Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Marawi City
Real, Aiko D.
CPE 103- Foundations of Special and Inclusive Education- Section Vv
Professor Adelyn Sialana-Nalla, MAED, LPT
ACTIVITY 1: Journal Question
What characteristics of Brina impressed you most? Why?
Brina Kei M. Maxino, a 21-year-old AB History graduate and current assistant
teacher, is a remarkable individual who has displayed an array of admirable
characteristics despite having Down Syndrome. Her ability to graduate with a college
degree and acquire several special skills courses showcases her determination,
resilience, and commitment to personal growth. These qualities are truly inspiring, as
they demonstrate that one's abilities should not be limited by their circumstances or
challenges, they face.
Furthermore, her role as a Special Olympics Youth Ambassador highlights her
passion for helping others and promoting inclusion. This position demonstrates her
empathy, leadership, and communication skills, which have allowed her to make a
positive impact on the lives of others. Her involvement in the Special Olympics also
showcases her physical abilities and athleticism, proving that people with Down
Syndrome can excel in various aspects of life.
In conclusion, Brina Kei M. Maxino's characteristics, such as determination,
resilience, commitment, passion, empathy, leadership, and communication skills, have
left a lasting impression on my life. Her story serves as a testament to the power of
perseverance and the importance of embracing and celebrating the unique abilities of
every individual, regardless of their circumstances.
Activity 1.1. What is the status of special education programs in the Philippines? How
does the Department of Education strengthen its special and inclusive education
programs in the country?
Special education programs in the Philippines have been gaining significant
attention and progress in recent years. These programs are designed to cater to the
unique needs of students with disabilities or learning difficulties, ensuring they receive
appropriate education and support. The Department of Education (DepEd) plays a
crucial role in strengthening special and inclusive education programs across the
country.
To begin with, the DepEd has implemented policies and guidelines that promote
the inclusion of students with special needs in mainstream schools. This includes the
provision of reasonable accommodations and modifications to ensure equal
opportunities for learning. Furthermore, the DepEd has been working on the
development and implementation of special education curricula and teaching materials
that are tailored to meet the diverse needs of these students.
In addition to policy changes, the DepEd has been actively engaging with various
stakeholders, including parents, teachers, and non-governmental organizations, to raise
awareness and promote the importance of special and inclusive education. This has led
to increased participation and support from the community, which is essential for the
successful implementation of these programs.
Moreover, the DepEd has been investing in the professional development of
teachers and school administrators to enhance their capacity in handling special
education needs. This includes providing training on effective teaching strategies,
assistive technology, and inclusive classroom management. By equipping educators
with the necessary skills and knowledge, the DepEd aims to create an environment that
fosters the growth and development of all students, regardless of their abilities.
Lastly, the DepEd has been working on expanding the reach of special education
services by establishing additional special education centers and inclusive schools
across the country. This helps to ensure that more students with special needs have
access to quality education and support systems that cater to their unique requirements.
In conclusion, the status of special education programs in the Philippines is
steadily improving, with the DepEd playing a vital role in strengthening and promoting
special and inclusive education. Through policy changes, community engagement,
professional development, and infrastructure expansion, the DepEd is committed to
ensuring that students with special needs receive the education and support they
deserve.
Activity 1.2. List the significant events that shaped the history of special education in
the last century (20pts). You may go over the internet to get further information about
this.
a. In the early 1900s until 1994:
1. In 1906, the first special education law, the Smith-Fess Act, was passed, which
provided federal funds for education of children with disabilities.
2. In 1920, the U.S. Congress passed the Buck Act, allowing states to provide
services for children with disabilities under federal supervision.
3. In 1946, the National Society for Crippled Children and Adults (now known as the
Easter Seals) was established to provide services and support for individuals with
disabilities.
4. In 1960, the U.S. Congress passed the Vocational Rehabilitation Act, which aimed
to help people with disabilities find employment.
5. In 1961, the President's Panel on Mental Retardation was established, which led to
the publication of the "Report of the President's Panel on Mental Retardation" in
1962, advocating for better education and services for individuals with intellectual
disabilities.
6. In 1965, the Elementary and Secondary Education Act (ESEA) was passed, which
provided federal funding to support education for disadvantaged students, including
those with disabilities.
7. In 1975, the Individuals with Disabilities Education Act (IDEA) was enacted,
marking a significant milestone in special education history, ensuring that all children
with disabilities have access to free appropriate public education.
b. The third quarter of the century (1970s-1990s):
1. In 1977, the Education for All Handicapped Children Act was amended, renaming it
the Individuals with Disabilities Education Act (IDEA), emphasizing the focus on the
individual needs of each student.
2. In 1986, the IDEA was amended again, requiring states to develop a system of
state-level monitoring to ensure compliance with the law.
3. In 1990, the Americans with Disabilities Act (ADA) was passed, prohibiting
discrimination against individuals with disabilities in various aspects of life, including
education, employment, transportation, and public accommodations.
4. In 1991, the IDEA was amended to include a requirement for transition planning for
students with disabilities as they approached adulthood.
c. The last thirty years (1990s-2020):
1. In 1997, the IDEA was amended again, emphasizing the importance of high
academic and functional achievement for students with disabilities and promoting the
use of evidence-based practices.
2. In 2004, the IDEA was amended to include new provisions for infants and toddlers
with disabilities and their families, known as Part C of IDEA.
3. In 2010, the IDEA was reauthorized, introducing significant changes, such as the
use of Response to Intervention (RTI) as a framework for identifying and serving
students with disabilities, and a greater focus on improving outcomes for students
with disabilities.
4. In 2017, Every Student Succeeds Act (ESSA) was passed, emphasizing the
importance of providing equitable educational opportunities for all students, including
those with disabilities.
Activity 1.3. What is the importance of legislation in the development and sustenance
of special and inclusive education?
Legislation plays a pivotal role in the development and sustenance of special and
inclusive education. It serves as a catalyst in ensuring equal opportunities for all
students, regardless of their abilities, disabilities, or backgrounds. By enacting and
enforcing laws that protect and promote the rights of special needs students, legislators
contribute to the creation of an inclusive educational environment.
Firstly, legislation provides the necessary framework for the allocation of resources
and funding to special education programs. This ensures that schools and institutions
have the required facilities, materials, and personnel to cater to the diverse needs of
their students. Moreover, it helps in the development of specialized curricula and
teaching methodologies that are tailored to the individual requirements of students with
special needs.
Secondly, legislation guarantees the protection of the rights of students with
special needs. It ensures that they are not discriminated against or denied access to
education based on their abilities or disabilities. This promotes a culture of inclusiveness
and respect, where every student is valued and given the opportunity to learn and grow
at their own pace.
Thirdly, legislation fosters collaboration between various stakeholders, including
educators, parents, and policymakers. It encourages the development of partnerships
and networks that work towards the common goal of providing quality education to all
students, irrespective of their circumstances. This cooperation leads to the exchange of
ideas, best practices, and resources, which in turn enhances the overall quality of
special and inclusive education.
Lastly, legislation acts as a driving force for continuous improvement in the field of
special and inclusive education. It encourages research, innovation, and the adoption of
new techniques and technologies that can further enhance the learning experience of
students with special needs. This, in turn, leads to the development of more effective
and efficient educational practices that benefit not only the students but also the
education system as a whole.
In conclusion, legislation plays a vital role in the development and sustenance of
special and inclusive education. By providing a legal framework for resource allocation,
protecting the rights of students, fostering collaboration, and driving innovation, it
ensures that all students have access to quality education and an equal chance to
succeed in life.
REFLECTION: Write your insights about your learning experiences you had in this
lesson.
The lessons presented in this module provide a comprehensive overview of the
historical, legal, and policy aspects of special education in the Philippines. Through
these lessons, we can observe the evolution of the country's approach to providing
education for children with special needs, as well as the various goals, objectives, and
milestones achieved in this field.
Starting in the lesson, I was inspired by the story of Brina Kei M. Maxino a 21-year-
old AB History graduate and current assistant teacher, is a remarkable individual who
has displayed an array of admirable characteristics despite having Down Syndrome.
Her story serves as a testament to the power of perseverance and the importance of
embracing and celebrating the unique abilities of every individual, regardless of their
circumstances in which made a mark in my life.
Lesson 2 highlights the two-pronged goals of special education in the Philippines:
the development of key strategies in legislation, human resource development, family
involvement, and active participation of government and non-government organizations,
and addressing attitudinal barriers of the general public. This approach aims to create a
sustainable and inclusive environment for children with special needs. The lesson also
emphasizes the importance of providing flexible and individualized support systems,
vocational programs, work training, and employment opportunities to ensure community
participation and independent living
Lesson 3 delves into the historical perspectives of special and inclusive education
in the Philippines, tracing its roots back to the early 1900s. This lesson demonstrates
the continuous efforts and commitment of various stakeholders, such as the Philippine
Normal College and the University of the Philippines, in professionalizing special
education through teacher training programs.
Lesson 4 focuses on the legal bases of special and inclusive education in the
country. It presents a chronological account of the fundamental legal documents that
have contributed to the growth and development of special education programs. These
legal bases underscore the government's responsibility to promote the right to education
for all children, regardless of their abilities or disabilities.
In reflecting on these lessons, it is evident that the Philippine government and
educational institutions have made significant strides in addressing the needs of
children with special needs. The country has developed a comprehensive approach that
includes policy, goals, objectives, and legal frameworks to ensure inclusive education
and equal opportunities for all.
However, there is still room for improvement and further development. Challenges
such as attitudinal barriers, inadequate resources, and the need for continuous
professional development for educators persist. To further enhance special education in
the Philippines, it is crucial to address these challenges and continue to advocate for
the rights and inclusion of children with special needs in the country's education system.
In conclusion, this reflection essay highlights the importance of understanding the
historical, legal, and policy aspects of special education in the Philippines. By
acknowledging the progress made and identifying areas for improvement, we can work
towards creating a more inclusive and supportive environment for children with special
needs, ultimately contributing to their overall development and well-being.
