FINAL REPORT HAZEL.pptx special education

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1. DepEd ORDER No. 44s . 2021 POLICY GUIDELINES ON THE PROVISION OF EDUCATIONAL PROGRAMS AND SERVICES FOR LEARNERS WITH DISABILITIES IN THE K TO 12 BASIC EDUCATION PROGRAM HAZEL S. ZAMORA, MAED AREA 3

2. This DepEd Order sets the policy guidelines for providing educational programs and services to learners with disabilities. It is specifically for the K to 12 Basic Education Program. The order outlines the necessary accommodations, adjustments, and support to ensure that learners with disabilities have equal access to quality education. It emphasizes the use of inclusive practices and specialized instruction to support the learning of these students.

3. This policy is issued in accordance with Section 3 of Republic Act No. 10533, the Enhanced Basic Education Act of 2013, and its Implementing Rules and Regulations. It provides direction and guidance for the organization, management, and implementation of programs and services for learners with disabilities. The policy is set to be implemented in the upcoming School Year 2021-2022 in both public and private elementary and secondary schools, with provisions for private schools to contextualize as needed.

4. RATIONALE The high prevalence of disabilities among the global and Filipino populations necessitates specialized educational interventions. The Magna Carta for Persons with Disabilities establishes the rights of individuals with disabilities and the obligations of the State to provide support and access to education. The policy is designed to provide guidance and direction for the implementation of inclusive education programs, services, and interventions at all levels of the education system.

5. Legal Foundation and Rationale The right to accessible and quality education for learners with disabilities is a fundamental mandate, supported by multiple laws and commitments. The Education Act of 1982 mandated the State to promote the right of every individual to relevant quality education, regardless of various factors including physical and mental conditions. Internationally, the Convention on the Rights of the Child and the Magna Carta emphasize the rights of children with disabilities to education and to enjoy all human rights and fundamental freedoms on an equal basis.

6. Legal Framework for Education RA No. 10533, the Enhanced Basic Education Act of 2013, emphasizes the creation of a functional education system that includes inclusive education as an imperative. Republic Act (RA) No. 9155 reinforces the constitutional mandate and vests DepEd with the authority, accountability, and responsibility for ensuring access to quality basic education. The 1987 Constitution mandates the State to protect and promote the right to quality education for all citizens, with appropriate steps to make it accessible to all. The Education Act of 1982 had mandated the State to promote the right of every individual to relevant quality education, regardless of age, creed, or other factors.

7. The Child and Youth Welfare Code (1974) and the Convention on the Rights of the Child (1989) establish the legal framework for protecting the right to education and non-discrimination for children in the Philippines. The provisions in these legal documents set the foundation for promoting the rights of children with disabilities, including the right to education and the elimination of discrimination. Legal Framework for Protection

8. RATIONALE Under the Magna Carta, the State is obligated to establish and support special education for visually impaired, hearing impaired, mentally retarded persons, and other exceptional children. The National Government and local government units are required to allocate funds for the effective implementation of the special education program. The State is mandated to provide educational assistance and develop non-formal education programs for persons with disabilities. Recent laws, such as RA 10754 and RA 11510, have been enacted to expand benefits and privileges for persons with disabilities and design specialized learning programs. Summary of Legal Obligations

9. SCOPE Educational services Assessment and evaluation processes Curriculum and instructional materials Qualified teachers and specialized staff Learning environment and resources

10. Understanding Key Terms: Assessment, Accommodations, Accessible, Assistive Devices Assessment is the process of gathering information to ascertain a learner's current level of functioning for educational planning. Accommodations are adjustments made to the learning environment and materials to support learners with disabilities. Accessible or accessibility refers to measures that ensure persons with disabilities have equal access to various facilities and services. Assistive devices and technologies are resources designed to maintain or improve an individual's functioning and independence.

11. Key Definitions Educational Placement: The process of placing a learner with a disability in an appropriate learning environment based on assessment results. Educational Assistance: Includes monetary and non-monetary support for learners with disabilities to complete their education. Disability: Refers to a long-term condition that limits an individual's function or activities, resulting in limitations in executing tasks or actions. Individualized Education Plan (IEP): A document designed to meet a learner's special needs and ensure mastery of learning for target skills and behaviors.

12. DEFINITION OF TERMS Learning Environment Curriculum Modifications Multidisciplinary Team Facilities, resources, technology. Changes for learners with disabilities. Professionals supporting health \& well-being. Educational equity program. Transition Program

13. Special Education Program (SPED) for Learners with Disabilities The SPED Program is designed to help learners with disabilities realize their right to education. The assessment and evaluation process is crucial for determining eligibility and placement in the appropriate programs and services. The program includes a range of educational programs and services tailored to the needs of learners with disabilities.

14. Adaptation of the K to 12 Curriculum for SNED Identifies essential adaptive skills for the curriculum, such as communication, self-care, and social skills. Highlights the necessary pedagogy adaptations in content, instruction, and assessment to support the curriculum for Hearing/Visual Impaired. Provides an overview of the additional support and resources incorporated into the basic education system. Filipino Sign Language inclusion in the curriculum. Key Adaptations

15. POLICY STATEMENT C . Provide support services for learners with disabilities that shall be anchored on the principles of universal participation for equal and equitable educational services, and recognition of diverse learners for responsive and appropriate educational programs; D. Provide educational assistance that facilitates learners with disabilities to pursue primary and secondary as well as vocational and technical education in both public and private schools;

16. Assessment and Referral Process Assessment tools like MFAT, ECCD checklist, and others will be used for the evaluation of students. Specialists from ILRC or health center will assess learners with atypical needs. The process includes an Identification and Referral Process. Confidentiality of learner information will be strictly maintained throughout the process. Process Overview

17. Assessment Services for Learners with Disabilities LWDs will have access to psychological and multi-disciplinary assessments to establish and monitor their strengths and weaknesses. The assessments will be conducted by a multi-disciplinary team, including specialists such as medical doctors, therapists, and psychologists. Progress evaluation of LWDs shall be based on their Individualized Educational Plan (IEP) and goals, with a focus on formative assessment, modifications, and accommodations for demonstrating learning.

18. Institutionalizing Filipino Sign Language in Basic Education Provide specialized curriculum content for hearing and visually impaired learners Utilize Alternative Delivery Modes (ADMs) for flexible learning Focus on essential adaptive skills and competencies for learners with severe to profound disabilities

19. Learners in the transition program are equipped to move into more inclusive and integrated learning provisions, with support for transitioning from home to school, class to class, and school to employment. The transition program is designed to help prepare learners with disabilities for the future, focusing on life and career skills, socio-emotional skills, and pre-vocational and livelihood skills. Transition Program for Learners with Disabilities

20. Transition planning includes engagements with community partner-industries and businesses to provide work immersion and employment opportunities for the learners. Transition Program for Learners with Disabilities The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12) offers opportunities for learners with disabilities to develop basic and functional literacy skills, serving as an equivalent pathway to complete basic education.

21. Partial Inclusion with Resource Room Services The K to 12 Basic Education curriculum will be adapted or modified based on the learning needs of LWDs as specified in their Individualized Education Programs (IEPs). Collaboration between the general education classroom teacher and the Special Education (SPED) teacher will be ensured to create a tailored learning plan and lessons for the LWDs. The learning environment, including the physical arrangement of the classroom, will be prepared to promote acceptance and respect for LWDs . Key Provisions for Educational Placement

22. Partial Inclusion with Resource Room Services LWDs will be registered in the general education class and marked for their performance in consideration of their IEP. They shall be tagged in the Learners Information System (LIS) as LWDs. Specialized support for sensory impairments will be provided in the resource room, including FSL and Braille training for teachers. Key Provisions for Educational Placement

23. Transition Program for Learners with Disabilities Schools with LWDs enrollment have a resource room for additional support services, including specific instructional interventions, therapy services, and assessment services. All persons involved in the program ensure that the IEP is carefully planned, constantly monitored, and periodically reviewed. The IEP includes goals for the transition program, preparing the learner for the K to 12 curriculum and transition program. Adaptations in resources are made to ensure that all learners with disabilities can participate fully in all learning experiences, aligned with the curriculum standards.

24. Full Inclusion ln the general education classroom Adaptation of the K-12 Basic Education curriculum to support the Individualized Education Plans (IEPs) of learners with disabilities. Providing assistive devices, technologies, and appropriate learning resources to support the needs of learners with disabilities. Applying instructional strategies that address the specific and additional needs of learners with disabilities. Preparing the learning environment and teachers for the inclusion of learners with disabilities. Collaborating in the preparation of plans and lessons for learners with disabilities. Provisions for Inclusion

25. Self-Contained Class LWDs aged 5 to 14 are placed in elementary school, while those aged 15 to 24 are in secondary school. Those 25 and above are referred to other programs. LWDs receive specialized instruction in adaptive essential skills, self-help, daily living skills, and social communication skills, including vocational training. LWDs are included in school and community activities, closely supervised by teachers and parents.

26. ESSENTIAL ADAPTIVE SKILLS AND COMPETENCIES Essential adaptive skills and competencies help LSENs manage schooling and day-to-day activities. These are necessary skills for functioning daily, as follows: Self-Care/Daily Living Skills - bathing, dressing. g rooming , and feeding one's self. Communication Skills — understanding and using verbal and nonverbal language. Self-direction - problem solving, exercising choice, and initiating and planning activities. Social Skills - maintaining interpersonal relationships, understanding emotions and social cues, understanding fairness and honesty, obeying rules and laws. Leisure Skills - taking responsibility for one's own activities, able to participate in the community .

27. ESSENTIAL ADAPTIVE SKILLS AND COMPETENCIES Home or School Living - housekeeping, cooking, doing laundry, maintaining living space. Functional Academics - using reading, writing, and math skills in everyday life. Community Use - shopping, using public transportation, using community services. Work - ability to maintain part-time or full-time employment, either competitive or sheltered; ability to work under supervision, cooperate with coworkers, be reliable and punctual, and meet work standards. Health and Safety - ability to protect one's self, responding to health problems.

28. Serve as receiving teachers in the general education classroom for learners with disabilities. Rejection of LWDs in the general education classroom shall be strictly prohibited. Implement strategies or pedagogies that facilitate the inclusion of learners with disabilities in the classroom . Responsibilities of Teachers

29. Collaborate closely with SPED teachers, non-teaching personnel, parents, ILRC Coordinator, Resource Room Teacher, and other professionals in responding to specific and additional needs of LWDs for their success in learning the K to 12 Curriculum. Practice the principles of Universal Design for Learning in delivering the K to 12 curriculum. This includes differentiation in presenting information, content, and learning materials, and strengthening formative assessment. Responsibilities of Teachers

30. A. The general education teachers shall: Strictly prohibit the rejection of learners with disabilities in the general education classroom Facilitate the inclusion of learners with disabilities by implementing appropriate strategies and pedagogies Collaborate closely with SPED teachers, non-teaching personnel, parents, and other professionals to respond to the specific needs of learners with disabilities Practice the principles of Universal Design for Learning in delivering the K to 12 curriculum Provide additional instructional support and opportunities for learners with disabilities to demonstrate what they know and have learned

31. Responsibilities of Special Education Teachers Design the learner's Individualized Education Program (IEP) based on inputs from the learner's family and multidisciplinary team. Plan appropriate interventions and activities based on assessment results. Collaborate with general education teachers to update and encode data on Learners with Disabilities (LWDs) in the Information System. Ensure provisions of programs and services for LWDs are included in the School Plan.

32. The school, through the leadership of the school head, shall Ensure that DepEd Order No. 40, s.2012, as amended, and D.O. 55, s. 2013 shall be observed in the school Set up a system to support schools in the mobilization of SPED teachers to support general education teachers in other schools with no SPED teachers Establish and sustain strong partnerships with families, government agencies, local government units, non-government organizations, and medical and allied medical institutions Responsibilities of the School Head

33. REFERENCES Five Year Development Plan for the Education of Children with Disabilities (CwD) SYs 2O14-15 through 2Ol& 19, Advisory Council for the Education of Children and Youth with Disabilities (ACECYD) and Asian Institute of Management Incheon Strategy to 'Make the Right Real' for Persons with Disability in Asia and the Pacific, United Nations ESCAP, 2O12 Agenda 2030 for Sustainable Development, United Nations, n.d. The Salamanca Statement and Framework for Action on Special Needs Education, United Nations Educational, Scientific and Cultural Organization, n.d.

34. THANK YOU ! We appreciate your time and attention during this presentation. Your engagement and thoughtful questions have made this a valuable experience for us. Thank you for the opportunity to share our ideas and insights. We look forward to future interactions and collaborations. Gratitude and Appreciation