Lesson 2.

Special Education
Programs and Services
JUNKING AXL G. CAJULAO
LECTURER, TSU
EDUC 104 Foundations of Inclusive and Special Education
Functions of Bureau of Elementary Education
under Special Education Division
 1. Formulate policies, plans and programs
 2. Develop standards of programs
 3. monitor and evaluate the efficiency of the programs and services
 4. Conduct in-service training programs to upgrade the
competencies of special education administrators, teachers and
ancillary personnel
 5. establish and strengthen linkages and networks.
Prevalence of Children and Youth
with Special Needs

Prevalence refers to the total number of cases of a

particular condition, those with exceptionality
(giftedness and talented) and developmental
disabilities and impairments.
Prevalence is viewed in two ways

 Identifiable Prevalence refers to the cases that have come in

contact with some systems. The number of children and youth with
special needs is derived from census data.
 True Prevalence assumes that there are a larger number of
children and youth with special needs who are in school or in the
community who have not been identified as such and who are not in
the special education programs of the Department of Education.
 Incidence refers to the number of new cases
identified within a population over a specific period
of time.
 The 1997 UNICEF report on the Situation Analysis of Children
and Women in the Philippines indicates that the mean percentage
of persons with some types of disabilities is 13.4 per one thousand
population. This means that 134 out of 1000 persons have certain
disabilities. For every million of the population of eighty (80
million), more than 8 and a half million have disabilities.
The distribution of the different categories of exceptionalities and
disabilities among children is as follows:

 1. 43.3 % have speech defects

 2. 40.0% are mute
 3. 33.3 % have mental retardation
 4. 25.9% are those with one or both arms or hands
 5. 16.4% are those without one or both legs or feet
 6. 16.3% have mental illness
 7. 11.5% are totally deaf
 8. 11.4 are totally blind
World Health Organization

 The universal estimate of the prevalence of children with special needs stands at
10% with disabilities. (World Health Organization) and 2% with giftedness and
talented.
 It shows that approximately half of the total population of 80 Million belongs
to the category of children and youth whose chronological ages range from zero
to twenty-four. Based on these statistics and using universal estimate of 12%, it
may be assumed that at least 4.8 million Filipino children and youth need special
education services. The TRUE Prevalence of those with disabilities is estimated
to be four (4) Million. Those who are gifted and talented are estimated to number
800, 000.
DEP-ED

 Of the estimated number of exceptional children and youth, how may are enrolled
in special education classes? At present, only a small number of these children are
in the special education classes. Many of them remain unidentified in regular
classes and communities. Current figures show that there are seven hundred
ninety-four (794) special education programs in all regions, six hundred sixteen
(616) of which are in the Public Schools. One hundred forty-four (144) programs
utilize the Special Education Center delivery mode for the full or partial
mainstreaming of children with special needs in regular classes. Likewise, there
are thirty-four (34) state and private special and residential schools.
The Special Education Division report on Statistics for the School Year 2004-2005
Table 1. Special Education Enrolment Data in Public and Private Schools

Categories No. of Children

1. Gifted and Fast Learners 77,152
2. with learning disabilities 40, 260
3. with mental retardation 12, 456
4. with hearing impairment 11, 597
5. with autism 5,172
6. with behaviour problems 5,112
7. with visual impairments 2,670
8. with speech defects 917
9. with orthopaedic impairments 760
10. with special health problems 142
11. with cerebral palsy 32
With disabilities 79,118
Grand Total 156, 270
 Tabulated Enrolment Data in Public and Private Schools show that
only 3% of the estimated 4, 800, 000 children and youth with
special needs are receiving special education services. The Majority
of these exceptional children are unidentified either in the schools or
in their homes and communities. A small number may be in
community-based programs provided by nongovernment entities,
church groups, and civic organizations.
Range of Special Education Programs and
Services
 An array of SPED Programs and services are available in the country. These are offered by the
Public Schools and private institutions.
 1. The Special Education Center is a service delivery system which operates on the “school within a
school” concept. The SPED Center functions as the base for the special education programs in a
school. A SPED Principal administers the Center following the rules and regulations for a regular
school.
 2. The Special Class or Self-contained Class is the most popular type among the Special Education
Programs. A special class is composed of pupils with the same exceptionality or disability. The Special
Education Teacher handles the special class in the Special Education Center or Resource Room.
 3. Integration and mainstreaming programs have allowed children and youth with disability to study in
regular classes and learn side by side with their peers for the last forty years. Integration was the term
used earlier. At present, when it is no longer unusual to find blind, deaf and even mentally retarded
students participating in a regular class activities at certain periods of the school day, the perfect term is
mainstreaming.
TWO TYPES OF MAINSTREAMING

 A. Partial Mainstreaming children who have moderate or

severe forms of disabilities are mainstreamed in regular classes in
subjects like Physical Education, Home Technology, Music and
Arts.
 B. Full Mainstreaming, children with disabilities are enrolled
in regular classes and recite in all the subjects. A special education
Teacher assists the regular teacher in teaching the children with
special needs. Likewise, the SPED Teacher gives tutorial lessons at
the SPED Center or Resource Room.
The best model of mainstream special education programs is
exemplified at the Division of Manila City Schools. Built
around the Silahis Concept of Special Education or “rays of
the sun”, fifteen (15) Elementary Schools have developed
mainstream programs that are supplemented with resource
rooms and activities.
Table 2. “Silahis” Special Education Centers-Manila City Schools Division

SPED Center School Address

1. Kagitingan SPED Center Rizal Elementary School Tayuman, Sta. Cruz

2. Diwa SPED Center Hizon Elementary School Abad Santos

3. Pag-Asa SPED Center Obrero Elementary School Obrero, Tondo

4. Kaunlaran SPED Center P. Gomez Elementary School P. Guevarra

5 Kagandahan SPED Center Albert Elementary School Dapitan

6. Kapayapaan SPED Center Legarda Elementary School Lealtad

7. Pag Ibig SPED Center Burgos Elementary School Altura, Sta. Mesa

8. Kabutihan SPED Center A. Quezon Elementary School San Andres

9. Ligaya SPED Center Lucban Elementary School Paco

10. Kalinisan SPED Center R. Palma Elementary School Vito Cruz

11. Tagumpay SPED Center Sta. Ana Elementary School M. Roxas, Sta. Ana

12. Liwwanag SPED Center Magsaysay High School Espana

13. Pagkakaisa SPED Center Manila High School Intramuros

14. Kalusugan SPED Center PGH Pediatric Unit PGH, Taft Avenue

*chronically ill and abused PGH Rehabilitation

*developmental disabilities

15. Sikay/Gabay SPED Center Manila Youth and Reception Center Paco
INCLUSIVE EDUCATION

Inclusion describes the process by which a school accepts children

with special needs for enrolment in regular classes where they can
learn side by side with their peers. The school organizes its special
education programs and includes a Special Education Teacher in its
Faculty. The school provides the mainstream where regular teachers
and SPED Teachers organize and implement appropriate programs for
both special and regular students.
Salient Features
Of Inclusive Education
 Inclusion means implementing and maintaining warm and accepting classroom
communities that embrace and respect diversity or differences. Teachers and students take
active steps to understand individual differences and create an atmosphere of respect.
 Inclusion implements a multilevel, multimodality curriculum. This means that special
needs students follow an adapted curriculum and use special devices and materials to learn
at a suitable pace.
 Inclusion prepares regular teachers and special education teachers to teach
interactively.
 Inclusion provides continuous support for teachers to break down barriers of
professional isolation. The hall marks of Inclusive Education are co-teaching, team
teaching, collaboration and consultation and other ways of assessing skills and knowledge
learned by all students.
Support Services for Children with Special Needs

 At least two types of support services are extended to children with special needs:

 1. Referral services are solicited from Medical and

Clinical Specialists.
 2. Assistive Devices
ACTIVITY 4 SPED Programs and Services

 1. Enumerate and Identify the specialist in :

A. Medical and Clinical Specialists
Ex. Clinical Psychologist, School Psychologist, Psychometrician for
psychological testing

B. Assistive Devices
Ex. For blind students, Braille System. Braille writer, slate and stylus.
Activity 4 SPED Programs and Services

Deadline of Submission
October 5, 2020 (Monday)
via Class Reporters
POST TEST 2
SPED Programs and Services

 Deadline of Submission
 October 5, 2020 (Monday)
 Via Class Reporters
END OF LESSON 2
Congratulations! Moving on to Lesson 3