Date post: | 18-Jan-2015 |
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SPECIAL EDUCATIO
N
The White Paper on Education, Charting our Education Future
(1995), states:
ALL STUDENTS, regardless of their
personal circumstances, HAVE A RIGHT
of access to and participation in the education system, according
totheir potential and ability.
DEFINITION:SPECIAL EDUCATION OR
SPECIAL NEEDS EDUCATION - is the education of students with
special needs in a way that addresses the students' individual
differences and needs.
It also refers to the arrangement of teaching
procedures, adapted equipment and materials,
accessible settings, and other interventions designed to
address the needs of students with learning differences,
mental health issues, physical and developmental disabilities,
and giftedness.
VISION FOR CHILDREN WITH SPECIAL NEEDS
“The State, community and family hold a common vision for the Filipino child with special needs. By the 21st century, it is envisioned that he/she could be adequately provided with basic education. This 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 society. More importantly, he/she is God-loving and proud of being a Filipino.
GOAL OF SPECIAL
EDUCATION- to provide children with special needs appropriate
educational services within the mainstream of
basic education.
The two-pronged goal includes the development of key strategies on legislation,
human resource development, family involvement and active participation of government
and non-government organizations.
1987 Philippine Constitution. Article II, Section 17
-provides that the state must give priority to
education.
Article XIV, Section 1
guarantees that this education be
accessible to all: appropriate steps must
be taken.
Sec. 12 mandates that the "State shall take into
consideration the special requirements of disabled
persons in the formulation of educational policies and
programs."
Chapter II of Title II of the Magna Carta for Disable
Persons, RA 7277
On the other hand, learning institutions are encouraged "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." Specifically, learning
institutions are encouraged to provide "auxiliary services that will facilitate
the learning process for disabled persons."
Sec. 14 of RA 7277
provides that the State "shall establish, maintain and support complete, adequate
and integrated system of special education for the visually impaired, hearing
impaired, mentally retarded persons and other types of exceptional children in all regions of the country."
OBJECTIVES OF SPECIAL
EDUCATION
OProvide a flexible and individualized support
system for children and youth with special
needs in a regular class environment in schools nearest the students’
home.
OImplement a life-long curriculum to include early intervention and
parent education, basic education and transition programs on vocational training or preparation
for college, and
OMake available an array educational programs and services: the Special Education Center built on “a school within a school concept” as the resource center for children and youth with special needs; inclusive education in regular schools, special and residential schools, homebound instruction, hospital instruction and community-based programs; alternative modes of service delivery to reach the advantaged children in far-flung towns, depressed areas and underserved barangays.
Special Education Act of 2007 identifies ten groups of Children with Special Needs (CSNs):
1. gifted children and fast learners2. mentally handicapped/mentally retarded3. visually impaired4. hearing impaired5. children with behavior problems6. orthopedically handicapped7. children with special health problems8. children with learning disabilities (perceptual handicap, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia)9. speech impaired10. persons with autism
PRINCIPLES OF
SPECIAL EDUCATION
• students with special educational needs have a right to
an appropriate education
• the needs of the individual student are paramount in
decisions relating to their education
• parents should have an active role within the system
• a continuum of educational services should be provided
and, where
practicable, appropriate education should be
provided in ordinary schools for all students with special
educational needs
• only in exceptional circumstances should a student have
to live away from home to avail of an appropriate
education
• the state should provide adequate resources to enable
students with special educational needs to avail of an
appropriate education.