Module 2 Sped Programs and Services
Module 2 Sped Programs and Services
Special Education
Programs and Services
Pre-Test
Directions: Encircle the letter of the best answer.
1. It refers to the total number of cases of a particular condition, those with exceptionality
(giftedness and talented) and developmental disabilities and impairments
A. Prevalence B. Coincidence
2. It refers to the cases that have come in contact with some systems. The number of children and
youth with special needs is derived from census data.
A. Identified Prevalence
B. True Prevalence
3. This assumes that there are a larger number of children and youth with special needs who are
in school or in the community who have not been identified as such and who are not in the
special education programs of the Department of Education
A. Identified Prevalence B. True Prevalence
4. Incidence refers to the number of new cases identified within a population over a specific
period of time.
A. Incidence B. Coincidence
5. It is when the term is no longer unusual to find blind, deaf and even mentally retarded students
participating in a regular class activities at certain periods of the school day.
A. Mainstreaming B. Integration
Objectives
At the end of the lesson, the students will be able to:
A. define the following terms: prevalence, identifiable prevalence, true prevalence and incidence;
B. compare the prevalence estimate of children with special needs done by UNICEF and World
Health Organization
C. describe the different special education programs and services offered by the Philippine
Public and Private Schools or institutions
D. discuss the definition of Inclusive Education and its salient features and;
E. enumerate the support services extended to children with special needs.
The 1997 UNICEF report on the Situation Analysis of Children and Women in the
Philippines indicates that the mean percentage of persons with some types of disabilities is 13.4
per one thousand population. This means that 134 out of 1000 persons have certain disabilities.
For every million of the population of eighty (80 million), more than 8 and a half million have
disabilities. The distribution of the different categories of exceptionalities and disabilities among
children is as follows:
1. 43.3 % have speech defects
2. 40.0% are mute
3. 33.3 % have mental retardation
4. 25.9% are those with one or both arms or hands
5. 16.4% are those without one or both legs or feet
6. 16.3% have mental illness
7. 11.5% are totally deaf
8. 11.4 are totally blind
The universal estimate of the prevalence of children with special needs stands at 10%
with disabilities. (World Health Organization) and 2% with giftedness and talented.
It shows that approximately half of the total population of 80 Million belongs to the
category of children and youth whose chronological ages range from zero to twenty-four. Based
on these statistics and using universal estimate of 12%, it may be assumed that at least 4.8
million Filipino children and youth need special education services. The TRUE Prevalence of
those with disabilities is estimated to be four (4) Million. Those who are gifted and talented are
estimated to number 800, 000.
Of the estimated number of exceptional children and youth, how may are enrolled in
special education classes? At present, only a small number of these children are in the special
education classes. Many of them remain unidentified in regular classes and communities. Current
figures show that there are seven hundred ninety-four (794) special education programs in all
regions, six hundred sixteen (616) of which are in the Public Schools. One hundred forty-four
(144) programs utilize the Special Education Center delivery mode for the full or partial
mainstreaming of children with special needs in regular classes. Likewise, there are thirty-four
(34) state and private special and residential schools.
The Special Education Division report on Statistics for the School Year 2004-2005
Table 1. Special Education Enrolment Data in Public and Private Schools
Categories No. of Children
1. Gifted and Fast Learners 77,152
2. with learning disabilities 40, 260
3. with mental retardation 12, 456
4. with hearing impairment 11, 597
5. with autism 5,172
6. with behaviour problems 5,112
7. with visual impairments 2,670
8. with speech defects 917
9. with orthopaedic impairments 760
10. with special health problems 142
11. with cerebral palsy 32
With disabilities 79,118
Grand Total 156, 270
Tabulated Enrolment Data in Public and Private Schools show that only 3% of the
estimated 4, 800, 000 children and youth with special needs are receiving special education
services. The Majority of these exceptional children are unidentified either in the schools or in
their homes and communities. A small number may be in community-based programs provided
by nongovernment entities, church groups, and civic organizations.
The best model of mainstream special education programs is exemplified at the Division of
Manila City Schools. Built around the Silahis Concept of Special Education or “rays of the sun”,
fifteen (15) Elementary Schools have developed mainstream programs that are supplemented
with resource rooms and activities.
Table 2. “Silahis” Special Education Centers-Manila City Schools Division
SPED Center School Address
1. Kagitingan SPED Center Rizal Elementary School Tayuman, Sta. Cruz
2. Diwa SPED Center Hizon Elementary School Abad Santos
3. Pag-Asa SPED Center Obrero Elementary School Obrero, Tondo
4. Kaunlaran SPED Center P. Gomez Elementary School P. Guevarra
5 Kagandahan SPED Center Albert Elementary School Dapitan
6. Kapayapaan SPED Center Legarda Elementary School Lealtad
7. Pag Ibig SPED Center Burgos Elementary School Altura, Sta. Mesa
8. Kabutihan SPED Center A. Quezon Elementary San Andres
School
9. Ligaya SPED Center Lucban Elementary School Paco
10. Kalinisan SPED Center R. Palma Elementary School Vito Cruz
11. Tagumpay SPED Center Sta. Ana Elementary School M. Roxas, Sta. Ana
12. Liwwanag SPED Center Magsaysay High School Espana
13. Pagkakaisa SPED Center Manila High School Intramuros
14. Kalusugan SPED Center PGH Pediatric Unit PGH, Taft Avenue
*chronically ill and abused
PGH Rehabilitation
*developmental disabilities
15. Sikay/Gabay SPED Manila Youth and Reception Paco
Center Center
INCLUSIVE EDUCATION
Inclusion describes the process by which a school accepts children with special needs for
enrolment in regular classes where they can learn side by side with their peers. The school
organizes its special education programs and includes a Special Education Teacher in its Faculty.
The school provides the mainstream where regular teachers and SPED Teachers organize and
implement appropriate programs for both special and regular students.
Salient Features
Inclusion means implementing and maintaining warm and accepting classroom
communities that embrace and respect diversity or differences. Teachers and students take active
steps to understand individual differences and create an atmosphere of respect.
Inclusion implements a multilevel, multimodality curriculum. This means that special
needs students follow an adapted curriculum and use special devices and materials to learn at a
suitable pace.
Inclusion prepares regular teachers and special education teachers to teach interactively.
Inclusion provides continuous support for teachers to break down barriers of professional
isolation. The hall marks of Inclusive Education are co-teaching, team teaching, collaboration
and consultation and other ways of assessing skills and knowledge learned by all students.
Post Test
Directions: Encircle the letter of the best answer.
1. It refers to the total number of cases of a particular condition, those with exceptionality
(giftedness and talented) and developmental disabilities and impairments
A. Prevalence B. Coincidence
2. It refers to the cases that have come in contact with some systems. The number of children and
youth with special needs is derived from census data.
A. Identified Prevalence
B. True Prevalence
3. This assumes that there are a larger number of children and youth with special needs who are
in school or in the community who have not been identified as such and who are not in the
special education programs of the Department of Education
A. Identified Prevalence B. True Prevalence
4. Incidence refers to the number of new cases identified within a population over a specific
period of time.
A. Incidence B. Coincidence
5. It is when the term is no longer unusual to find blind, deaf and even mentally retarded students
participating in a regular class activities at certain periods of the school day.
A. Mainstreaming B. Integration
HOMEWORK
1. Based on the Number of the Filipino Children with Special Needs who are in Special
Education programs, how many are out of school? What do the numbers mean to you?
2. Recall and write a short vignettes about persons with disabilities you know, have met or have
heard about. How did they overcome their disabilities?