history of special education in the philippines essay

• No results found

Timeline of the Development of SPED (Including History of SPED in the Philippines)

Share "Timeline of the Development of SPED (Including History of SPED in the Philippines)"

Academic year: 2021

Loading.... (view fulltext now)

November 27, 2013 EDSP 101

Timeline of the Development of Special Education Event

Event Title Event Description

1817 American Asylum for the Education and Instruction of the Deaf and Dumb

First special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford.

1840 Law Mandating

Compulsory Education

Rhode Island passed a law education for all children mandating compulsory. Compulsory education is education which children are required by law to receive and governments to provide.

1870 Association of the Instructors of the Blind

The School for the Deaf and the School for the Blind offer comprehensive educational programs for hearing impaired and visually impaired students.

1886 American Association on

Mental Deficiency The American Association on Intellectual and Developmental Disabilities (AAIDD) (formerly the American Association on Mental Retardation (AAMR) is formed to advocate for handicapped people's rights.

1918 Compulsory Education By 1918 all States have mandated compulsory education.

1919 Wisconsin Supreme Court, in Beattie vs. Board of Education

Schools could exclude a student who had been attending public school until the 5th grade.

1922 Council for Exceptional

Children The International Council for the Education of Exceptional Children is organized by a group of administrators and supervisors attending the summer session at Teachers College, Columbia University, and their faculty members on August 10, 1922. The Council begins with 12 members. Elizabeth E. Farrell was the Founder and first President, 1922 26.

1930 First White Cane

Ordinance 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street.

1931 The Bradley Home The Bradley Home, the first psychiatric hospital for children in the United States, was

established in East Providence, Rhode Island. 1933 Cuyahoga Council for

Retarted Citizens Parental Advocacy Group composed of five mothers of children with mental retardation who came in Cuyahoga, Ohio to protest their children's exclusion from public schools. Led to the establishment of a special class for their children, even though the parents sponsored the class.

1939 Cuyahoga County Court of

Appeals, Ohio Ruled that the statute mandating compulsory attendance gave state department authority to exclude certain students.

1940 Beginning of the modern Special Education

Movement & National Foundation for the Blind & American Federation of the Physically Handicapped

This decade is considered the beginning of the modern Special Education Movement. During World War II, many young soldiers sustained injuries that resulted in lifelong disabilities. The need for educational and employment opportunities and services for these young men created legislation that would precede Special Education legislation.

*National Foundation for the Blind is formed and advocate for white cane laws and input from the blind on a variety of programs. *American Federation of the Physically Handicapped is formed- advocated for the end-of-job discrimination.

1943 Classification of Autism The classification of Autism was introduced by Dr. Leo Kanner of John Hopkins University. 1945 Public Law 176: National

Employ the Handicapped Week

Public Law 176 created more awareness for possibilities for employment of the "handicapped."

1946 Cerebral Palsy Society The Cerebral Palsy Society is formed by parents in NYC.

1947 Perkins Brailler Developed The Perkins Brailler is developed; printing of large type books is initiated.

1950 National Association for

Retarded Citizens (ARC) ARC was founded in 1950. It helped identify children with disabilities and mental retardation and bring them out of their houses.

1951 First institution for research for exceptional children

The first institution for research on exceptional children opened at the University of Illinois.

1953 At-Home Attendant Care

Provided Los Angeles County provided at-home attendant care to adults with polio as a cost- saving alternative to hospitalization.

3 1954 Brown vs. Board of

Education and Social Security Act Amendment

In this milestone decision the Supreme Court ruled that separating children in public schools on the basis of race unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the "separate but equal" principle set forth in the 1896 Plessy v. Ferguson case *Social Security Act of 1935 was amended by PL 83-761 to include a freeze provision for workers who were forced by disabilities to leave the workforce. This protected their benefits by freezing their retirement benefits at their pre-disability level. 1955 Council for the Exception

Children's Journal Council for the Exception Children’s Journal made a case for ending the segregation of disabled students.

1956 Social Security Amendment of 1956

Social Security Amendments of 1956 created the Social Security Disability Insurance (SSDI) program for disabled workers aged 50 to 64. 1960 States started their own

Special Education In the 1960s states started setting up their own special education programs. 1961 President's Panel on

Mental Retardation

President John F. Kennedy appointed a special President's Panel on Mental Retardation.

1963 Association for Children with Learning Disabilities

Parents first joined forces at a national conference held in Chicago in 1963. There they formed the Association for Children with Learning Disabilities.

1964 Civil Rights Act Made discrimination based on race, religion, sex, national origin, and other characteristics illegal .

1965 Elementary and Secondary Education Act (ESEA) & Amendments

*President Johnson's legislative plan termed, "War on Poverty". As Daniel Schugurensky states the act "was developed under the principle of redress, which established that children from low-income homes required more from low-income homes required more Educational Inequalities) The act proved to be a catalyst for future educational legislation. A few of the pivotal acts that derived from the Elementary and Secondary Education Act (ESEA) include the Individuals with Disabilities Education Act, the Bilingual Education Act, and the Goals 2000: Educate America Act. *ESEA Amendments – First Federal grants to states schools for the education children with disabilities.

4 1966 Elementary and Secondary

Act Amendments of 1966

Transferred authority from the Director of OEO to the U.S. Commissioner of Education (Department of Health, Education and Welfare) Federal grants to local schools. Not less than 10 percent nor more than 20 percent reserved for special projects and teacher training (Sections 309 b and c) National Advisory Council on Adult Education and Bureau of Education for the Handicapped established.

1968 Elementary and Secondary Education

Act Amendments of 1968

Established programs to improve special education.$100,000 was provided as the base for the state allotment and Private non-profit agencies added as eligible local grant recipients. 1970 Elementary and Secondary

Act Amendments of 1970

Established a core grant program for local education agencies. Revised statement of purpose to include adults who had attained age 16 and had not graduated from high school, State allotment base raised to $150,000, Special emphasis given to adult basic education, Presidentially appointed National Advisory Council on Adult Education established, 5 percent administrative cost authorized.

1971 Pennsylvania Association for Retarded Children (PARC) cs. Pennsylvania

*Pennsylvania Association for Retarded Children, along with parents of children with mild to severe disabilities, sued the state and won their case to establish a free and appropriate education (FAPE) for all children with mental retardation between the ages the ages of 6 and 21 in Pennsylvania.

1972 Mills vs. District of Columbia Board of Education

The Mills suit brought on behalf of over 18,000 children in the District, based on the 14th amendment and claimed that children with disabilities were excluded from public education without due process.

1973 Rehabilitation Act The Rehabilitation Act prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors. The standards for determining employment discrimination under the Rehabilitation Act are the same as those used in title I of the Americans with Disabilities Act. Rights of the handicapped in employment and education are ensured through section 504 of the Rehabilitation Amendments.

5 1974 Elementary and Secondary

Act Amendments of 1974

Appropriate education for all children with disabilities. Community school program was added, State allotment revised, State plan expanded to include institutionalized adults, Cap on adult secondary education at 20 percent, Provided for bilingual adult education, 15 percent for special projects and teacher training, Special projects for the elderly, State advisory councils could be established and maintained, National Advisory Council on Adult Education to include limited English-speaking members.

1975 Education for All

Handicapped Children Act “Specific learning disabilities” was recognized and added as a new disability category in The Education for All Handicapped Children Act of 1975. The EAHCA was intended to provide administrators with proof of compliance, teachers with formalized plans, parents with a voice, and students with an appropriate education. Along with assurances of nondiscriminatory evaluation, individualized educational planning, and education in the least restrictive environment.

1976 Kurzweil Reader Raymond Kurzweil develops Kurzweil Reader that translates material into synthesized speech. 1978 Journal of Special

First Issue of Journal of Special Education Technology.

1979 Armstrong vs. Kline &

NECC Conference *Armstrong- extended school year. *First NECC conference is held. 1981 Espino vs. Besteiro *S-1 vs.

Turlington * Espino-Cube within a classroom-U.S. District concluded that placement in a "cube" was not the maximum extent appropriate to achieve peer interaction nor was the placement to the maximum extent practicable. *S-1-discipline 1982 Board of Education of

Hendrick Hudson Central School District vs. Rowley

In the Rowley case the court ruled, "once a court determines that the requirements of the act have been met, questions of methodology are for the resolution by the state." Parents do not have a right to compel a school district to provide specific programs. The Rowley case is often cited by school districts for the general proposition that the school district or municipality need not provide "optimum" services, and need only provide services which are "appropriate."

6 Handicapped Children Act

of 1983 Roncker vs. Walter

amendments in 1983 This law allows for federal funding to create parent training and information centers (PIC) so that parents could learn how to protect the rights that PL 94-142 guarantees their child. PL 98-199 also provided financial incentives to expand services for children from birth to age 3 and the initiatives for transition services from school to adult living for students with disabilities. *Critical Analysis of Segregated Placements- "Roncker Test" whether segregated placement could be modified and provided in a mainstream classroom.

1984 Hurry vs. Jones & Irving

ISD vs. Tatro *Hurry- Door to Door transportation. State must give free door to door transportation service to the education program in which he is enrolled. *Irving- Related Services. Medical Services are only excluded if they have to be administered by hospital or physician. Developed two-step analysis to determine related services.

1985 Aguilar vs. Felton & Burlington School

Committee vs. Dept. of Ed. Of Massachusetts

*New York City uses federal funds received under the Title I program of the Elementary and Secondary Education Act of 1965 to pay the salaries of public school employees who teach in parochial schools in the city. That program authorized federal financial assistance to local educational institutions to meet the needs of educationally deprived children from low- income families. *Burlington- Tuition reimbursement for private school placement. 1986 Education for All

Handicapped Children Act of 1986 & Alama Heights ISD vs. State Board of Education & Max M. vs. Illinous State Board of Education & Regular Education Initiative

*In 1986, an amendment to the EHA, extended the purpose of EHA to include children ages 0-5 and included: To extend the guarantee to a Free and Appropriate Public Education (FAPE) to children with disabilities, ages 3-5. To establish Early Intervention Programs (EIP) for infants and toddlers with disabilities, ages 0-2. To develop an Individualized Family Service Plan (IFSP) for each family with an infant/toddler with disabilities.

*Alama Heights ISD vs. State Board of Education (Year Round Services) The School District is required to provide a "free appropriate public education." The some-educational-benefit standard does not mean that the requirements of the Act are satisfied so long as a handicapped child's progress, absent summer services, is not brought "to a virtual standstill." Rather, if a child

experiences severe or substantial regression during the

summer months in the absence of a summer program, the handicapped child may be entitled to year-round services.

*Max M v. Illinois Board of Education (Psychological Services and Counseling.) The district court opinion dealt with the substantive issue of whether "psychotherapy" was a related service. The holding was in the affirmative, along with the lines of the Garret. F. case. The court simply asked whether the service was capable of being delivered by a non-physician; answer was yes. The district had to reimburse the parents at the cost level of a non-physician. *Regular Education Initiative established.

1987 A.W. vs. Northwest R-1 School District & Talking Textwrite

*A.W. vs. Northwest R-1 School District (Cost as a Consideration) Congress provided limited resources to the states to implement the policy of educating all disabled students, and the sufficiency of that education must be evaluated in light of the available resources. *Talking text write created.

1988 Lachman vs. Illinios State Bd. Of Ed. & Honig vs. Doe & Spielberg vs. Henrico

*Lachman-District Determines Methodology. School System didn't want to place student in mainstream classroom. Court quotes Rowley case- question of methodology are ruled by the state. *Honig v. Doe "stay put" provision prohibits schools from excluding students from classrooms for misconduct that is due their disability. *Spielberg-Change of Placement. 1989 Daniel R. R. vs. State

Board of Education & Timothy W. vs. Rochester, NH School District & Hendricks vs. Gilhool & Goals 2000 Summit

*Daniel R.R- When segregated placement

is appropriate. Determines the least restrictive environment.

*"Zero Rejection" States must give free appropriate public education and doesn't ask any level of achievement be derived from an individual's education.

*Hendricks- Comparable facilities. Special

Education classrooms have to be comparable to facilities available for children in regular classrooms. *Goals 2000

Summit 1990 Education for All

Handicapped Children Act of 1990 & Americans with Disabilities Act

*EHA named changed to Individuals with Disabilities Act (IDEA). It guarantees equal opportunity for individuals with disabilities in employment, public accommodations,

transportation, State and local government services, and telecommunications. *P.L. 101- 336 Americans with Disabilities Act prevents discrimination based on ability.

1991 Kids Pix

1993 Oberti & Rachel H. & Florence County S.D. four vs. Carter & Zobrest vs. Catalina Foothills S.D.

*Oberti and Rachel H. (Educating in regular classrooms) The central issue in this case concerns the appropriateness of an IEP which recommended placement of the child in a "segregated" program outside the child's "home" district. Cases are proponents of the least restrictive environment. *Florence County-Tuition Reimbursement *Zobrest-Establised clause in parochial schools.

1994 Parents of Student W. Parents of Student W.-Due Process: Ten Day Rule. When a student poses a potential threat to others he may be suspended for up to 10 days. When suspension totals more than 10 days, this constitutes a change in placement. In addition, schools will have to judge whether handicapping condition is the cause and if so whether the student's current program and placement is appropriate.

1995 Poolaw vs. Bishop Poolaw - Requirement that schools provide Individualized programs tailored to the needs of each child with disabilities must be balanced. 1996 Telecommunications Act of

1996 & Seattle School District No. 1 vs. B.S. & Fulginiti vs. Roxbury

Township Public Schools & K.R. vs. Anderson

Community School

*Section 255 of the Telecommunications Act of 1996 mandates that telecommunications equipment and services - including cell phones and plans - are provided so that someone with a disability can use them.

*Seattle School District, No. 1 vs. B.S. (placement of students) Whether the District failed to provide FAPE. The facts at hearing support a finding that the IEP as developed on April 17, 2003 contained measurable goals in the areas of math, interpersonal skill, and study skills. The Parent agreed at hearing that the goals were measurable. Parent’s arguments to the contrary in closing arguments were not persuasive. The District met its burden to state measurable goals in the areas identified as necessary for the Student to receive FAPE.

*K.R. Private Schools

tracheotomy tube, which required constant monitoring and clearing of mucus. At first, the public school provided a full-time nurse to provide services to Carissa while at school. The school determined that it was not required by law to provide the services due to the "medical nature" of these provisions. The Court ruled in favor of the school - they were not required under IDEA to provide medical services to the student.

1997 Individuals with

Disabilities Education Act Amendments of 1997 & Morton Community Unit School District No. 709 vs. J.M. & Hartmann vs. Loudon County B of Ed.

*This most recent legislation to address students with disabilities amends and reauthorizes IDEA. One change was parent participation. Parents‟ right to be involved in decision making was significantly expanded-Prior to IDEA 97, parents were only guaranteed to be part of the group that developed their child’s IEP. However, with IDEA 97 Congress further strengthened and specified parents‟ role in their child’s IEP.

1999 Cedar Rapids Community School District vs. Garret F.

Cedar Rapids- Nursing as a related service. Medical services are those offered by a physician. Services that can be provided in school by a nurse or layperson are excluded as medical services.

2000 Children's Health Act A long term study of children's health and development.

2001 No Child Left Behind Act & President's Commission of Excellence in Special Education & Navin vs. Park Ridge S.D. & September 11th

*On October 3, 2001, President George Bush established a Commission on Excellence in Special Education to collect information and study issues related to Federal, State, and

local special education programs with the goal of recommending policies for improving the education performance of students with disabilities.

*On January 8, 2002, President George Bush signed the No Child Left Behind Act (NCLB). This act reauthorized and amended federal education programs established under the Elementary and Secondary Education Act (ESEA) of 1965.

*Navin- Non-custodial parents have the right to participate in IEP meetings. Septermber 11:Terrorists attack the World Trade Center 2003 War in Iraq 2003 U.S goes to war with Iraq

10 & Individuals with

Disabilities Education Improvement Act

56 state programs designed to address the assistive technology needs of individuals with disabilities. *IDEA is reauthorized and aligned with NCLB. The revision included early assessment, early intervention,

Universal Design for Learning, and discipline procedures.

2005 Schaffer vs. Weast & Hurricane Recovery Act

*Schaffer-Party seeking due process bears the burden of proof - this is seen as a victory for school boards. *Due to Hurricane Katrina the Hurricane Education Recovery Act was established to educate those displaced by the hurricane.

2006 Arlington Central S.D. vs.

Murphy Arlington- No reimbursement for the cost of experts (eg. Witnesses, consultants) under IDEA 2007 Winkleman vs. Parma City

S.D. & NYC Board of Education vs. Tom F.

*Winkleman-Parents cannot legally represent their children in court. * Tuition reimbursement is guaranteed for enrollment of students with disabilities in private institutions.

Highlights in the History of Special Education in the Philippines

1907 Delia Delight Rice sailed from the United States to Manila on May 2007. Shortly after her arrival, she found out the she has no students. But instead of leaving, she looked for students in the provinces and found Paula Felizardo first. More students enrolled in the School for the Deaf and the Blind (SDB) after she successfully taught Paula in a few months.

Silent Worker, an international publication for the hearing impaired, acknowledged that SDB transferred to a new building.

1911 Ms. Rice married Ralph Webber. Although the marriage ended in 1913, her official records were filed under her married name.

1912 Ms. Rice wrote an article in the Silent Worker and Wisconsin Times about SDB’s new building. 1914 Rogelio Lagman, an SDB graduate who studied for a year in California, came back and was in-charge of classes for the blind in SDB. He later left in 1920 to establish a carpentry shop that employs the blind.

abolished in 1921 and replaced by the Bureau of Public Welfare, under the Bureau of Public Instruction.

1916 Ms. Rice worked on the possibility of sending Jose Servilles, an SDB student, as the first Filipino Gallaudet University student.

1917 Gallaudet University President Percival Hall informed Ms. Rice that Jose Servilles failed the Gallaudet University admission test.

1917 The Home for the Orphaned and Destitute Children was built. It was later called Unit A and became one of the eight Welfareville Institutions under Act 3203, the “first socialized law the Philippines ever had under the American regime.”

1920 Pedro Santos, another SDB graduate, studied in California for a year before going to Gallaudet University.

1925 Welfareville, also known as the “Children’s Village,” was established in a forty-hectare lot in Mandaluyong. 1926 Pedro Santos went back to the Philippines and established the Philippine

Association for the Deaf.

1949 The Philippine Foundation for the Rehabilitation of the Disabled started to help in the rehabilitation of people with disabilities. Later on, they facilitated teacher training in special education.

1955 Dr. Matilde Valdes’ interest in special education was ignited when she was inadvertently hospitalized at the National Orthopedic Hospital.

1956 Ms. Amelita Lita Servando established the Special Child Study Center in Manila, the first special school for children with mental retardation in the Philippines.

1959 Special Child Study Center began to systematically train. They began with two-month summer workshops which culminated their co-sponsorship of the First Institute in Education and Training of the Mentally Retarded. The other co-sponsors were the Bureau of Public Schools and Philippine Mental Health.

Bureau of Public Schools issued a memorandum that called for the development of classes for educable students with mental retardation.

1959 Thirty-two first-year high school students were selected from several schools using competitive tests and were put together in one class. They became the first batch of the Manila Science High School in 1963.

1961 The SDB historical marker was unveiled during the honorary dinner for Delia Delight Rice which she attended.

School for the Deaf and the Blind from November 29 to December 5. July

Centers for Excellence (CENTEX) schools for poor but bright children opened in Manila.

1998 “Teaching Filipino Children with Autism,” the first reference book on autism in the Philippines, was published.

A National Workshop reviewed the accomplishments of the Asian Decade of the Disabled.

2003 The Philippine Decade of Persons with Disabilities started and ended in 2012.

2007 UP-SPED publishes “Anno B?” an annotated bibliographies in Special Education.

2007 Year-long centennial celebration of special education in the Philippines.

Disability Legislation from the National Council on Disability Affairs (Formerly National Council for the Welfare of Disabled Persons)

1954 RA 1179 - An Act to Provide for the Promotion of Vocational Rehabilitation of the Blind and Other Handicapped Persons and Their Return to Civil Employment

1963 RA 3562 - An Act to Promote the Education of the Blind in the Philippines 1965 RA 4564 - An Act Authorizing the Philippine Charity Sweepstakes Office to

Hold Annually Special Sweepstakes Race for The Exclusive Use of the Office of Vocational Rehabilitation, Social Welfare Administration, in its Development and Expansion Program for the Physically Disabled Throughout the Philippines

1969 RA 5250 - An Act Establishing A Ten-Year Training Program for Teachers of Special and Exceptional Children in the Philippines and Authorizing the Appropriation of Funds Thereof

1989 RA 6759 - An Act Declaring August One of each Year as White Cane Safety Day in the Philippines and for Other Purposes

1991 RA 7277 - An Act Providing for the Rehabilitation, Development and Self-Reliance of Disabled Persons and their Integration into the Mainstream of Society and for Other Purposes

Executive Orders (EO)

1987 EO 232 - Providing for the Structural and Functional Reorganization of the National Council for the Welfare of Disabled Persons and for other Purposes 1993 EO 385 - Creating a Task Force to Address the Concerns of the Persons with

Disabilities

2005 EO 417 - Directing the Implementation of the Economic Independence Program for Persons with Disabilities (PWDs)

2005 EO 437 - Encouraging the Implementation of Community-Based Rehabilitation (CBR) for Persons with Disabilities in the Philippines

Administrative Orders (AO)

2002 AO 35 - Directing all Departments, Bureaus, Government-Owned and/or Controlled Corporations, Government Financial Institutions, Local Government Units, State Universities/Colleges and Schools, and Other Government/Instrumentalities to Promote and Conduct Relevant Activities During the Annual Observance of the National Disability Prevention and Rehabilitation Week

Proclamations

1965 Proclamation 465 - Declaring the Last Week of February of Every Year as Leprosy Control Week

1974 Proclamation 603 - Child and Youth Welfare Code

1975 Proclamation 1385 - Designating the Period from February 14 to 20, 1975, and Every Year Thereafter, as “Retarded Children’s Week”

1979 Proclamation 1870 - Declaring the Third Week of July every Year as the National Disability Prevention and Rehabilitation Week

1991 Proclamation 829 - Declaring the Period from November 10-16 of Every Year as “Deaf Awareness Week”

1993 Proclamation 125 - Proclaiming the Nationwide Observance in the Philippine of the Asian and Pacific Decade of Disabled Persons, 1993-2002

1994 Proclamation 452 - Declaring the Second Week of October of Every Year as National Mental Health Week

1996 Proclamation 711 - Declaring the Third Week of January as Autism Consciousness Week

2000 Proclamation 361 - Declaring the Third Week of July as the National Disability Prevention and Rehabilitation Week which shall Culminate on the Birthdates of the Sublime Paralytic: Apolinario Mabini on July 23 Each Year

2001 Proclamation 92 - Declaring the Third Week of August of Every Year as Brain Attack Awareness Week

2002 Proclamation 157 - Declaring the Month of February as “National Down Syndrome Consciousness Month”

2002 Proclamation 240 - Declaring the Period from the Year 2003 to the Year 2012 as the Philippine Decade for Persons with Disabilities

2002 Proclamation 230 - Declaring the First Week of September of Every Year as the “National Epilepsy Awareness Week”

2003 Proclamation 472 - Declaring the Third Week of October of Every Year as “National Attention Deficit/Hyperactivity Disorder (AD/HD) Awareness Week” 2004 Proclamation 588 - Declaring the Period from September 16 to 22, 2004 and

Every Year thereafter as Cerebral Palsy Awareness and Protection Week

2004 Proclamation 657 - Declaring the Year 2000-2010 as the “Bone and Joint Decade”

2004 Proclamation 658 - Declaring the Third Week of October of Every Year as “Bone and Joint (Musculo-Skeletal) Awareness Week”

2004 Proclamation 744 - Declaring the Last Monday of March of Every Year as Women with Disabilities Day

2006 Proclamation 1157 - Declaring December 3, 2006 and Every Year Thereafter as “International Day of Persons with Disabilities in the Philippines”

References:

 De Torres, M. S. (2008). One hundred years of special education in the Philippines, 1907-2007. An unpublished Masteral thesis, College of Education, University of Education, Diliman, Quezon City.

 Impact of disability on learning and development. (2008). Retrieved November 22, 2013 from http://impactofspecialneeds.weebly.com/

uploads/3/4/1/9/3419723/timeline_ _the_history_of_special_education.  Inciong, T.G, Quijano, Y.S., Capulong, Y.T., Gregorio, J.A., & Gines, A.C. (2007).

Related documents

Special Education

​special education in the philippines.

1902 - The interest to educate Filipino children with disabilities was expressed through Mr. Fred Atkinson, the General Superintendent of Education. 1907 - Special Education was formally started in the country by establishing the Insular School for the Deaf and Blind in Manila. 1927 - The government established the Welfareville Children’s Village, a school for people with mental retardation in Mandaluyong. 1945 - The National Orthopedic Hospital School for the Crippled Children and Youth is established. 1949 - Quezon City Science High School was inaugurated for gifted students. 1950 - PAD opened a school for the children with hearing impairment

1953 - The Elsie Gaches Village was established in Alabang to take care of the abandoned and orphaned children and youth with physical and mental handicaps. 1956 - Special classes for the deaf in regular class were implemented. 1957 - The Bureau of Public Schools of the Department of Education and Culture created the Special Education Section of the Special Subjects and Service Education. 1960 - Some private college and universities started to offer special education courses on graduate school curriculum 1963 - With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind children started at the Philippine Normal University. 1965 - Marked the start of training programs for school administrators on the supervision of special classes held at UP 1969 - Classes for socially maladjusted children were organized at the manila Youth Reception Center 1970 - Training of teacher for Children with behavior problems started at the University of the Philippines 1973 - The juvenile and domestic Relations Court of Manila established the Tahanan Special School for the socially maladjusted children and youth. 1975 - The Division of Manila City Schools implemented the Silahis Concept of Special Education in public elementary schools. 1979 - The Bureau of Elementary Education Special Education unit conducted a two-year nationwide survey if unidentified exceptional children who were in school. 1980 - The School for the Crippled Children at the Southern Island Hospital in Cebu City was organized. 1990 - The Philippine institute for the Deaf, an oral school for children with hearing impairment was established. 1992 - The summer training for teacher of the visually impaired started at the Philippine Normal University 1993 - DECS issued Order No. 14 that directed regional officers to organize the Regional Special Education Council (RESC) 1995 - The summer training for teachers of the hearing impaired was held at Philippine Normal University 1998 - DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED teacher and special schools principal item" 1999 - DECS order no. 33 “Implementation of administrative order no. 101 directing the Department of Public Works and highways, the DECS and the CHED to provide architectural facilities or structural feature for disabled persons in all state college, universities and other buildings

2000 - DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines 2002 - An ongoing mobile teacher–training program by the Department of Education and the University of the Philippines trains regular and special education teachers on how to educate children with special needs. 2007- Special Education Act of 2007 identifies ten groups of Children with Special Needs 2009 - DepEd under its wing had 217 SPED Centers that cater to the needs of children with special abilities. The department issued Braille textbooks to help especially visually impaired children. 2010 - Special Education Act of 2010, An act establishing at least one Special Education center for each school division and at least three Special Education centers in big school divisions for children with special needs, guidelines for government financial assistance and other incentives and support 2012 - DepEd has increased the funding for its Special Education program and is set to open new centers 2013 - DepEd organized a National Conference for SPED Teachers to sharpen their skills.

Overview of Education in the Philippines

• Later version available View entry history
• First Online: 24 December 2021

Cite this chapter

• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  

Part of the book series: Springer International Handbooks of Education ((SIHE))

246 Accesses

The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Batalla EVC, Thompson MR (2018) Introduction. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 1–13

Google Scholar  

Bautista MB, Bernardo AB, Ocampo D (2008) When reforms don’t transform: reflections on institutional reforms in the Department of Education. Available at: https://pssc.org.ph/wp-content/pssc-archives/Works/Maria%20Cynthia%20Rose%20Bautista/When_Reforms_Don_t_Transform.pdf . Accessed 29 Jan 2021

Behlert B, Diekjobst R, Felgentreff C, Manandhar T, Mucke P, Pries L, et al (2019) World Risk Report 2020. Available at: https://reliefweb.int/sites/reliefweb.int/files/resources/WorldRiskReport-2020.pdf . Accessed 29 Jan 2021

Bustos MT (2019) Special educational needs and disabilities in Secondary Education (Philippines). Bloomsbury Education and Childhood Studies. https://doi.org/10.5040/9781350995932.0023

CHED (2005) CHED memorandum order 1: revised policies and guidelines on voluntary accreditation in aid of quality and excellence in higher education. CHED, Pasig

CHED (2008) Manual of regulations for private higher education. CHED, Pasig

CHED (2013) CHED Memoradum Order 20: General Education Curriculum: Holistic Understandings, Intellectual and Civic Cometencies. CHED, Pasig

CHED (2019a) AQRF referencing report of the Philippines 2019. CHED, Quezon City

CHED (2019b) CHED Memorandum Order 3 Extension of the Validity Period of Designated Centres of Excellence (COEs) and Centres of Developments (CODs) for Various Disciplines

CHED (2019c) Professional regulation commission national passing average 2014–2018. Retrieved from https://ched.gov.ph/wp-content/uploads/2004_2018-PRC-natl-pass-rate-from-2393-heis-as-of-18June2019.pdf

CHED (n.d.-a). Statistics. Available at: https://ched.gov.ph/statistics/ . Accessed 30 Jan 2021

CHED (n.d.-b) About CHED. Available at: http://ched.gov.ph . Accessed 10 Aug 2020

CHED (n.d.-c) Expanded Tertiary Education Equivalency and Accreditation (ETEEAP). Available at: https://ched.gov.ph/expanded-tertiary-education-equivalency-accreditationeteeap/ . Accessed 11 Sept 2020

CHED (n.d.-d) Higher education data and indicators: AY 2009–10 to AY 2019–20. Available at: https://ched.gov.ph/wp-content/uploads/Higher-Education-Data-and-Indicators-AY-2009-10-to-AY-2019-20.pdf . Accessed 29 Jan 2021

CHED (n.d.-e) CHED K to 12 transition program. Retrieved from https://ched.gov.ph/k-12-project-management-unit/ . Accessed 1 Mar 2021

Cohen C, Werker E (2008) The political economy of “natural” disasters. J Confl Resolut 52(6):795–819

Article   Google Scholar  

Department of Budget (DBM) (2020) PRRD signs the P4.506 Trillion National Budget for FY 2021. Available at: https://www.dbm.gov.ph/index.php/secretary-s-corner/press-releases/list-of-press-releases/1778-prrd-signs-the-p4-506-trillion-national-budget-for-fy-2021#:~:text=President%20Rodrigo%20Roa%20Duterte%20today,to%20the%20COVID%2D19%20pandemic . Accessed 11 Feb 2021

Department of Interior and Local Government (DILG) (2020) Regional summary number of Provinces, Cities, Municipalities and Barangays, by region as of September 30, 2020. Retrieved from https://www.dilg.gov.ph/PDF_File/factsfigures/dilg-facts-figures-2020124_c3876744b4.pdf . Accessed 1 Mar 2021

DepEd (2005) Basic Education Sector Reform Agenda (2006–2010). Available at: http://www.fnf.org.ph/downloadables/Basic%20Education%20Sector%20Reform%20Agenda.pdf . Accessed 29 Jan 2021

DepEd (2010) Implementation of the basic Education Madrasah Programs for Muslim Out-of School Youth and Adults, Department Order 57, s. 2010

DepEd (2012) Adoption of the unique learner reference number, Department Order 22, S. 2012

DepEd (2017) Policy guidelines on Madrasah Education in the K to 12 Basic Education Program, Department Order 41, s. 2017

DepEd (2019) Policy guidelines on the K to 12 Basic Education Program, Department Order 21, s. 2019

DepEd (2020) Major projects, programs & activities status of implementation. Available at: https://www.deped.gov.ph/wp-content/uploads/2020/02/List-of-Programs-and-Project-Implementation-Status.Final_.TS_.pdf . Accessed 29 Jan 2021

Department of Education (DepEd) (n.d.-a) Historical perspective of the Philippines Educational System. Available at: https://www.deped.gov.ph/about-deped/history/ . Accessed 11 Sept 2020

DepEd (n.d.-b) Entollment Statistics. DepEd, Pasig.

Early Childhood Care and Development (ECCD) (n.d.) The National Child Development Centre. Available at: https://eccdcouncil.gov.ph/ncdc.html . Accessed 9 Jan 2021

ECCD Council (n.d.) Early Childhood Care 2018 Annual Report. Pasig, ECCD Council, Metro Manila

ECCD Council/UNICEF (n.d.) The National Early Learning Framework of the Philippines . Available at: https://eccdcouncil.gov.ph/downloadables/NELF.pdf . Accessed 28 June 2020

GoP (1990) Barangay-Level Total Development and Protection of Children Act. Republic Act 6972

GoP (1994a) Higher Education Act. Republic Act 7722

GoP (1994b) TESDA Act. Republic Act 7796

GoP (1998) Expanded Government Assistance to Students and Teachers in Private Education Act, Republic Act 8545

GoP (2000) Institutionalizing the System of National Coordination, Assessment, Planning and Monitoring of the Entire Educational System, Executive Order 273, s. 2000

GoP (2001) Governance of Basic Education Act of 2001, Republic Act 9155. Available at: https://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/ . Accessed 29 Jan 2021

GoP (2002) Early Childhood Care and Development Act. Republic Act 8980

GoP (2007) Amending Executive Order No. 273 (Series of 2000) and Mandating a Presidential Assistant to Assess, Plan and Monitor the Entire Educational System, Executive Order 632, S. 2007

GoP (2013) Enhanced Basic Education Act. Republic Act 10533

GoP (2014) Ladderized Education Act. Republic Act 10647

GoP (2016) Executive Order No. 5, s. 2016. Approving and Adopting the Twenty-five-year long term vision entitled Ambisyon Natin 2040 as guide for development planning

GoP (2018a) PQF Act. Republic Act 10986

GoP (2018b) Organic Law for the Bangsamoro Autonomous Region in Muslim Mindanao Act. Republic Act 11054

GoP (2018c) Safe Spaces Act. Republic Act 11313

GoP (2019a) Transnational Higher Education Act. Republic Act 11448

GoP (2019b) Executive Order No. 100, s. 2019. Institutionalising the Diversity and Inclusion Program, Creating an Inter-Agency Committee on Diversity and Inclusion, and for Other Purposes

GoP (2020) Alternative Learning Systems Act . Republic Act 11510

Government of the Philippines (1987) 1987 Constitution of the Republic of the Philippines

GOVPH (n.d.) About the Philippines. Available at: https://www.gov.ph/about-the-philippines . Accessed 29 Jan 2021

Malipot (2019) DepEd in 2019: the quest for quality education continues. Available at: https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/ (Manila Bulletin). Accessed 9 Jan 2021

Mendoza DJ, Thompson MR (2018) Congress: separate but not equal. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 107–117

Chapter   Google Scholar  

National Economic and Development Authority (NEDA) (2017) Philippine Development Plan 2017–2022. Available at: http://pdp.neda.gov.ph/wp-content/uploads/2017/01/PDP-2017-2022-10-03-2017.pdf . Accessed 29 Jan 2021

OECD (2019) Programme for International Student Assessment (PISA) Result from PISA 2018 (Philippines). Available at: https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf . Accessed 11 Sept 2020

Paqueo V, Orbeta A Jr (2019) Gender equity in education: helping the boys catch up. Philippine Institute for Development Studies, Quezon City

Philippine Statistics Authority (PSA) (2020) SGD watch Philippines. Available at: https://psa.gov.ph/sites/default/files/phdsd/PH_SDGWatch_Goal04.pdf . Accessed 9 Jan 2021

Philippines Qualifications Framework (PQF) (n.d.-a) The Philippine Education and Training System. Available at: https://pqf.gov.ph/Home/Details/16 . Accessed 9 Jan 2021

PQF (n.d.-b) Philippine Qualifications Framework. Available at: https://pqf.gov.ph/Home/Details/7 . Accessed 9 Jan 2021

Professional Regulations Commission (PRC) (2019) March 2019 LET teachers board exam list of passers. Available at: https://www.prcboardnews.com/2019/04/official-results-march-2019-let-teachers-board-exam-list-of-passers.html . Accessed 11 Sept 2020

PSA (2019a) 2019 Philippines statistical yearbook. PSA, Quezon City

PSA (2019b) Proportion of Poor Filipinos in ARMM registered at 63.0 percent in the First Semester of 2018. Available at: http://rssoarmm.psa.gov.ph/sites/default/files/001%20Proportion%20of%20Poor%20Filipinos%20in%20ARMM%20registered%20at%2063.0%20percent%20in%20the%20First%20Semester%20of%202018.pdf . Accessed 11 Sept 2020

PSA (n.d.) List of Institutions with Ladderized Program under EO 358, July 2006 – December 31, 2007. Available at: https://psa.gov.ph/classification/psced/downloads/ladderizedprograms.pdf . Accessed 29 Jan 2021

Schwab K (2019) The global competitiveness report 2020. Available at: http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf . Accessed 29 Jan 2021

Senate of the Philippines (SoP) (2007) Senate P.S. Resolution No.96 Resolution directing the committee on education, arts and culture and committee on constitutional amendments, revisions of codes and laws to conduct a joint inquiry, in aid of legislation, into the implementation of executive order no. 632 abolishing the national coordinating council for education (NCCE) and mandating a presidential assistant to exercise its functions

Syjuco A (n.d.) The Philippine Technical Vocational Education and Training (TVET) System . Available at: https://www.tesda.gov.ph/uploads/file/Phil%20TVET%20system%20-%20syjuco.pdf . Accessed 11 Sept 2020

Symaco LP (2013) Geographies of social exclusion: education access in the Philippines. Comp Educ 49(3):361–373. https://doi.org/10.1080/03050068.2013.803784

Symaco, TLP (2019) Special educational needs and disabilities in primary education (Philippines). Bloomsbury Education and Childhood Studies. https://doi.org/10.5040/9781474209472.0025

Technical Education and Skills Development Authority (TESDA) (2007) TESDA circular 2007. Available at: https://tesda.gov.ph/uploads/file/issuances/omnibus_guide_2007.pdf . Accessed 10 Aug 2020

TESDA (2012) Philippines qualification framework. Available at: http://www.tesda.gov.ph/uploads/File/policybrief2013/PB%20Philippine%20Qualification%20Framework.pdf . Accessed 11 Sept 2020

TESDA (2020a) Philippine TVET statistics 2017–2019 report. Available at: https://www.tesda.gov.ph/Uploads/File/Planning2020/TVETStats/20.12.03_BLUE_TVET-Statistics_2017-2019_Final-min.pdf . Accessed 29 Jan 2021

TESDA (2020b) TVET statistics 2020 4th quarter report. TESDA, Taguig

TESDA (2020c) 2020 TVET statistics annual report. TESDA, Taguig

TESDA (n.d.-a) TVET programmes. Available at: https://www.tesda.gov.ph/About/TESDA/24 . Accessed 9 Jan 2021

TESDA (n.d.-b) National Technical Education and Skills Development Plan 2018–2022. Available at: https://www.tesda.gov.ph/About/TESDA/47 . Accessed 9 Jan 2021

TESDA (n.d.-c) Competency standards development. Available at: https://www.tesda.gov.ph/About/TESDA/85 . Accessed 9 Jan 2021

TESDA (n.d.-d) Assessment and certification. Available at: https://www.tesda.gov.ph/About/TESDA/25 . Accessed 9 Jan 2021

Timberman G (2018) Persistent poverty and elite-dominated policymaking. In: Thompson MR, Batalla EVC (eds) Routledge handbook of the contemporary Philippines. Routledge, New York, pp 293–306

TIMSS & PIRLS International Study Center (n.d.) TIMSS 2019 international results in Mathematics and Science. Available at: https://timss2019.org/reports/ . Accessed 9 Jan 2021

UNESCO Institute of Statistics (2020) COVID-19 A global crisis for teaching and learning. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000373233 . Accessed 11 Sept 2020

UNESCO Institute for Statistics (UNESCO UIS) (2021) Philippines education and literacy. http://uis.unesco.org/en/country/ph?theme=education-and-literacy . Accessed 18 Feb 2021

Valencia C (2019) Companies still hesitant to hire K12 graduates. Available at: https://www.philstar.com/business/business-as-usual/2019/09/30/1955967/companies-still-hesitant-hire-k-12-graduates . Accessed 28 June 2020

Worldometer (n.d.) Philippines demographics. https://www.worldometers.info/demographics/philippines-demographics/ . Accessed 27 Sept 2021

Useful Websites

Ambisyon Natin 2040 . http://2040.neda.gov.ph/

Commission on Higher Education (CHED) https://ched.gov.ph/

Department of Education (DepED). https://www.deped.gov.ph/

ECCD Council of the Philippines (ECCD Council). https://eccdcouncil.gov.ph/

National Council on Disability Affairs (NCDA). https://www.ncda.gov.ph/

Technical Education and Skills Development Authority (TESDA) https://www.tesda.gov.ph/

UNESCO Institute for Statistics Philippines profile. http://uis.unesco.org/en/country/ph?theme=education-and-literacy

Download references

Author information

Authors and affiliations.

College of Education, Zhejiang University, Hangzhou, Zhejiang, China

Lorraine Pe Symaco

College of Education, University of the Philippines, Quezon City, Philippines

Marie Therese A. P. Bustos

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Lorraine Pe Symaco .

Editor information

Editors and affiliations.

School of education, Southern Cross University, Lismore, NSW, Australia

Martin Hayden

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Singapore Pte Ltd.

About this chapter

Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-1

Download citation

DOI : https://doi.org/10.1007/978-981-16-8136-3_1-1

Received : 02 November 2021

Accepted : 02 November 2021

Published : 24 December 2021

Publisher Name : Springer, Singapore

Print ISBN : 978-981-16-8135-6

Online ISBN : 978-981-16-8136-3

eBook Packages : Education Reference Module Humanities and Social Sciences Reference Module Education

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

Chapter history

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-3

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-2

DOI: https://doi.org/10.1007/978-981-16-8136-3_1-1

• Find a journal
• Track your research

Essay on Education System In The Philippines

Students are often asked to write an essay on Education System In The Philippines in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Education System In The Philippines

The philippine education structure.

The education system in the Philippines is divided into three levels. These are the elementary level, the secondary level, and the tertiary level. The system is overseen by the Department of Education for basic education, and the Commission on Higher Education for college and university education.

Elementary Education

Elementary education in the Philippines is compulsory. It lasts for six years, starting at age six. The goal of this stage is to teach basic literacy, numeracy, and knowledge about the world. The curriculum includes subjects like Math, Science, English, Filipino, and Social Studies.

Secondary Education

Secondary education in the Philippines is divided into two parts: Junior High School (Grade 7-10) and Senior High School (Grade 11-12). These years prepare students for the next stage of their education or for work. They study a range of subjects, including electives based on their interests.

Tertiary Education

Tertiary education in the Philippines includes undergraduate and postgraduate studies. Students can choose from a wide range of courses. This stage is not compulsory but is important for those who want to pursue professional careers. The quality of tertiary education varies from institution to institution.

Challenges and Reforms

The Philippine education system faces challenges like lack of resources and overcrowded classrooms. To address these, the government introduced the K-12 program in 2013. This extended basic education to 13 years and aimed to improve the quality of education. The success of these reforms is still being evaluated.

250 Words Essay on Education System In The Philippines

The education system in the Philippines is managed by the Department of Education. It is split into three levels: elementary, secondary, and tertiary. Students start school at the age of 5 or 6. They spend six years in elementary school and four years in high school. After high school, they can choose to go to college for further studies.

Elementary education is the first step. It starts with kindergarten for children aged 5 or 6. This is followed by six years of primary education where students learn basic skills like reading, writing, and math.

High School Education

After completing elementary education, students move on to high school. This is a four-year program where they learn more advanced subjects. After high school, students can choose whether to go to college or start working.

College Education

College education is optional in the Philippines. Students who choose to go to college can study for a bachelor’s degree, which usually takes four years. They can also choose to study for a master’s or doctoral degree after that.

Quality of Education

The quality of education in the Philippines is improving. The government is working hard to make sure all children can go to school. They are also trying to improve the quality of teaching and learning in schools.

In conclusion, the education system in the Philippines is structured and comprehensive, aiming to provide quality education to all its students. This system, though facing challenges, is continually improving to ensure a bright future for the youth of the country.

500 Words Essay on Education System In The Philippines

Introduction.

The education system in the Philippines is unique and has evolved over many years. It is known for its strong emphasis on basic education, which is made up of six years of elementary school and four years of high school. In 2013, the K-12 program was introduced, adding two more years to the high school curriculum.

Structure of the Education System

The Philippine education system is divided into three levels. The first level is the elementary or primary level, which lasts for six years. Children usually start school at the age of six.

The second level is the secondary or high school level. This lasts for four years. Students usually enter high school at the age of 12 or 13.

The third level is the tertiary or higher education level. This includes colleges and universities. Students can pursue different degrees depending on their interests and career goals.

K-12 Program

The K-12 program was added to the education system in 2013. This program added two more years to the high school level, making it six years in total. The extra years are meant to prepare students for work, entrepreneurship, skills development, or higher education.

Teaching Methods

Teachers in the Philippines use a variety of methods to teach students. They use lectures, group work, and hands-on activities. They also use technology, like computers and projectors, to make learning more engaging.

Despite its strengths, the education system in the Philippines faces many challenges. One of these is the lack of resources. Many schools lack basic facilities like classrooms, libraries, and science labs. There is also a shortage of teachers in some areas.

Another challenge is the quality of education. Some students struggle with reading and math, even after finishing elementary school. This shows that the education system needs to improve in these areas.

The education system in the Philippines has made many changes to improve the quality of education. The K-12 program is one of these changes. It aims to prepare students for the future, whether they choose to work, start a business, or continue their studies. Despite the challenges, the country continues to work on improving its education system for the benefit of its students.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Education System In South Africa
• Essay on Britain
• Essay on Education Is A Treasure

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Tuesday 13 December 2016

Reflection in special education and alternative learning system, no comments:, post a comment.