F O U N D AT I O N O F

SPECIAL AND
INCLUSIVE
E D U C AT I O N

Veronica S. Canoy

2nd year BEED

 HISTORICAL MOVEMENTS, LEGAL
D E C I S I O N S , A N D L E G I S L AT I V E A C T I O N
T H AT C R E AT E D T H E B A S I S F O R S P E C I A L
E D U C AT I O N S E RV I C E S
&
S P E C I A L E D U C A T I O N L AW
 • 1966: An amendment to the Elementary and
Secondary Education Act provided federal
HISTORY OF funds for public education for students with
disabilities.
SPECIAL
E D U C AT I O N • 1973: The Rehabilitation Act made it clear that
people with disabilities could not be denied
benefits from any program receiving federal
funds.

• 1975: The Education for All Handicapped

Children Act was signed into law. this is known
INDIVIDUALS WITH DISABILITIES
E D U C AT I O N A C T ( I D E A )

• Individuals with Disabilities Education Act - mandates that students with

disabilities are provided with a free, adequate, and individualized education. The
act states:
“Disability is a natural part of the human experience and in no way diminishes the
right of individuals to participate in or contribute to society. Improving
educational results for children with disabilities is an essential element of our
national policy of ensuring equality of opportunity, full participation, independent
living, and economic self-sufficiency for individuals with disabilities.”
 IDEA IS BASED
ON SIX PILLARS:

1. The development of individualized

education programs: In collaboration
with parents, teachers must develop IEPs
for each learner with special needs to
determine the best accommodations and
approaches to instruction in order to
maximize each student’s ability to meet
their full potential. This can be a time-
consuming process, but there are many
ways to streamline the creation of IEP
goals.
2.A free and appropriate public
education: Using federal and state
funding, schools must provide a
curriculum with appropriate grade-level
standard, and which follows each student’s
IEP.

3.Providing a least-restrictive
environment: Students with disabilities
must be integrated, to the fullest extent
which is appropriate, into classrooms with
peers who are nondisabled. They must also
be provided with adequate
accommodations, such as service
personnel or assistive technology.
4. Appropriate evaluation: Students must
only be provided with special education
services after an appropriate evaluation is
performed. This should minimize the number
of misidentifications.

5. Parent and teacher involvement: Parents

and teachers should both play an active role in
the education of learners with disabilities. For
any decision made in regards to the child’s
education, parents and teachers should be able
to guide — and, when necessary, challenge —
decisions that may impact the student. Parent-
teacher conflict management skills are an
essential component of this process.
6. Procedural safeguards: IDEA has
safeguards in place to protect the rights of
students with disabilities, as well as their
families. This includes parent
participation, access to educational
records, due process, civil action, and
mediation.
 THERE ARE 13
DISABILITY
C AT E G O R I E S U N D E R
IDEA, AND THESE
INCLUDE:
• Autism

• Deaf-blindness

• Deafness

• Emotional disturbance

• Hearing impairment
• Intellectual disability

• Multiple disabilities

• Orthopedic impairment

• Other health impairment

• Specific learning disability

• Speech or language
impairment

• Traumatic brain injury

• Visual impairment including

blindness
• AUTISM (Always Unique Totally • DEAF-BLINDNESS -A hearing and a
Interesting Sometimes Mysterious) visual impairment
-A developmental disability significantly
affecting verbal and non-verbal
communication and social interaction.
3 Primary Features:
• DEAFNESS -A hearing impairment that is
so severe that the child is impaired in
• 1. Restricted range of social interaction.
processing linguistic information through
• 2. Impaired communication skills hearing; with or without amplification that
• 3. Persistent pattern of stereotypical adversely affects a child’s educational
behaviors, interests, and activities performance.
• EMOTIONAL DISTURBANCES -A condition exhibiting one or more of the following
characteristics over a long period of time and to marked the degree that adversely affects a child’s
educational performance.

• Inability to learn that cannot be explained .

• Inability to build or maintain satisfactory interpersonal relationships with peers. Inappropriate types of
behavior .
• A general pervasive mood of unhappiness .
• A tendency to develop physical symptoms or fears with personal or school problems.(schizophrenia)
• HEARING IMPAIRMENT- An impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but that is not included
under the definition of deafness.

• INTELLECTUAL DISABILITY- A significantly sub-average general intellectual

functioning, existing concurrently with deficits in adaptive behavior and manifested during the
developmental period that adversely affects a child’s educational performance.

• MULTIPLE DISABILITIES - A concomitant impairment (such as mental retardation-

blindness, mental retardation- or orthopedic impairment, ) the combination of which causes such
severe educational needs that they cannot be accommodated in special education solely for one
of the impairments.
• ORTHOPEDIC IMPAIRMENT - defined as a bone, joint, or muscle-related disability
that is so severe that it negatively affects a child’s educational performance.
Includes: Congenital anomalies

Example: Clubfoot

Caused by disease (Example: Poliomyelitis)

• OTHER HEALTH IMPAIRMENTS - Having limited strength, vitality or alertness,

including a heightened alertness to environmental stimuli that results in limited alertness with
respect to the educational environment that
• A. Is due to chronic or acute health problems such as asthma , ADD(Attention deficit
disorder), ADHD (Attention deficit hyperactivity disorder), diabetes, epilepsy, heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever and sickle-cell anemia.
• B. and adversely affects a child’s educational performance .
• SPECIFIC LEARNING DISABILITY - A disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or written, that
may manifest itself in an imperfect ability to listen, think, speak, write, spell, or to do
mathematical calculations.
Including conditions such as:-Perceptual disabilities-Brain injury-Minimal brain dysfunction-
Dyslexia-Developmental aphasia.
Disorders not included: the learning problems that are primarily the result of visual, hearing or
motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or
economic disadvantage.

• SPEECH O LANGUAGE IMPAIRMENT - A communication disorder such

as stuttering, impaired articulation, language impairment or a voice impairment
that adversely affects a child’s educational performance.
TRAUMATIC BRAIN INJURY - An acquired injury to the brain that caused by an
external force, resulting in total or partial functional disability or psychosocial impairment or both
adversely affects a child’s educational performance.
• Applies to open or closed head injuries resulting in impairments in one or more areas, such as
cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-
solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions;
information processing; and speech.
• Does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced
by birth trauma.

VISUAL IMPAIRMENT - An impairment in vision that even with correction adversely

affects a child’s educational performance . Includes both partial sight and blindness
• 1982: The court ruling for Board of
Education of Hendrick Hudson Central
School District v. Rowley stated that students
who qualify for special education programs
must be provided with individualized
instruction to meet their specific needs.

• 1997: Amendments were made to IDEA to

ensure the availability of meaningful,
measurable programs for students with
special needs. It also improved parents’
involvement in the development of their
child’s individualized education program
(IEP).
• 2004: The No Child Left Behind Act
improved the quality of special education
programs at the state level by requiring
statewide assessments and highly qualified,
specially trained professionals to teach
students with disabilities. While this act had
some controversial provisions, it was
replaced by the “ Every Student Succeeds
Act in 2015”, rectifying many of them.
5 I M P O RTA N T
SPECIAL
E D U C AT I O N
L AW S
1 . E D U C AT I O N F O R A L L H A N D I C A P P E D
CHILDREN ACT

• Passed by Congress in 1975, this was the first special education law directed at
students with physical and mental disabilities. The law stated that public schools
must provide children with special needs with the same opportunities for
education as other children. It also required any public school that received
federal funds to provide one free meal a day for these children.
T H E M I S S I O N O F T H I S A C T WA S T O :

• make special education services accessible to children who require them;

• maintain fair and appropriate services for disabled students;

• institute systematic evaluation requirements for special education; and

• endow federal resources to public schools for the education of disabled students.
2 . I N D I V I D U A L S W I T H D I S A B I L I T I E S E D U C AT I O N
ACT

• The Individuals with Disabilities Education Act, or IDEA, was created in 1990
and is a modification of the Education for All Handicapped Children Act. This
law ensures that special needs students receive appropriate free public education
in the least restrictive environment necessary to meet those students’ needs. It
helps students receive the extra assistance they need but allows them to
participate in the same activities as children without special needs whenever
possible.
 3.NO CHILD LEFT BEHIND

• In 2001, the Elementary and Secondary Education Act, commonly known as the
No Child Left Behind Act, called for schools to be accountable for academic
performance of all students, whether or not they had disabilities. The act
requires schools in every state to develop routine assessments of students’
academic skills. While it does not stipulate that these assessments meet a
national standard, the law does oblige each state to come up with its own criteria
for evaluation. No Child Left Behind provides incentives for schools to
demonstrate progress in students with special needs. It also allows for students
to seek alternative options if schools are not meeting their academic, social or
emotional needs.
 4 . I N D I V I D U A L I Z E D E D U C AT I O N
PROGRAMS

• The IDEA maintains that parents and teachers of children who qualify for special
education must develop an Individualized Education Program, or IEP, that helps
establish specific education for a child’s explicit needs. This requires caregivers to
meet initially to determine a child’s eligibility for an IEP and to come together
annually to develop and assess the educational plan.

• The student’s educational strategy must be designated in writing and should include
an evaluation and description of the current academic status, measurable goals and
objectives, designation of an instructional setting and placement within that setting
and transition services for children aged 16 or older. An IEP gives parents the right
to dispute any issues with the school district through a neutral third party.
5.STUDENTS WITH DISABILITIES AND
POSTSECONDARY SCHOOL

• The Rehabilitation Act of 1973 and the Americans with Disabilities Act of
1990 forbid discrimination in schools based on disability. This applies to
colleges and universities as well as elementary, middle and high schools. Many
students with special needs go on to study at the postsecondary level, but the
laws are slightly different for postsecondary schools. The law does not require
postsecondary schools to provide a free appropriate public education to students,
but it does oblige schools to offer suitable academic adjustments and accessible
housing to students with disabilities.
 HISTORY AND
L AW S O F S P E C I A L
E DUCAT ION
IN THE
PHILIPPINES
• 1955- First parent teacher work conference special education was held at SBD.-Members of
Lodge No. 761 of the Benevolent and Protective Order of Elks organized the Elks cerebral palsy
project incorporated.

• 1957- The Bureau of Public Schools (BPS) of the department of Education and Cultureand Sports
(DECS) created the special education section of special subjects and services division

The Program includes:

• Legislation
• Teacher training
• Census of exceptional children
• Integration of children with disabilities in regular classes
• Rehabilitation of residential and special schools
• Material production
• 1962- Manila Youth Reception Center (MYRC) was opened for the socially maladjusted and
emotionally disturbed.-DEC issued Circular No. 11 s. 1962 “Qualifications of Special Education
Teachers” -Experimental integration of blind children at the Jose Rizal Elementary School
(Pasay)-St. Joseph of Cupertino School for the Mentally Retarded was founded.

• 1963- Teacher scholar training for blind children started at PNU Philippine Printing House
for the Blind was established (UNICEF and CARE, Philippines)

• 1965- Training program for school administrators on the organization, administration and
supervision of special education classes

• 1968- R.A 5250 - An act establishing a ten-year training program for teachers of special and
exceptional children in the Philippines.-teacher scholar at UP commenced in the areas of hearing
impairment, mental retardation and giftedness.
• 1969- Classes for socially maladjusted children where held at MYRC -Jose Fabella Memorial
School was divided into five units:
• Philippine Training School for Boys (Tanay)
• Philippine Training School for Girls (Alabang)
• Reception and Child Study Center (Manila)
• Elsie Gaches Village (Alabang)
• Nayon ng Kabataan (Pasay

• 1970-R.A No. 5250 - Teacher training program for children with behavioral problem started
at Up.-the school for the Deaf and blind was reorganized into two separate residential school.
• 1977-1987 -Decade of the Filipino Child
• 1976- First camp Pag-ibig: day camp for children with disabilities.-Molave youth home
for children with behavioral problem was organized in Quezon City.

• 1977-Ministry of education issued department order No. 10 - designating regional and

division supervisors of special education programs. Bacarra Special Education Center
(Division of Ilocos Sur) Bacolod Special Education Center (Division of Bacolod)

• 1978- Presidential Decree 1509 - Creation of National Commission Concerning Disabled

Persons (NCCDP)-
• MEC memorandum No. 258 - Directed school divisions to organize special classes with a set
of guidelines on the designation of teachers who have no formal training.
• UP opened its special education training program for undergraduate students.
• PAD started mainstreaming program in the Division of Manila City schools
• 1979- Caritas-Medico-Pedagogical Institution for the mentally retarded was organized.-Jagna
special education center in the division of Bohol was organized .

• 1980- School for crippled children at the southern island hospital in Cebu City was established.
• 1981- UN: international Year of disabled persons
• 1982- Batas Pambansa Bilang 344
• 1987- Autism Society of the Philippines was organized
• 1993-2002 Asian and the Pacific Decade on the Disabled Person
• 1996-The first week of January was declared as Autism Consciousness Week-First Seminar workshop
on information technology for the visually impaired

• 1997- DECS order NO. 26: Institutionalization of Special education program in all school.-First
Philippine Wheelathon race was the main event of the 19th disability prevention and rehabilitation

• 1999-DECS order No. 104: Exemption of the physically handicapped from taking the National
Achievement Test (NEAT) and National Secondary Aptitude Test (NSAT)-DECS order No. 108:
strengthening of special education program for the gifted in public school system.
DECS Order No. 448: Search for the 1999 Most outstanding special education teacher for the gifted.-
Memorandum No. 457: National Photo Contest on Disability 2000
DECS Order No. 11: Recognized Special Education Centers in the Philippines.-Memorandum No. 24:
fourth International Noise Awareness Day-Every fourth week of November: national observance of the
week of gifted talented.
“IF THEY CAN’T
L E A R N T H E WA Y
WE TEACH,
WE TEACH THE
WAY T H E Y
LEARN”.
THANK YOU