Thesis Chapter 1 Only
Thesis Chapter 1 Only
Thesis Chapter 1 Only
Chapter 1
THE PROBLEM
Special Education plays a pivotal role in providing children with special needs
According to Villamayor (2000), people are aware of the kind of service which is
geared toward educating children with disabilities and exceptionalities. This is due to the
unwavering support of many people who believe that the right of every child to access to
education is seen as a means of developing oneself, for the special child. Similarly, Ellito
(2000) states that special needs of children have certain rights to legislation, it includes that
all children must be provided with a free appropriate public education regardless of the
In a country like the Philippines which guarantees maximum self-realization to all its
citizens, children, and youth with special needs are provided with access to educational
opportunities that develop their potential and enable them to become productive members of
society and to live meaningful and fulfilling lives. The philosophy’s concepts and
educational planning, and allied services for all children and youth in general, and for those
As stated in Batas Pambansa Blg. 232, individual has the right to quality education,
regardless of sex, age, breed, socio status, physical and mental conditions, social and ethnic
origin, political and other qualifications. Thus, in a democratic country, like the Philippines,
the state is believed to exist for the welfare of the individual as practiced in all democratic
societies including the Philippines. The right of all children to education is inherent in a
democracy. This philosophy has led to special programs for exceptional children.
The provision was also supported by the Magna Carta for Disabled Persons also
known as RA 7277 (1997) that provides for the Rehabilitation for Self Development and
Self-Reliance of Disabled Persons and their integration into the mainstreaming of society
and for other purposes. In addition, the Child and Youth Welfare Code (PD 603) Article 3
(2007) has specific provisions intended for the welfare of exceptional children to be treated
with sympathy and understanding and be entitled to treatment and competent care and be
given the kind of education and care required by this particular condition.
The above mentioned provision mandates that attention should be given to children
with special needs regardless of their disabilities and should be given privileges in
developing themselves according to their capacity and abilities. It also implies on how
children with special needs be addressed not only on how to communicate or to express
themselves but on how they can develop their capabilities and potentials to the highest
possible.
Several nations in Asia have endorsed the many international and regional
instruments guaranteeing the rights of ALL children and young people. Yet sadly, the vast
majority of people with disability in developing countries are segregated and isolated
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deprived of even basic education. One hundred fifty million children under 15 years of age
are disabled; 93 million or 62% of them are in Asia Pacific Region; less than 5 % of them
received education or training. The number of children with disability is increasingly daily by
Special education in the Philippines has so far provided for the needs of many
handicapped children. However, the number served is less than 2% of the estimated
exceptional population in need of special services. A recent nationwide survey identified 98,
200 exceptional children in various categories, out of the total school population of 850,000.
Of this number, some children do not receive SPED service while others are provided less
Today, DepEd serves 11 types of children with special needs in public school. As of
the school year 2006-2007, 51% of whom are in the gifted program; the remaining 49% were
students with various disabilities such as hearing impairment, visual impairment, learning
disability, mental retardation, behavior problem, autism, and cerebral palsy. Students with
learning disabilities comprise 25% of students with special needs. However, up to this date,
many children with learning disabilities, mental retardation, and autism remain unidentified
in public schools (DepEd, 2006). National policies notwithstanding, programs, and services
for children with special needs are concentrated in the urban areas (Camara, 2003).
the funding for its Special Education Program. The DepEd believed that a special learner
deserves special attention and specialized learning tools, thus, the increased in funding
support. Out of the fund each SPED Center will get P500, 000 subsidy for pupils’
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development activities including training, educational trips, camp activities, sports, and other.
The amount will also fund the procurement of instructional materials. DepEd also allotted
funds for training of more teachers, school heads and SPED Supervisors. Division and
regional offices were instructed to monitor the implementation of the SPED Program. Up to
date, there are 329 SPED Centers recognized for Elementary and 169 SPED Centers for
Secondary. DepEd. Order no. 26, series of 1997 required the organization of at least one
SPED Center in each division and implementation of SPED Program in all schools in the
Contrary to the mandate, in the division of Marinduque, for the school year 2012-
2013, there are only eleven schools offered special education program in the whole division.
It caters a total of 182 special children with different exceptionalities. The division has 22
teachers under the Special Education Program, 16 have SPED plantilla item and 15 are
receiving teachers.
The statistics implied that the very low number of schools with Special Education
program show that program in the division is not fully implemented. There are children with
special needs in some barangay who have not yet experienced the program because schools
in their barangay do not offer the program, thus, some parents have to travel to the adjacent
On the other hand, schools which already offered the program also encountered
problems in the implementation. Some teachers usually seek assistance from non-
government organization whenever they need to attend trainings and seminars because of
insufficient funds, some instructional materials were not also available, and in some schools,
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teachers who teach the program as well as the administrators have insufficient training in
This study was then undertaken to assess the status of implementation of Special
Education Program in the division of Marinduque since the researcher believed that like any
different aspects. Results of the study would serve as baseline data in enhancing the
The main focus of this study was to assess the status of the Special Education (SPED)
1.1.2 reasons why the program was offered only after its
institutionalization;
1.2 Curriculum
1.3 Teachers
2. What were the problems encountered by the school administrators and teachers to
implement the SPED program and what solutions were undertaken to solve the
problems?
3. What are the recommendations of the SPED teachers and the school
deemed significant in obtaining and providing useful information for judging decision in the
This study may give ideas to the key persons and Special Education Program
Through this study, the difficulties encountered by the program implementers may be
This study may give light to the reactions or attitudes of the School administrators
and SPED Teachers towards the implementation of the Special Education Program as one of
For the teachers the SPED teachers and receiving teachers, results of this study may
determine their strength and weaknesses to which may lead for planning towards
professionalism and enhancing teaching competences for teaching children with special
needs.
For the parents, they may continue to cooperate and support their children especially
For the stakeholders, the result of this study may broaden their mind, to give heart
with helping hands and open opportunities for Children with special needs.
This may benefit for all the children with special needs in the division of Marinduque
For other schools without the Special Education Program but have clienteles, this
study may inspire them to open the program in their respective schools.
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For the future researchers, this may serve as future references as they conduct related
The study aimed to determine the status of the implementation of Special Education
Program in the division of Marinduque. This was conducted school year 2013-2014 in
This study covered the eleven elementary schools from the six districts in the division
of Marinduque that offer only SPED Program. It includes Don Luis Hidalgo Memorial
School from Boac North, Gasan Central from Gasan District, Gabaldon Elementary School
from Santa Cruz South District, Santa Cruz East Central School from Santa Cruz East
District, Santa Cruz North Central School, Lamesa Elementary School, Kamandugan
Elementary School, Balogo Elementary School, Botilao Elementary School, and Ipil
Elementary School, from Santa Cruz North District, and Torrijos Central School from
Torrijos District.
The respondents of the study were the 37 teachers handling SPED and the 11 school
administrators.
To generate the needed data for the study, the researcher made use of a questionnaire
–checklist supported with an interview to gather more information from the respondents.