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Special Education Division (SPED)

2/F Bonifacio Bldg., DepEd Complex, Meralco Avenue, 1600 Pasig City

Tel. nos. 631-9993, 632-1361 local 2054

Fax No. 631-9993/6337270

Email: bee@info.com.ph


The State, community and the family life hold a common vision for the Filipino child
with special needs:

he/she could be adequately provided with basic education

education should fully realize his/her own potentials for development and productivity as
well as being capable of self-expression of his/her rights in the society
he/she is God-loving and proud of being a Filipino

The fundamental principle of inclusive school is that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have (The
Salamanca Statement on Principles, Policy and Practice in Special Education).

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 or ethnic origin, political and other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the enjoyment of benefits of
education by all its citizens (BP Blg. 232).
Every child with special needs has a right to an educational program that is suitable to his
needs. Special Education shares with regular education basic responsibilities of the
educational system to fulfill the right of the child to develop to his full potential.

Goals and Objectives

The ultimate goal of special education shall be the integration or mainstreaming of
learners with special needs into the regular school system and eventually in the
Special education shall aim to develop the maximum potential of the child with special
needs to enable him to become self-reliant and shall be geared towards providing him
with the opportunities for a full and happy life.
The specific objectives of special education shall be the development and maximization
of learning competencies, as well as the inculcation of values to make the learners with
special needs a useful and effective member of society.

The Special Education Division has the following functions:

Formulates policies, plans and programs for the preparation of instructional materials,
and evaluation of programs in special education;
Conducts studies and develops standards of programs and services for special learners;
Plans for prototype in-service education programs to upgrade the competencies of
administrators, supervisors, coordinators, teachers as well as the non-teaching special
education personnel; and
Establishes/strengthens linkages with agencies concerned with the education and welfare
of children with special needs.

The Philippine Printing House for the Blind (PPHB) is an attached office of the SPED
Division. It is tasked to:

Produce Braille books and other education materials;

Produce Braille printing materials; and
Distribute Braille books and supplies to regions/divisions/ schools with programs for the
visually impaired children and youth.


(as of SY 2004-2005)
children with special needs are enrolled in schools - 77,152
are mentally gifted/fast learners (G/FL) - 79,118
are children with disabilities - 40,260 learning disabled (LD)
- 11,597 hearing impaired (HI)
- 2,670 visually impaired (VI)
- 12,456 mentally retarded (MR)
- 5,112 behavior problem (BP)
- 760 orthopedically handicapped
- 5,172 autistic children (Au)
- 912 speech defectives (SD)
- 142 chronically ill (CI)
- 32 children with cerebral palsy
*2,149 schools offering SPED
- 4 national special schools
- 450 private special schools
- 151 recognized Special
Education Centers
- 1,544 regular schools with SPED
- 4,034 Special Classes

Institutionalization odd SPED Programs for Children with Special Needs (CSNs)


Establishment of SPED Centers as Resource Centers

Training of Trainers on SPED
Provision of Technical Assistance on the Organization/Expansion of Services for CSNs
Monitoring and Evaluation of Program Implementation
Statistical Info (2005-2005)

Percentage of Children with Special Needs Served and Un-served in Schools

Universal Estimate of Children with Special Needs
Enrollment Trend: Children with Special Needs
Enrollment of Children with Special Needs by Type of Disability (Elementary &
Number of Mainstream Children with Special Needs (Elementary & Secondary)
Consolidated Number of Centers, Schools, Teacher and Classes per Region
Summer Training Program for Teachers of the Mentally Retarded
Summer Training Program for Teachers of the Hearing Impaired
Mobile Training for Teachers of the Deaf as Sign Language Interpreters
SPED Personnel Enhancement Program for Inclusive Education
Policy Issuances of the Department of Education

DECS Order No. 14, s. 1993 - Regional Special Education Council

DECS Order No. 1, s. 1997 - Organization of A Regional SPED Unit and Designation of
Regional Supervisor in-charge of Special Education
DECS Order No. 26, s. 1997 - Institutionalizing of SPED Programs in All Schools
DECS Order No. 5, s. 1998 - Reclassification of Regular Teacher and Principal Items to
Special Education Teacher and Special School Principal Items
DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the