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    Policies and Guidelines of SPED in The Philippines

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    Anne Mariel
    1) The document outlines policies and guidelines for special education in the Philippines, including organizational patterns, school facilities, personnel requirements, and the roles and responsibilities of special education teachers. 2) Schools are required to provide a variety of educational models based on student needs, including different degrees of integration with regular classrooms. 3) Facilities, equipment, materials, and classrooms must be adapted to meet the needs of students with disabilities. Special education teachers are responsible for implementing individualized education programs and interpreting student needs to other staff.

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    Policies and Guidelines of SPED in The Philippines

    Uploaded by

    Anne Mariel
    186 views3 pages
    1) The document outlines policies and guidelines for special education in the Philippines, including organizational patterns, school facilities, personnel requirements, and the roles and responsibilities of special education teachers. 2) Schools are required to provide a variety of educational models based on student needs, including different degrees of integration with regular classrooms. 3) Facilities, equipment, materials, and classrooms must be adapted to meet the needs of students with disabilities. Special education teachers are responsible for implementing individualized education programs and interpreting student needs to other staff.

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    Policies and Guidelines of SPED in the Philippines

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    1) The document outlines policies and guidelines for special education in the Philippines, including organizational patterns, school facilities, personnel requirements, and the roles and responsibilities of special education teachers. 2) Schools are required to provide a variety of educational models based on student needs, including different degrees of integration with regular classrooms. 3) Facilities, equipment, materials, and classrooms must be adapted to meet the needs of students with disabilities. Special education teachers are responsible for implementing individualized education programs and interpreting student needs to other staff.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    186 views3 pages

    Policies and Guidelines of SPED in The Philippines

    Uploaded by

    Anne Mariel
    1) The document outlines policies and guidelines for special education in the Philippines, including organizational patterns, school facilities, personnel requirements, and the roles and responsibilities of special education teachers. 2) Schools are required to provide a variety of educational models based on student needs, including different degrees of integration with regular classrooms. 3) Facilities, equipment, materials, and classrooms must be adapted to meet the needs of students with disabilities. Special education teachers are responsible for implementing individualized education programs and interpreting student needs to other staff.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Policies and Guidelines of SPED in the Philippines

    Article 6: Organization patterns

    Section 1: Children with special needs shall be provided with a variety of


    educational patterns and services.

    1.1 The assessed needs of each child shall be the primary consideration in determining
    his program and services.

    1.2 Programs may be organized in a variety of setting, namely:


    1.2.1 Integration/Mainstreaming. This refers to the enrolment of a child with special
    needs in a regular school with additional teaching/care resources. There are degrees of
    integration. In partial integration, a child enrolled in a special class in a regular school
    integrated with regular children in non-academic activities like work education, physical
    education, arts, school programs, etc. Later on, qualified children may be integrated
    gradually in one more academic subjects. In full integration (sometimes called " zero
    reject model"), the handicapped child sits in the regular classes in all subjects,
    academic or non- academic.
    Explanation: The results of the needs assessment completed on each child are to serve
    as the primary basis for selecting appropriate activities and assistance for that kid.
    Integration and mainstreaming are two of the many possible organizational structures
    for program delivery that are possible. This term refers to the practice of enrolling a kid
    who has special needs in a conventional school that provides supplementary resources
    for instruction and care for such child. There are varying degrees of incorporation into
    society. A child who was enrolled in a special class at a regular school was allowed to
    participate in non-academic activities alongside children from the regular school, such
    as job education, physical education, arts, school programs, and so on. This was an
    example of partial integration. In the future, children who have met the prerequisites
    may be gradually introduced to one or more other academic disciplines. When a child
    with a disability participates in full integration, often known as the "zero reject model,"
    the child participates in all regular classes, regardless of whether the subject is
    academic or not.

    Article 7: School Plant Facilities


    Section 1: Adequate physical facilities and equipment shall be provided to assure
    quality education for all children with special needs.
    1.1 The school system shall assign buildings and resource rooms and adapt physical
    facilities to suit children with special needs.
    1.2 The school system shall provided appropriate specialized equipment, instructional
    materials and supplies.
    1.3 Requirement for school site, school plants, physical facilities and classroom size
    shall be for purpose of securing permit for operation of special school modified in
    accordance with the type of exceptionality and enrolment size.
    Explanation: In order to make accommodations for children with disabilities, the school
    district is responsible for assigning classroom space, providing resource rooms, and
    changing the facilities that are already in place.
    The public education system is responsible for providing all of the essential specialist
    tools, classroom resources, and learning tools.
    For the purpose of gaining authorization to run a special school, the requirements for
    the school site, school plants, physical facilities, and classroom size shall be tailored
    according to the nature of the exceptionality and the number of children who are
    anticipated to attend the school. This is to ensure that the school is able to meet the
    needs of all of its students.
    Article 8: Personnel Recruitment, Welfare and Development
    Section 1: For the effective implementation of the special education program, the
    education, welfare and training of personnel shall be given high priority.
    1.1 All personnel involved in the education of children with special needs shall have
    adequate and appropiate educational background and training and personnel qualities
    specified as follow:
    1.1.1 Education and Work Experience
    1.1.1.1 For a special education teacher
    • Bachelor of Elementary Education specializing in special education
    • Bachelor of Science in Elementary Education or Secondary Education, major in
    Special Education
    • Bachelor of Science in Elementary Education or Secondary Education plus 18 units in
    special education in graduate level.
    Explanation: DepEd shall employ the necessary personnel and support staff, including
    qualified persons with disabilities, to operate, administer, and oversee the ILRC. This
    includes teachers with special training, special needs education teachers, para-
    teachers, learning support aides, licensed social workers, and other allied professionals
    with the knowledge, skills, and special training in interacting and dealing with learners
    with disabilities. All students with disabilities will have their own individualized education
    programs (IEPs) created for them based on the results of the tram's assessments and
    diagnoses. The multidisciplinary team will then oversee the IEP's implementation and
    provide feedback to the student and their parents.

    Article 9: Administration and supervision


    3.5 responsibilities of Special Teacher the special class teacher is responsible for
    teaching basic academic subjects with minimum integration with non-handicapped in
    physical education, for socialization purposes. He must interpret the child's needs and
    abilities to regular classroom teacher or another school personnel. He must work closely
    with all personnel in the school plan program which will beneficial with to these special
    children.
    Explanation: The instructor of the special class is responsible for teaching the
    fundamental academic subjects, and the only opportunity for integration with children
    who do not have disabilities, other than in physical education, will be for the purpose of
    fostering socialization. It will be necessary for him to translate the requirements of the
    classroom teacher or another member of the school staff as well as the capabilities of
    the child. It is necessary for him to work closely together with anybody and everyone
    who is participating in the school's implementation of the individualized education
    program (IEP) for these pupils.

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