WEEK 3 & 4 - POLICIES, LEGAL BASES & HISTORICAL BACKGROUND (1).pptx

Legal Policies in Special Education in the Philippines. This is a presentation about the updated laws and policies related to special education in the Philippines.

1. PHILOSOPHIES, THEORIES AND HISTORICAL BACKGROUND

2. The Legal Bases of Special Education in the Philippines

3. COMMONWEALTH ACT, Articles 356 & 259 The right of every child to live in an atmosphere conducive to his physical, moral, and intellectual development.

4. 1973 CONSTITUTION OF THE PHILIPPINES, Section 8, Article XV The provision of a complete, adequate, and integrated system of education relevant to the goals of national development. It is a constitutional provision for the universality of educational opportunities and the education of every citizen as a primary concern of the government clearly implies the inclusion of exceptional children and youth.

5. PRESIDENTIAL DECREE NO. 603 CHILD AND YOUTH WELFARE CODE, Article 3 The rights of the child provide among others 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.

6. PRESIDENTIAL DECREE NO. 603 CHILD AND YOUTH WELFARE CODE, Article 74 This article provides for the creation of special classes . Thus, where needs warrant, there shall be at least special classes in every province , and if possible, special schools for the physically disabled, the mentally retarded (id), the emotionally disturbed, and the mentally gifted.

7. Education act of 1982 or Batas Pambansa Bilang 232 “ the state shall promote the right of every individual to relevant quality education regardless of sex, age, breed, socio-economic status, physical and mental condition, social and ethnic origin, political and other affiliations”

8. Batas Pambansa Bilang 344 “An Act to Enhance the Mobility of Disabled Persons” also known as the Accessibility Law requires cars, buildings, institution, establishments and public utilities to install facilities and other devices for persons with disabilities . “

9. Republic Act No. 6759 (1989) The law declared August 1 of each year as “ White Cane Safety Day in the Philippines.”

10. Republic Act No. 3562 “An Act to Promote the Education of the Blind in the Philippines” “ An Act To Promote the Education of the Blind in the Philippines” on June 21, 1963 provided for the formal training of special education teachers of blind children at the Philippine Normal College, the rehabilitation of the Philippine National School for the Blind (PNSB) and the establishment of the Philippine Printing House for the Blind.”

11. Republic Act No. 9288 otherwise known as “ The Newborn Screening Act of 2004 is based on the premise that a retarded child could have been normal

12. Republic Act No. 5250 “An Act Establishing a Ten-Year Teacher Training Program for Teachers of Special and Exceptional Children.”

13. Presidential Decree No. 603 otherwise known as the Child and Youth Welfare Code

14. Presidential Proclamation No. 361 (2000) set new dates for the National Disability Prevention and Rehabilitation week Celebration on the third week of July every year which shall culminate on the birth date of the sublime Paralytic Apolinario Mabini.

15. Republic Act No. 7610 (1992) The law is “An Act providing for strong Deterrence and Special Protection Against Child Abuse, Exploitation and Discrimination, Providing Penalties for Its Violation and other Purpose

16. The Legal Foundations of Special Education In the Philippines

17. EDUCATION FOR ALL HANDICAPPED CHILDREN ACT The mission of this act was to: 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.

18. INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) 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.

19. NO CHILD LEFT BEHIND (NCLB) 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.

20. INDIVIDUALIZED EDUCATION PROGRAMS (IEP) 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.

21. 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.

22. Care and protection of Disabled Children (C.A. 3203) The rights of every child in the Philippines to live in an environment conducive to his physical, moral and intellectual development and the duty of the government to promote the full growth of every child.

23. The Magna Carta for Disabled Persons (R.A. 7277) affirms the full participation and total integration of persons with disabilities into the mainstream of our society by giving them equal opportunities to develop their skills and potentials and affording them equal access to the basic services extended by the government.

24. The State shall take into consideration the special requirements of disabled persons in the formulation of the educational policies and programs. It shall encourage learning institution to take into account the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements, and other pertinent consideration

25. The State shall promote the provision by learning institution, especially higher learning institutions, of auxiliary services that will facilitate the learning process for disabled persons.

26. Section 1.2 Rule III of R.A. 7277. FORMAL EDUCATION to provide learners with special needs with access to basic education , learning institutions shall offer integrated education. In order to ensure that quality education is accessible, the following components namely, curriculum, educational programs, teaching methods and services shall be given importance by learning institutions.

27. The Philippine Education Act of 1982 In this act, the need for vocational training is further enshrined

28. Section 46 of R.A. 7277 Penal Cause a. Any person who violates any provision of this Act shall suffer the following penalties:

29. 1. For the first violation, a fine of not less than fifty thousand pesos (P50,000.00) but not exceeding One hundred thousand pesos (P100,000.00) or imprisonment of not less than six (6) months but not more than two(2) years, or both at the discretion of the court; and 2. For subsequent violation, a fine of not less than One hundred thousand pesos (P100,000.00) but not exceeding Two hundred thousand pesos (P200,000.00) or imprisonment for not less than two (2) years but not more than six (6) years, or both at the discretion of the court. b. Any person who abuses the privileges granted herein shall be punished with imprisonment of not less than six (6) months or a fine of not less than Five thousand pesos (P5,000) but not more than Fifty thousand pesos (P50,000) or both, at the discretion of the court. c. If the violator is a corporation, organization or any similar entity, the officials thereof directly involved shall be liable therefor. d. If the violator is an alien or a foreigner, he shall be deported immediately after service of sentence without further deportation proceedings.

30. It Matters to This One As I walked along the seashore, this young boy greeted me. He was tossing stranded starfish back to the deep blue sea. I said, “ Tell me why you bother, why you waste your time this way. There’s a million starfish, does it matter anyway?” And he said, “It matters to this one. It deserves a chance to grow. It matters to this one, I can’t save them all I know. But it matters to this one. I’ll return it to the sea. It matters to this one, and it matters to me.

31. HISTORY OF SPECIAL EDUCATION

32. 1907 The interest of educating the Filipino children was expressed through the Philippine School for the Deaf (PSD), which was formerly known as the School for the Deaf and Blind (SDB). It was Dr. David P. Barrows , the Director of Education then, who invited Miss Delia Delight Rice of Columbus to visit the Philippines. Ms. Rice was a teacher for the deaf and a daughter of deaf parents . Programs started with a class of three (3)

33. 1907 Insular School for the Deaf and Blind was established in Manila. It was also the birth of Special Education (or SPED) in the Philippines. 1949 The Philippine Foundation for the Rehabilitation of the Disabled started to help in the rehabilitation of people with disabilities, who later on facilitated teacher training in special education. 1907 Insular School for the Deaf and Blind was established in Manila. It was also the birth of Special Education (or SPED) in the Philippines.

34. 1952 A pilot school for Special Education at the Women’s University of Mentally Handicapped Children was started . All children from this institution were transferred to the Special Child Study Center in Cubao , Quezon City in 1957. 1956 Miss Amelita Lita Servando established the Special Child Study Center in Manila , the first special school for children with mental retardation in the Philippines. The said center has served its purpose of continuously and consistently interpreting to Philippine society the needs and potentials of the mentally retarded.

35. 1959 Bureau of Public Schools issued a memorandum that called for the development of classes for educable students with mental retardation. 1962 The First National Seminar in Special Education was held in the historic School for the Deaf and Blind from November 29 to December 5.

36. 1988 Centers for Excellence (CENTEX) schools for poor but bright children opened in Manila.  It was also the time when the “Teaching Filipino Children with Autism”, the first reference book on autism in the Philippines, was published. 2002 A National Workshop reviewed the accomplishments of the Asian Decade of the Disabled.

37. 2003 The Philippine Decade of Persons with Disabilities started and ended in 2012. 2007 University of the Philippines – SPED published “Anno B”, an annotated bibliography in Education.