Overview & legal bases of sped

OVERVIEW AND LEGAL BASES OFSPECIAL EDUCATION AT THE

SECONDARY LEVEL

Jayson S. HernandezGuidance Counselor I

San Miguel National High School

Definition

Special Education refers to the education of persons who are gifted or talented and those who have physical, mental, social or sensory impairment and cultural differences that require modification of the school curricula, programs and special services and physical facilities to enable them to develop themselves to their maximum capacity. These persons include those with cognitive deficits, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped, with special health problems, learning disabled, speech impaired or multiple handicapped.

Scope

Policies and guidelines shall apply to all schools, centers and classes (national or local, public or private, formal or non-formal) established under the educational system of the Philippines for the education of the learners with special needs.

Philosophy

The state shall promote the right of every individual to relevant quality education regardless of sex, age, creed, 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 the benefits of education by all its citizens (BP Blg.232).

Philosophy

Every learner with special needs has a right to an education 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 his potential.

Goal

The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually into the community

Objectives

provide equal opportunities for all learners with special needs to acquire the knowledge, skills and values necessary for them to adapt to a changing world;

develop life skills in all learners to ensure their active and sustained participation in the learning process through relevant programs, projects and enabling policies;

Objectives

promote the optimal use of information technology to increase the capability of learners to pursue their own learning;

develop learners who actively participate in the economic growth and development of the country; and

safeguard the rights of all types of special learners

Identification, Screening, Assessment and Evaluation

Pre-assessment and post assessment shall be conducted to every learner with special needs.

Appropriate assessment instruments shall be developed or adopted in order to identify handicapping conditions as early as possible.

The synthesis of identification and diagnostic information shall be the basis for the appropriate educational placement of the learner with special needs.

Responsible Persons

Parents/guardians/extended families, neighbors & friends

Regular teachers Special Education teachers Guidance counselors School administrators Health workers Social workers Psychologists Speech & physical therapists Law enforcement officers

Physical

Height & weight Physical development Gross & fine motor coordination Hearing status Visual status Oral hygiene & dental development Health condition

Psycho-Social

Family history Intelligence & cognition Personality Behavior Adaptive skills

Educational

School historyLearning disabilitiesLearning styles/preferencesLanguage & speechProblem solving

Medical

Seek professional help

Administration and Organization of Classes

Learners with special needs shall enjoy equality of access to formal and non-formal education.

Promotion of learners except for gifted/talented/fast learners and for those with cognitive deficit/mental retardation and multiple handicapped with special needs shall follow the promotion policy for the regular year level.

For maximum efficiency, class sizes at any given time

Exceptionality One Year Level

Gifted/Fast Learner 30-35

Mentally Retarded 8-15

Visually Impaired 5-10 (self-contained)

Hearing Impaired 7-12 (mainstreaming)

Behavior Problems 15-20

Orthopedically Handicapped 10-15

Multiple Handicapped 5-8

Speech Defective 10-15

Learning Disabled 7-10

Curriculum Content, Instructional Strategies & Materials

The curriculum of the secondary level for Special Education shall be based on the curriculum prescribed for the regular schools by the Department of Education with scheme modification for particular case/type of exceptionalities.

Regular Curriculum – the curriculum prescribed for regular students.

Modified Curriculum – the curriculum prescribed for regular students with certain adaptations to meet the needs of special students.

Special Curriculum – the curriculum for learners with special needs aimed primarily at developing special adaptive skills to maximize their potentials.


Curriculum plans shall be research- based, tested successfully on a pilot basis before their implementation on a bigger scale and evaluated periodically. These plans shall be accompanied by a variety of instructional materials.

The modified curriculum for the visually impaired shall include sensory training, special instruction in Braille music, typing, computer and sports, mathematics, Braille reading and writing, orientation and mobility.


Modified curriculum for learners with behavior problems shall include special activities and instructional techniques for the normalization of behavior with emphasis on moral, civic and spiritual values as well as training in livelihood, and technical and academic skills to prepare them for the world of work.

Low cost and indigenous instructional materials shall be developed for the use of learners with special needs

Organization Patterns

Learners with special needs shall be provided with a variety of educational programs and services.

Integration/MainstreamingResource Room PlanItinerant Teacher PlanCooperative Class Plan (Part-Time Special Class Plan)Special Education CenterResidential SchoolHospital InstructionHomebound InstructionCommunity-Based Delivery System

Organization Patterns

Special Guidance Programs for the learners with special needs shall be established and maintained. Individual conferences, community-sponsored programs, scholarship societies, career and vocational counseling, peer coaching, family support program, parent education program, reading and guiding program, sign language training program, reading and guiding program for the visually impaired shall be made available in the school.

Personnel Recruitment, Welfare and Development

For the effective implementation of the special education program, the education, welfare and training of personnel shall be given high priority.

Education and work experience – BSE major in SPED; BSE plus 18 units in SPED in the graduate level; BSE plus 15 units in SPED with 2 years of VS and willing to be trained within a year; BSE plus 9 units in SPED with 6 years of VS and to train within a year; BSE plus 2 years of VS as a SPED teacher.

Personnel Recruitment, Welfare and Development

In the absence of qualified teachers, equivalent experience or training in handling learners with special needs and demonstrated commitment shall be considered for appointment.

The hiring rate of SPED teachers shall be at least 3 grades higher than that of regular teachers.

SPED personnel shall be given incentives such as the following:

MT positions when they meet requirementsAwards for consistent outstanding performance for the last 3 yearsPriority in recommendations related scholarships and fellowshipsAttendance to international conferences or observations of SPED

programs

Administration and Supervision

Teacher responsibilities

Regular Classroom TeacherView the learner as a total personAssess the behavioral signs of disorders/difficultiesProvide varied activities for a wide range of individual

differencesProvide a setting for, and expect achievement of the learnerProvide strategies that help the learner develop concepts

meaningful to himself and provide first-hand experiencesObtain assistance in the form of constructive consultation

and specialized materials and equipmentConfer regularly with the SPED teacher


SPED Classroom TeacherTeach the basic academic subjects with minimum

integration with the non-handicapped in PE for socialization purposes

Interpret the learners’ needs and abilities to the regular classroom teacher and other school personnel

Work closely with all personnel in the school in planning a program which will be beneficial to the special learners


SPED CoordinatorMaintain all school records for SPED learnersAssist in the recruitment of prospective learners and SPED

teachersAssist/initiate/organize training programs for SPEDInnovate programs and projects for both learners and

teachersMonitor/evaluate classroom instruction and related activities

in SPEDIntegrate and implement new and existing policies and

guidelines of the SPED ProgramDemonstrate leadership in resourcing appropriate

educational facilities/instructional aids

Legal Bases

DepED Order No. 6, s. 2006 Policies and Guidelines for Special Education at the Secondary Level

Batas Pambansa Blg. 344 An Act to enhance the mobility of disabled persons by requiring certain buildings, institutions, establishments and public utilities to install facilities and other devices

PD 603 The child and youth welfare code as amended RA 9155 Governance of Basic Education Act of 2001 RA 7277 Magna Carta for Disabled Persons DECS Order No. 26, s. 1997 Institutionalization of SPED

Programs in all schools

Legal Bases

DECS Order no. 14, s. 1993 Regional Special Education Council

DepED Order no. 37, s. 2003 Revised implementing guidelines of the 2002 SEC Curriculum effective school year 2003-2004

DepED Order No. 33, s. 2004 Implementing Guidelines on the performance-based grading system for SY 2004-2005

DepED Order No. 35, s. 2005 Policy guidelines in the implementation of the Secondary Education Program of the 2002 BEC for SY 2005-2006

DepEd Order No. 6, s. 2005 Selection of honor pupils/students in public elementary and secondary schools

Legal Bases

DECS Order No. 5, s. 1998 Reclassification of regular teacher and principal items to SPED teacher and special school principal items

DepED Order No. 63, s. 2008 Guidelines in the utilization of the PhP 500 000 allocation to the pilot schools of the SPS and SPA and schools offering SPED

Thank You and

God Bless…