The levels of instruction for the mentally retarded shall be as

follo$s:

)#(#(#1 Preschool

)#(#(#( <o$er Primary

)#(#(#) >pper Primary

)#(#(#, 1ntermediate

)#(#(#. Advanced

)#(#(#3 Post"Secondary

)#(#) ;or the multiply handicapped, individuali%ed promotion shall be

adopted on a case to case basis#
Article .: 2urriculum 2ontent, 1nstructional Strategies and
8aterials

Section 1: 2urriculum 2ontent, 1nstructional Strategies and

8aterials

1#1 The follo$ing schemes or options may be adopted for Special

+ducation Programs

1#1#1 ?egular curriculum " the curriculum prescribed for regular

children#

1#1#( 8odified curriculum " the curriculum prescribed for regular

children $ith certain adaptations to meet the needs of special children#

1#1#) Special curriculum " the curriculum for children $ith special
needs aimed primarily at developing special adoptive s-ills to
ma!imi%e their potentials#

1#( 2urriculum 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#
Article .: 2urriculum 2ontent, 1nstructional Strategies and
8aterials

1#) The modified curriculum for the visually impaired shall include
sensory training, special instruction in 'raille reading and $riting,
mathematics, orientation and mobility, 'raille music, and typing#

1#, The modified curriculum for the hearing impaired shall

emphasi%e communication and language development based on the
philosophy of TOtal 2ommunication $hich 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 ma!imi%ed and speech0speechreading and
sign language shall be encouraged starting in Grade 1#

1#,#1 Pilipino Sign <anguage shall be used in the education of the

hearing impaired#
Article .: 2urriculum 2ontent, 1nstructional Strategies and
8aterials

1#. The modified curriculum for children $ith behavior problems

shall include special activities and instructional techniues for the
normali%ation of behavior $ith emphasis on moral, civic and
spiritual values as $ell as training in livelihood, and technical and
academic s-ills to prepare them for the $orld of $or-#

1#3 The curriculum for the physically handicapped child shall

include functional e!ercises#

1#4 The special curriculum for the mentally retarded shall

emphasi%e training in self"care, sociali%ation, motor and pre"
vocational and vocational s-ills# ;or the more severely ratarded
child, emphasis shall be on development of self"care s-ills#

1#5 Teaching strategies shall be creative and multi"dimensional#

They shall ma-e ma!imum use of all remaining sense modalities
and provide for active participation in the learning process#
Article .: 2urriculum 2ontent, 1nstructional Strategies and
8aterials

1#6 All special schools shall strengthen their vocational and

technical training programs# Arrangements shall be made to enable
the child $ith special needs to attend special courses offered in the
regular vocational schools $henever practical#

1#17 A community"based, home"based or any useful alternative

special education delivery system shall be established to reach those
$ho cannot avail of regular institution"based programs#

1#11 +ffective guidance and counselling programs shall be

developed and maintained#

Section (: 1nstructional 8aterials

(#1 <o$ cost and indigenous materials shall be developed for the
use of children $ith special needs#
Article 3: Organi%ation Patterns

Section 1: 2hildren $ith special needs shall be provided $ith 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#( Programs may be organi%ed in a variety of settings, namely:

1#(#1 1ntegration08ainstreaming# This refers to the enrolment of a

child $ith special needs in a regular school $ith additional
teaching0care resources# There are degrees of integration# 1n partial
integration, a child enrolled in a special class in a regular school is
integrated $ith regular children in non"academic activities li-e $or-
education, physical education, arts, school programs, etc# <ater on,
ualified children may be integrated gradually in one or more
academic subjects# 1n full integration &sometimes called A%ero reject
modelA*, the handicapped child sits in the regular classes in all
subjects, academic or non"academic#
Article 3: Organi%ation Patterns

1#(#( ?esource ?oom Plan# >nder this scheme, the child $ith special needs
is enrolled in the regular school program but goes to a resource room to use
the speciali%ed euipment 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
e!ceptionality in $hich she has had training# 9o$ever, occasionally in small
communities, necessity may dictate that she serves children $ith 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#(#) 1tinerant Teacher Plan# >nder this plan, an itinerant or traveling teacher
serves one or more regular schools depending on ho$ many pupils need
special help# She gives direct and consultative services to children# 1n
addition, these specialists observe, diagnose, ma-e referrals, reuisition
te!tboo-s and euipment, prepare instructional materials and evaluates
performance#

1#(#, 2ooperative 2lass Plan &Part"Time Special 2lass Plan*# 1n this plan, the
child $ith special needs is enrolled in a special class but receives some of his
academic instruction in the regular grades# 1n this $ay, the child is, to a
varying e!tent, integrated into regular education#
Article 3: Organi%ation Patterns

1#(#. Special 2lass Plan &Self"2ontained0Segregated Plan*# >nder this

plan, usually, pupils $ith only one type of e!ceptionality label are
enrolled in the special class# This plan is needed for those $ith more
sever problems $hich ma-es it impossible for them to learn in a regular
classroom setting# At times, they may be $ith their normal peers, but not
usually in an academic situation#

1#(#3 Special +ducation 2enter# A gro$ing alternative service delivery

system is the Special +ducation 2enter $hich holds classes for children
$ith special needs $ithin the regular school# 1tinerant, resource room
services, special and cooperative classes are held in the special education
center# 2lasses range from three to more than t$enty, depending upon the
population and affluence of the community# The school"$ithin"a"school
concept receives much support from parents of the children themselves
and from civic and social community organi%ations# The 2enter is
administered by a principal and operated according to the rules and
regulations that govern a regular school#
Article 3: Organi%ation Patterns

1#(#4 Special /ay School# This type of school serves specific types of
children $ith moderate to severe disabilities# 1t offers a range of trained
special educators and a comprehensive array of medical, psychological
and social services#

1#(#5 ?esidential School# The reason for placing a child in a residential

school is based on the premise that he can ma-e greater progress in such
setting than in any other# ?esidential schools provide special education
services that are ualitatively and uantitatively superior to those
available in local communities#
They also offer comprehensive diagnostic and counselling services,
and vocational and recreational services#

1#(#6 9ospital 1nstruction# 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 $ho are bedbound, the
crippled, those $ith chronic and0or serious health disabilities, and
recovering patients# 'oth bedside tutoring and group instruction are made
available to the above#
Article 3: Organi%ation Patterns

1#(#17 9omebound 1nstruction# 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 $ho instructs each pupil in his o$n home
about three times a $ee-, or the regular class teacher $ho instructs
her temporarily homebound pupils#

1#(#11 2ommunity"based /elivery System# This is a plan for

children $ith special needs $ho reside in distant communities and
cannot avail of e!isting special education programs# They are
reached by teachers, para"teachers or volunteers trained to teach the
basic ) ?@s and self"help activities to prepare them for useful and
independent living#
Article 3: Organi%ation Patterns

1#) A combination of plans may be considered $here special

children are not concentrated in a particular geographic areaB $here
there are not enough children to justify employing more than one
teacher or $here the spread is greatB and0or $here a variety of
services is not feasible#

+!amples of variation:

a* A ?esource ?oom Plan may be established and the special teacher $or-s part"
time as an itinerant teacher, since the children enrolled for the ?esource ?oom
Program can be scheduled to attend the regular classroom $hen he is not in the
building#

b* A plan such as the one described above may also be established $hen one
special teacher must meet the needs of children at both elementary and secondary
levels#

c* The 2ooperative 2lass Plan may be maintained for some pupils and other
pupils scheduled under the ?esource ?oom P<an, particularly $hen a program is
being changed from a 2ooperative 2lass Plan to a ?esource ?oom Plan#

d* 1f the 2ooperative 2lass Plan is being used, the special teacher could leave her
class for a portion of time to serve as an itinerant teacher $hen a provision is
made for the children enrolled in the 2ooperative 2lass#
Article 3: Organi%ation Patterns

1#, Appropriate referral system shall be established if the result of an assessment

merits residential school placement, e#g#, for the child $ho lives too far from
e!isting special education services# Other$ise, homebound instruction shall be
provided#

1#. Special supportive services li-e readers, interpreters, noteta-ers, and others
shall be provided $hen necessary#

1#3 Special programs for the gifted, talented and creative shall be developed and
maintained#

1#3#1 Special provisions for the gifted, talented and creative may ta-e the
follo$ing prototypes, singly or in combination:

1#3#1#1# Grouping " clustering of small groups from different sections to be placed
$ith a teacher $ho can modify the curriculum to suit the gifted as in seminars, mini
courses, a library period a $ee-, etc#

1#3#1#( Certical Acceleration " early school admission, double grade promotion,
advanced placement, tutoringB correspondence coursesB independent study,
acceleration by grade s-ipping or time compression#

1#3#1#) 9ori%ontal Acceleration " mentorship $herein gifted students are paired
$ith adults $ho serve as their mentors in a subject of mutual interestB individual or
group research projectsB honors classesB a core or bloc- program for the integration
of ideas from t$o or more subjects#

1#3#1#, Guidance " individual conferencesB community"sponsored programsB

scholarship societiesB career and vocational counselingB peer facilitator#
Article 3: Organi%ation Patterns

Section (: The goal of special education shall be integration or

mainstreaming of children $ith special needs#

(#1 1ntegration or mainstreaming of children $ith special needs

shall be vie$ed as a developmental process#

(#( Special supportive services li-e readers, interpreters,

noteta-ers, and other au!iliary services shall be provided $hen
necessary#

(#) The school division shall e!tend such services as orientation

and training of administrators, teachers, other school personnel
and regular popils on special education#
Article 4: School Plant ;acilities

Section 1: Adeuate physical facilities and euipment shall be

provided to assure uality education for all children $ith special
needs#

1#1 The school system shall assign buildings and resource rooms
and adapt physical facilities to suit children $ith special needs#

1#( The school system shall provide appropriate speciali%ed

euipment, instructional materials and supplies#

1#) ?euirement for school site, school plants, physical facilities

and classroom si%e shall be for the purpose of securing permit for
operation of special schools modified in accordance $ith the type of
e!ceptionality and enrolment si%e#

1#, The minimum reuirement for basic classroom euipment for

children $ith special needs prepared by the 8inistry of +ducation,
culture and Sports including medical and dental facilities shall be
complied $ith#
Article 4: School Plant ;acilities

Section (: 'uildings and facilities shall be made accessible

to persons $ith special needs#

(#1 Steps shall be ta-en to remove architectural barriers to

and $ithin buildings &$al-$ays, corridors, doors,
$ashrooms and toilets* to enhance mobility of disabled
persons#

Article 5: Personnel ?ecruitment, Delfare and

/evelopment

Section 1: ;or the effective implementation of the special education

program, the education, $elfare and training of personnel shall be
given high priority#

1#1 All personnel involved in the education of children $ith

special needs shall have adeuate and appropriate educational
bac-ground and training and personnel ualities specified as
follo$s:

1#1#1 +ducation and Dor- +!perience

1#1#1#1 ;or a special education teacher

'achelor of +lementary +ducation speciali%ing in special education

'achelor of Science in +lementary +ducation or Secondary +ducation, major in Special

+ducation

'achelor of Science in +lementary +ducation or Secondary +ducation plus 15 units in

special education in the graduate level

Article 5: Personnel ?ecruitment, Delfare and

/evelopment

'achelor of Science in +lementary +ducation or Secondary +ducation plus 13

units in special education $ith , years of very satisfactory e!perience in the
regular schools

'achelor of Science in +lementary or Secondary +ducation plus 1, units in

special education $ith , years of very satisfactory e!perience in the regular
schools

'achelor of Science in +lementary or Secondary +ducation plus 1( units in

special education $ith 3 years of very satisfactory e!perience in the regular
schools

1#1#1#( ;or ?egional and /ivision Supervisors, coordinators, and

administrators of special schools and centers

8aster of Arts $ith 15 units in special education or any related field

Article 5: Personnel ?ecruitment, Delfare and

/evelopment

1#1#( 2ivil Service +ligibility

;or security of tenure of all personnel, possession of an
appropriate civil service eligibility is reuired#

1#1#) Personal Eualities

8ust demonstrate positive attitudes, desirable personal
values and commitment to$ard children $ith special needs#

Article 5: Personnel ?ecruitment, Delfare and

/evelopment

1#( 1n the absence of ualified teachers in the division,

euivalent e!perience or training in handling children $ith special

needs and demonstrated commitment shall be considered for
appointment#

1#) Teaching and non"teaching personnel $or-ing $ith children $ith

special needs shall be provided $ith on"going and various training
opportunities to ensure staff competence#

1#, Training programs shall be upgraded periodically to emphasi%e

early identification, screening, assessment and evaluation of children
$ith special needs# 1t shall include courses in psychology to develop the
right attitudes to$ard handicapped persons#

1#. The hiring rate of special education teachers shall be at least t$o
ranges higher than that of regular teachers#

Article 5: Personnel ?ecruitment, Delfare and

/evelopment

1#3 1ncentives shall be given to special education personnel

through the follo$ing:

1#3#1 master teacher positions $hen they meet the

reuirementsB

1#3#( a$ards for consistent outstanding performance for

the last ) yearsB

1#3#) priority in recommendations to related scholarships

and fello$shipsB

1#3#, attendance to conferences or observations of

special education programs in countries $ith more
advanced programs in special education#

Article 6: Administration and Supervision

Section 1: The 8inistry of +ducation, 2ulture and Sports shall have

overall responsibility for the administration and supervision of special
education in the country#

1#1 The 'ureau of +lementary +ducation through the Special

+ducation /ivision shall provide leadership and guidance over the
Special +ducation program for learners $ith special needs in the
elementary level# The 'ureau of Secondary +ducation and the 'ureau
of 9igher +ducation shall li-e$ise establish a division or unit that
shall provide similar functions and responsibilities over learners $ith
special needs in their respective levels#

1#1#1 >ntil such divisions or units are established, said 'ureaus

shall send a representative to an ad hoc group based at the 'ureau of
+lementary +ducation to facilitate the administration and supervision
of the special education program in these upper levels#

Article 6: Administration and Supervision

1#( The Special +ducation /ivision shall provide supervisory and

consultative services to assist regional and division offices develop
and e!pand their program and to ensure uality and continuity of
services# 1t shall meet these responsibilities through the follo$ing
main functions:

1#(#1 provision of a broad frame$or- and minimum standards for use in

establishing and maintaining field programs for children $ith special needsB

1#(#( supervision of programs for children $ith special needs# 1t shall provide
assistance in planning, establishing andmaintaining such programs and for the
interpretation of the needsof such programsB

1#(#) development and validation of prototype instructional materials for

children $ith special needsB and

1#(#, consultation and coordination of services $ith other divisions and bureaus
$ithin the 8+2S and $ith other national, public and private agencies for the
proper development and maintenance of programs in special education#

Article 6: Administration and Supervision

1#) The implementation of these four functions shall be carried out by the
Special +ducation /ivision in the follo$ing $ays:

1#)#1 provision of a broad frame$or- and minimum standardsB

1#)#1#1 development of policies and guidelines to serve as guide for

the field in establishing and maintaining programs for children $ith
special needsB

1#)#1#( cooperation $ith public and private agencies to insure the

development of all services in the best interests of gifted and handicapped
childrenB

1#)#1#) collaboration $ith other divisions and bureaus $ithin the

8inistry of +ducation, 2ulture and Sports for the proper development and
maintenance programsB

1#)#1#, development and coordination of policies and procedures

relative to the preparation and monitoring of programs0reports to the
/irector, 'ureau of +lementary +ducation#

Article 6: Administration and Supervision

1#)#( supervision of programs for children $ith special needs# This is basically the
responsibility of the regional and division offices# 1t shall be carried out through the follo$ing
means:

1#)#(#1 encourage schools to initiate and develop programs for children $ith special needsB

1#)#(#( assist schools in the identification and diagnosis of such children# The /ivision of
Special +ducation shall encourage schools to conduct vision screening programs and to follo$
up these programs by reuiring that students $ho are identified as having vision problems be
referred to a ualified eye specialist for accurate diagnosisB

1#)#(#) assist schools in the selection of teachers, suitable classroom facilities, and special
instructional materials and euipment needed by children $ith special needsB

1#)#(#, interpret policies and regulations for the development and maintenance of
programsB

1#)#(#. plan and conduct $or-shops for teachers, school administrators and other
interested persons to provide an understanding of the programB

1#)#(#3 serve as in"service consultant to field programsB and

1#)#(#4 assist schools in the utili%ation of services available from other local and national
agencies#

Article 6: Administration and Supervision

1#)#) development and validation of prototype instructional materials for children $ith
special needs# Such materials shall be managed and handled in accordance $ith e!isting rules
and regulationsB and

1#)#, consultation and coordination $ith public and private agencies#

The follo$ing procedures shall be used to complement this function:

1#)#,#1 consultation and coordination of activities $ith public and private agencies that
have responsibilities for the diagnosis, treatment and rehabilitation of children $ith
special needs, such as the :ational 2ommission 2oncerning /isabled Persons, the
8inistry of Social Services and /evelopment and the 8inistry of 9ealthB

1#)#,#( promotion and carrying out a program of cooperation and coordination $ith
private agencies having programs for such childrenB

1#)#,#) consultation $ith institutions of higher learning $ith regard to recruitment of

persons for training as special education teachers and the development of programs in
the area of special educationB

1#)#,#, act in advisory capacity, upon reuest, to private groups maintaining programs
for children $ith special needsB and

1#)#,#. serve as representative to regional, national and international professional

organi%ations dealing $ith children $ith special needs#

Article 6: Administration and Supervision

Section (: The ?egional and /ivision Offices shall have the primary
responsibility for the initiation and implementation of programs for children
$ith special needs# The education of these children is the responsibility of
the total school system# The overall effectiveness of the program $ill
depend largely upon the leadership and cooperation of the regional0division
promotional and administrative staff and teachers#

(#1 ?egional /irector The ?egional /irector shall have overall

responsibility for the administration and supervision of special education in
the region#

(#( 2hief of +lementary +ducation /ivision The 2hief of +lementary

+ducation /ivision shall directly assist the ?egional /irector in the
development and implementation of policies, plans and programs in special
education for the region# 9e may preferably assign one $ho had training in
special education the responsibility of supervising the program#

Article 6: Administration and Supervision

(#) Schools Superintendent The Schools Superintendent shall have

the overall responsibility for the administration and supervision of
special education in the division# 9e shall be assisted preferably by a
/ivision Supervisor $ho had training in special education $hose
responsibility of the program shall include the follo$ing:

(#)#1 assisting in the integration of the program into the division or district
total school programB

(#)#( assisting the special education teacher in an itinerant program to

arrange a $or-able district"$ide schedule

(#)#) arranging $ith district supervisors0principals for adeuate classroom

facilities for the special education programB

(#)#, helping the special education teacher secure materials and euipment
necessary to his particular programB

Article 6: Administration and Supervision

(#)#. providing assistance to special education teachers through the conduct

of in"service training, seminars and $or-shops

(#)#3 visiting the program periodically to gain a better understanding

of the special education teachers@ $or-B

(#)#4 arranging periodic conferences $ith the special education

teacherB

(#)#5 assisting special education teachers to monitor records

(#)#6 scheduling opportunities for the special education teacher to

discuss and e!plain his programB

(#)#17 assigning special education teachers $ho are promoted as

administrators to schools $ih the special education programB and

(#)#11 urging all administrators0supervisors of schools0districts $ho

under$ent training in special education to organi%e special education
in their respective schools0districts#

Article 6: Administration and Supervision

(#, /istrict Supervisor

The /istrict Supervisor shall have the overall responsibility for the
administration and supervision of special education in the district#

(#. School Principal and Other School Administrators

The principal and other school administrators shall help ma!imally
in the development and continuing success of an effective special
education program by:

(#.#1 creating $ithin the school an atmosphere of acceptance of the

programB

(#.#( including the special education teacher in all staff activities and
programs in the schoolB

(#.#) coordinating the program $ith other programs offered by the school
including guidance services, physical education activities, music activities,
home economics and other programsB

Article 6: Administration and Supervision

(#.#, providing an adeuately euipped room for a ?esource ?oom, or on an

adeuate place for the itinerant teacher, if this plan is usedB

(#.#. Securing necessary euipment and materials $hich are available $ithin
the school building for the special education teacherB

(#.#3 ma-ing available to special education teachers pertinent data

concerning the family bac-ground, scholastic and other pertinent records of
all children enrolled in the programB

(#.#4 assisting the special education teacher $ith scheduling classes for each
childB

(#.#5 encouraging classroom teachers to consult $ith the special education

teachers regarding any problem $hich might arise in relation to the child in
their classroomB

Article 6: Administration and Supervision

(#.#6 notifying the special education teacher &especially the itinerant teacher*
in advance $hen special activities or programs $ill prevent children from
follo$ing their regular scheduleB

(#.#17 visiting the special education program as he does the regular

classroom programB (#.#11 arranging for classroom teachers to visit
periodically the class for children $ith special needsB and

(#.#1( arranging for the special education teacher to tal- $ith parents,
teachers and other community groups about his program#

Section ): Teacher ?esponsibilities

1t is important to the effective functioning of a school program for
children $ith special needs to have full cooperation of all teachers in the
school#

Article 6: Administration and Supervision

)#1 2lassroom 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 li-ely to develop $here accurate information
is available# 1t is the responsibility of the special education teacher to
provide such information $hen possibleB ho$ever, in some instances
$here there is no special education teacher available, to follo$ing are
suggested for the classroom teacher to do:

)#1#1 be alert to the behavioral signs and physical symptoms of

difficulties in all children# 'e sure that proper referrals have been
made and everything possible has been done to correct or ameliorate
the problemsB

Article 6: Administration and Supervision

)#1#( accept and provide for a $ide range of individual differences on

many dimensions among the children $ith special needsB

)#1#) vie$ the physical, mental and social limitations of the child as
only one of his attributesB

)#1#, accept the child as much as you $ould any other childB

)#1#. provide a setting for, and e!pect achievement of the pupil in

terms of his scholastic aptitude and other attributesB

)#1#3 provide lesson presentations $hich utili%e all sensesB

)#1#4 arrange preferential seating for the child in terms of his needsB

Article 6: Administration and Supervision

)#1#5 obtain assistance in the form of constructive consultation and

speciali%ed materials and euipment from those $ho assume special
responsibilities for the childB

)#1#6 help the child to develop concepts meaningful to himself and in

line $ith his o$n realityB

)#1#17 if possible, provide first"hand e!periences for the child rather

than vicarious onesB and

)#1#11 do not e!pect the special education teachers to re"teach $hat

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#

Article 6: Administration and Supervision

)#( ?esponsibilities of the ?esource ?oom Teacher The resource room

teacher shall:

)#(#1 share the responsibility for program planning and scheduling $ith the
classroom teacher, principal, guidance counselor, and other appropriate school
personnelB

)#(#( interpret the child@s needs to the classroom teacher and other school
personnel $ho $ill be $or-ing $ith himB

)#(#) advise the classroom teacher as to the best seating arrangement for the
visually impaired or hearing impaired childB

)#(#, interpret to the classroom teacher and other school personnel, practices
and procedures $hich ma-e learning tas-s easier for the childB

)#(#. assume the responsibility for procuring te!ts, supplementary materials,

educational aides and euipment needed by the handicapped childB and

)#(#3 see that the child is provided $ith the necessary materials, in appropriate
media, for full participation in the regular classroom#

Article 6: Administration and Supervision

)#) ?esponsibilities of the 1tinerant Teacher The itinerant teacher

shall:

)#)#1 share the responsibility for program planning and scheduling

$ith teachers, principals, guidance counselors and other school
personnelB

)#)#( confer $ith the classroom teacher in order to determine: a*

$hen the child needs help b*ho$ often he $ill $or- $ith the child
c* other matters related to his $or-

)#)#) reinforce the $or- of the classroom teacher and do intensive

teaching of certain phases of a subject as the need arisesB

)#)#, consider the follo$ing in scheduling for: a* $or-ing $ith the child
$ith the least interruption of his class participation b* -eeping travel
time to the minimum c* conferring $ith teachers, parents and other
personnel d* preparing and delivering needed materials and euipment

Article 6: Administration and Supervision

)#)#. maintain records and e!change information about the child $ith
the classroom teacher on a regular basisB

)#)#3 prepare a master schedule to be given to his superior and the

principal of each building in $hich he $or-sB

)#)#4 $or- $ithin the frame$or- and policies of the schools in $hich
he serves childrenB

)#)#5 understand the pertinent medical reports concerning the

childrenB

)#)#6 prepare appropriate materials for the handicapped child being

servedB and

)#)#17 assist in the initiation of ne$ services and coordinate e!isting

ones for use in the educational programB interpret to the general
educators resources of value in the education of children $ith special
needs#

Article 6: Administration and Supervision

)#, ?esponsibilities of the 2ooperating 2lassroom Teacher

The cooperating classroom teacher shall:

)#,#1 maintain all school records for children in his classB

)#,#( be responsible for the overall educational program for each

childB

)#,#) determine the amount of participation each child can manage in

the regular classes

)#,#, teach much of the subject matter and arrange $ith 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 schoolB and

)#,#. see that the child has all the materials needed for participation in
the regular class#

Article 6: Administration and Supervision

)#. ?esponsibilities of the Special 2lass Teacher The special class

teacher is responsible for teaching the basic academic subjects $ith
minimum integration $ith the non"handicapped in physical education,
for sociali%ation purposes# 9e must interpret the child@s needs and
abilities to the regular classroom teacher or any other school
personnel# 9e must $or- closely $ith all personnel in the school in
planning a program $hich $ill be beneficial to these special children#

Article 17: +valuation of Programs and Services

Section 1: The 8inistry of +ducation, 2>lture and Sports shall

develop and implememnt a system of evaluating special education
programs and services#

1#1 An internal and e!ternal evaluation of programs shall be

conducted# 1t shall include an investigation of all program
components such as curriculum, staff development, physical facilities,
funding and research#

1#( Private schools for children $ith special needs shall be acrredited
upon compliance $ith the minimum standards that shall be prescribed
by the 8inistry of +ducation, 2ulture and Sports#

1#) ?esults of evaluation and feedbac- shall be used for program

improvement and decision"ma-ing#

Article 17: +valuation of Programs and Services

Section (: The government shall provide through legislation,

incentives for individuals, governmental and non"governmental
entities and agencies engaged in special education and as:

(#1 fran-ing privilege

(#( ta! e!emption

(#) ta! reduction

(#, educational grants or scholarships and fello$ships

(#. loans from government financial institutions

Section ): Government assistance in job placement for beneficiaries of

the special education program shall be provided by:

)#1 allocating positions in government offices for them

)#( creating positions for them through the establishment of s-ills

training centers &faarmer@s handicarft, etc#*

Article 11: ?esearch and Special Studies

Section 1: ?esearch relevant to the education of children $ith special

needs shall be conducted to provide empirical basis for the
improvement of instruction at all levels#

1#1 ?esearch on the theory and practice of special education in the

country and abroad should be given eual opportunity#

1#( Specifically, researches should include:

1#(#1 theoretical and conceptual models in special education

1#(#( identification, screening, assessment and evaluation of children

$ith special needsB

1#(#) programs and delivery systems

1#(#, curricular content, instructional strategies and materials

1#(#. program evaluation schemes

1#(#3 policy analysis

Article 11: ?esearch and Special Studies

1#) ?esearch proposals shall come from all sectors of society, e#g#,
government ministries including the 8inistry of +ducation, 2ulture
and Sports, non"government organi%ations, the academic community,
research centers and private persons#

1#, A scheme for the dissemination and utili%ation of research

findings should be evolved and applied#

Section (: Special studies shall be made in other areas not specified

but needed in the development of the special education program#

Article 1(: Parent +ducation and 2ommunity 1nvolvement

Section 1: Parents of children $ith 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 a$are of
their children@s handicaps and the intervention strategies needed to help
facilitate each child@s academic, social"emotional and communicative
development#

1#( Parents shall be provided $ith information, and a process of sharing

e!periences continuously $ith other parents e!periencing similar problems#

1#) Parents of children $ith 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 $ith, care for and
teach their disabled children#

Article 1(: Parent +ducation and 2ommunity 1nvolvement

1#, The family of the child shall be involved in the process of

habilitation and rehabilitaion# 1t shall be encouraged as the major
rehabilitation unit#

1#. The training of trainors from among community volunteers,

including parents and family members of children $ith special needs,
in basic special education techniues 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 1): <in-ages

Section 1: <in-ages $ith government and non"government

organi%ations shall be established, maintained and e!panded#

1#1 Special education shall be a component of all community"based,

home"based and other rehabilitation services# These shall be
coordinated $ith medical, social and vocational rehabilitation
services#

1#( All health, $elfare and other community services, li-e parent"
teacher organi%ations, socio"economic clubs, and other groups $hich
can help children $ith special needs and their families shall be
tapped#

1#) 2arefully designated pilot programs that shall demonstrate the

effective collaboration of education, medical, health care, and social
services shall be underta-en#

Article 1): <in-ages

1#, A system of referral, collaboration and follo$"up among various

disciplines and services for specific areas shall be established and
intensified#

1#. A directory or service information center that lists all

rehabilitation services available in a particular geographical areas and
the types of children $ith special needs that can be served shall be
prepared and made available#

1#3 The school shall e!ert effort to lin- $ith the community in
providing $holesome recreational and other facilities that $ould
enable children $ith special needs to interact $ith their normal peers#

Article 1,: Public 1nformation, +ducation and

2ommunication

Section 1: A nation$ide information dissemination campaign on the

prevention, early identification and intervention of children $ith
special needs shall be intensified#

1#1 8ass media shall be utili%ed to ma-e the public a$are of the
importance and availability of services for children $ith special
needs#

1#( Short radio and TC messages that are easy to grasp shall be aired
utili%ing language that parents and laymen can understand to change
and improve public attitudes to$ards children $ith special needs#

1#) 1nformation dissemination on special education services shall be

the responsibility of the 8inistry of +ducation, 2ulture and Sports#

Article 1,: Public 1nformation, +ducation and

2ommunication

1#, Guidelines to disseminate relevant information concerning

educational programs for children $ith special needs, as distinguished
from other disciplines, shall be issued as often as necessary#

1#. Annual celebration and activities on special $ee-s li-e Sight

Saving, 9earing 2onservation, and others shall be publici%ed for the
information of the public#

1#3 /ata ban- in special education shall be developed and maintained

at the regional, division and district levels#

Article 1.: ;unding

Section: The cost of educating children $ith 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#( The national government shall authori%e the reclassification of

the present items of personnel presently involved in special
education to special education items at all levels $henever
reuirements are met#

1#) The national government shall provide for the construction of

appropriate buildings and the procurement of special euipment,
tools and supplies#

Article 1.: ;unding

1#, The regional office shall allot funds for research and evaluation,
the training of special education personnel, the cost of special
euipment, facilities and instructional materials ans travel allo$ance
of their o$n personnel#

1#. The division office and local government units shall allot funds
for the travel allo$ance of itinerant teachers and division supervisor
in"charge of the program and, $here possible, transportation of
pupils#

1#3 The 2ity and0or Provincial school board shall provide for
additional funds for facilities and instructional materials, and for
yearly inservice training of teachers and scholarship grants to
ualified teachers and administrators#

Article 13: Policy Support <egislation

Section 1: <egislative measures to strengthen the special education

program shall be passed# These shall be geared to$ards:

1#1 8a!imi%ation of &1* teacher salaries and other benefits, and &(*
opportunities for professional gro$th#

1#( Provision of sufficient appropriation for continuing research,

establishment of diagnostic centers, facilities and supplies, etc#

1#) Greater family and community involvement#

1#, +stablishment of special day and residential schools#

Article 14: Special Provisions

Section 1: Special schools shall provide the follo$ing levels of

instruction by themselves or in consortia $ith other institutions:

" Preschool

" +lementary

" Secondary

" 2ontinuing 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

Article 14: Special Provisions

Section (: Special schools shall serve in a variety of alternative

settings $hich may be one or more of the follo$ing:

" ?esidential school

" /ay school

" 9ospital school

" 9omebound instruction

" ?ehabilitation 2enter &also for drug dependents and juvenile

delinuents*

Section ): Special schools shall e!pand 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#

Article 14: Special Provisions

Section ,: 2riteria for admission to a government dormitory for

children $ith special needs shall ta-e into account the follo$ing
factors:

" Age &at least . years old*

" Good health &as certified by a government physician* " ;inancial

status &preferably those $ith lo$ family income as sho$n in the
family income ta! returns*

" /istance of residence from school &inaccessible by transportation or

travel is ris-y for the pupil*

Section .: The uality of instruction in special schools shall eual or

be better than that of the general school system, and closely lin-ed to
it#

Article 15: Special Provisions

Amendment 2lause

Any revision or amendment of these policies and

guidelines to be made by the implementing offices shall
be referred to the respective /ivisions $hich shall in turn
recommend its promulgation to the 8inister of
+ducation, 2ulture and Sports#

Article 16: +ffectivity

These policies and guidelines shall ta-e effect

immediately upon its approval by the 8inister of
+ducation, 2ulture and Sports#
$he final %ord is
yours&