Timeline of SPED in the Philippines
Early 20th
Century:
Limited
provision for
individuals
with
disabilities
primarily
through
charitable
organization
s and
religious
institutions.
1954:
The
establishment
of the
Philippine
Association
for the
Rehabilitation
of the
Disabled
(PARD), which
focused on
providing
rehabilitation
services for
individuals with
disabilities.
1959:
Republic Act
No. 1799, also
known as the
Disabled
Persons
Rehabilitation
Act, was
enacted, which
provided for
the
rehabilitation
and
vocational
training of
individuals
with
disabilities.
1976:
The
Department of
Education,
Culture, and
Sports (DECS)
introduced the
Special
Education
(SPED)
Program as a
pilot project in
selected public
schools.
1982:
The first
National
Conference
on SPED
was held,
which aimed
to address
the growing
need for
specialized
educational
services for
children with
disabilities.
1983:
DECS issued
Special
Order No.
45, s. 1983,
which
institutionali
zed the
integration
of SPED
programs
into regular
schools.
1986:
The Philippine
government
ratified the
United Nations
Convention on the
Rights of Persons
with Disabilities
(UNCRPD),
reaffirming its
commitment to
promoting the
rights and welfare
of individuals with
disabilities,
including access to
education.
1992:
Republic Act No.
7277, also known
as the Magna
Carta for
Disabled Persons,
was enacted, which
aimed to promote
the rehabilitation,
self-development,
and self-reliance of
individuals with
disabilities.
1997:
DECS issued
Department
Order No. 72,
s. 1997, which
established the
Guidelines on
the
Implementation
of Special
Education
Programs in
Public
Elementary and
Secondary
Schools.
2006:
Republic Act No. 9442,
also known as the
Magna Carta for
Persons with Disability
and Expanded Senior
Citizens Act, further
strengthened the rights
and privileges of
individuals with
disabilities, including
access to education and
employment.
2006:
Republic Act
No. 9442, also
known as the
Magna Carta
for Persons
with Disability
and Expanded
Senior Citizens
Act, further
strengthened
the rights and
privileges of
individuals with
disabilities,
including access
to education
and
employment.
2007:
The Philippine
government ratified
the UNCRPD
Optional Protocol,
which allowed
individuals to file
complaints
regarding violations
of their rights
under the
convention.
2013:
The Department
of Education
(DepEd) issued
Order No. 32, s.
2013, which
provided guidelines
for the
implementation of
inclusive
education in public
schools,
emphasizing the
integration of
students with
disabilities into
regular
classrooms.
2016:
The enactment of
Republic Act No.
10754, which
expanded the
benefits and
privileges of
persons with
disabilities,
including access to
education,
healthcare, and
social services.
Present:
Efforts
continue to
promote
inclusive
education and
improve access
to quality
education for
individuals with
disabilities in
the Philippines
through policy
reforms,
capacity-
building
initiatives, and
advocacy
campaigns.