Beruflich Dokumente
Kultur Dokumente
PHILIPPINES
Included in this timeline are cultural changes, and legislation that affect the
creation and evolution of special education. What changes in our society and government
consideration, and were often mistaken as being possessed by evil powers, cursed or
simply stupid. They are just put in asylums and do not have education or any
inerventions for them. Then in the 18th Century, Enlightenment period influenced
publishes his Emile, a book about the education of children. According to Rousseau,
learning should happen in agreement with a child’s cognitive speed, with minimal outer
stimuli from society, which is known for praising social roles, and wealth. This idea of
teaching children in their own pace set the ground for many educators (Johnston). When
19th century came, Special education became more palpable, with efforts from people
such as Rev. Thomas Gallaudet, and Samuel Howe in taking action on the matter of
special education.. In the year 1851,Rhode Island passed a law mandating compulsory
education for children, but not all states had compulsory education until 1918. With
compulsory schooling and the swelling tide of anti-institution sentiment in the twentieth
century, many children with disabilities were moved out of institutional settings and into
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public schools. However, by the mid-twentieth century children with disabilities were
still often excluded from public schools and kept at home if not institutionalized. In order
to respond to the new population of students with special needs entering schools, school
officials created still more special classes in public schools. Changes were made also in
what concerns the law of implementing special education in schools. 1890, It was the
states’ responsibility to provide institutions for the special children, and in 1897 the
20th century, is characterized by the implementation of laws to assure that people with
interest to educate Filipino children with disabilities was expressed through Mr. Fred
Atkinston, the General Superintendent. 1906, The New York University included in the
courses offered by the school a training program for special education teachers. 1907,
Insular School for the Deaf and Blind in Manila. 1908, The French researcher
Alfred Binet, along with Theodore Simon, created the intelligence scale: a standardized
intelligence test in order to identify mentally retarded children. 1916, Later on, the test
would be applied to the American standards, and the idea of Intelligence Quotient was
introduced in 1916 by Lewis Terman, renaming the test from Simon-Binet scale to
recognized that all citizens have the right to education. 1922, The Council for
Exceptional Children (CEC) was founded by Elizabeth Farrell. This Council plays an
important role in providing laws to protect those with disabilities. 1926, The Philippine
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Association for Deaf was founded. 1927 Government established the Welfareville
1931, The United States Office of Education established a section on the exceptional
children, 1936, Blind persons are included in the Social Security Act of 1935. Despite some
efforts, the attention from special educational issues was shifted to other concerns such as the
Great Depression and the Second World War. 1945, The National Orthopaedic Hospital School
for the Crippled Children and Youth is established. 1949 Quezon City Science High school was
inaugurated for gifted children. 1950’s The number of changes made in the governmental area
was significant (Winzer 373-375). To start, in 1950 the National Association for Retarded
Children (NARC) was founded by parents of children with mental disabilities. This association
ignited the idea of public law 94-142, by asking that every mentally retarded child has the right to
education, and that such would occur depending on each person’s needs. In 1954, in the case of
Brown vs. Board of Education, it was stated by the supreme court of the United States that all
children have the right to education in equal terms. 1953, Elshie Gaches Village was established
in Alabang to take care of the abandoned and orphaned children and youth with physical and
mental handicap. 1954, The first week of August was declared as Sight Saving week. 1956,
Special classes for the deaf in regular class were implemented. 1957, Bureauof Public Schools of
the Department of Education and Culture created the Special Education of the Special Subjects
and Service Education. 1958, President Eisenhower signed public law 85-926, which provided
grants to colleges and universities to make sure that courses would be offered to prepare teachers
for special education. After this, a snowball effect ran through the sixties and seventies. 1960,
Some private college and universities started to offer special education courses on graduate
school curriculum. 1962, The Manila Youth Rehabilitation Centre was opened. 1963, With the
approval of R.A No. 3562, the training of DEC teacher scholars for blind children started at the
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Philippine Normal University. 1965, The Elementary and Secondary Education Act was passed,
and it provided funds for schools in order to have a proper environment for children with
disabilities. 1966, It was the turn of the Education of Handicapped Act, which was passed in
order to grant funds to schools to train teachers, but also required a Bureau of Education for the
Handicapped in the Office of Education. 1967, The Bureau of Public Schools organized the
children were organized at the Manila Youth Reception Centre. 1970, Training of
teacher for Children with behaviour problems started at theUniversity of the Philippines.
. 1973, The Rehabilitation Act was passed and assured the rights of people with
housing. 1974, The National Conference in the Rehabilitation of the Disabled was held at
the Social Security Building. 1975, The Education of all Handicapped Children Act of
1975 was the first legislation to protect the educational rights of students with
disabilities.. This law guarantees that people with disabilities have the right to free and
appropriate public education, in a least restrictive environment; also, it required that each
individual had his or her own educational plan (IEP), and that all people with disabilities
had the right to a fair due process. 1977, MEC issued Department Order No. 10 that
Marked the creation of the National Commission Concerning Disabled persons later
renamed as the National Council for the Welfare of Disabled Persons. 1979, The Bureau
unidentified exceptional children who were in school. 1980, The school for the crippled children
at the Southern Cebu City was organized. 1981, The United States Assemble proclaimed the
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observance of the international year of disabled persons. 1983, Batas Pambansa enacted
the Accessibility Law, an act to enhance the mobility of the Disabled people by requiring cars,
buildings, institutions, establishment and public utilities to install facilities and other devices.
1990, After being revised, Public Law 94-142 became known as IDEA, Individual with Disabilities
Education Act, and has been revised again in 1997. Also in 1990, the American with Disabilities
Act was passed guaranteeing that implementation would be made to people with disabilities in
Philippine Institute for the Deaf was established. 1991, The first National Congress on Street
Children was held at La Salle Greenhills in San Juan Metro Manila. 1992, The summer
training for teachers of the visually impaired started at the Philippine Normal University.
1993, DECS issued Order No. 14 that directed regional officers to organized the
Regional Special Education Council (RSEC). 1995, The summer training for teachers of
the hearing impaired was held at PNU. 1996, The third week of January was declared as
“Autism Consciousness week”. 1997, The first wheel at on a race for the wheelchair
users was the main event on the National Disability prevention and rehabilitation week .
1998, DECS order No. 5 “ Reclassification of regular tear and principal items to SPED
teacher and Specia schools principal items. 1999, DECS order no. 33 implementation of
administrative order directing the Department of Public Works and Highways, the CHED
and the DECS to provide architectural facilities or structural features for disabled persons
Although we now take it for granted that students with disabilities are allowed to attend
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Part II: The Magna Carta for Disabled Persons
This is the Republic Act No. 7277.In the Philippines, disability is one of the
social issues affecting a portion of the Philippines' population. To ensure the equality and
rights of disabled persons, there are Philippine laws and policies that were passed
regarding persons with disabilities (PWDs).. Philippine Republic Act No. 7277, also
known as the Magna Carta for Disabled Persons, is one of the laws protecting
this would be advantageous because aside from safety, it also provides them
accessibility. However, the government failed to take into account the PWDs
who also need to cross the streets. Where there are overpasses, there are also
fences and barricades between the streets so that there will be no jaywalkers.
But how would the PWDs cross the streets, if this is the case? They’d have to
ride a vehicle and spend more money just so they can reach their destinations.
Isn’t this, in and of itself, already an infraction of the Magna Carta? Also, the
simple matter of how wide doorways must be for wheelchairs to pass through
has not been addressed . Clearly, our society is oblivious to the fact that PWDs
had these rights, and that these rights must be protected at all costs. The section
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on Mobility is not too loud of an issue for me. I have seen many PWDs riding
motorcycles and driving cars and tricycles. The issue in this, however, lies on
the discriminatory nature of the people around them. Some people do not ride
tricycles or jeeps being driven by PWDs, because they think they are not as
capable as normal people. What they do not consider is that these PWDs who
drive for a living have licenses, and more importantly, have the right to what
they are doing. The section I am most frustrated about is the Access to Public
when they are availing of public transportation. Many times, I’ve seen people
in wheelchairs motioning for taxis or jeeps to pull over, but are being ignored
because of the effort they impose on the operators or drivers. How hard it must
be for PWDs to travel, especially when they need to ride jeeps or buses.
Political and Civil Rights. It states the rights of people with disabilities to vote,
to assemble and to organize. I know many people with disabilities who do not
vote during local and national elections. I do not blame the parents or
guardians, even if some of them do not allow PWDs to vote, nor do I blame the
should be. There is no one to blame here but everyone in our society.
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Finally, the most important part in the Magna Carta, in my opinion,
is the provision on Education. Every person has the right to be educated, and
PWDs are no exceptions to this. In fact, in the Magna Carta, it is stated that
because this gives importance to those PWD’s (people w/ disabilities) and or those gifted
and talented individuals. Through this act nobody will be left behind because this will
given them the opportunities to make them believe that there are lots of things they can
do and they can be the asset of the country. This act also showed that this country really
concerned and accepting those exceptional individuals and giving them opportunity to
have a brighter and a successful future. Not only those exceptional individual are the
covered or involved in this act, even those out of school youth and Marginalized
individuals are part of this act. This act really showed the love and concerned to
everyone, to everybody in the community. This act aims to protect us from discrimination
and promoting equal treatment to everyone, no matter who you are, what you have and
what you haven’t. You are still human beings, have the right to live life to the fullest as
long as uou are not able to hurt someone’s feeling. For those who had already read or
already aware of this act, do share this to others And be one of the role model for obeying
those rules under this act. To those parents, families are not aware and who have the
members w/c is included in this act specially those marginalized people, do inform them
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Part III: Relevance of Special Education to You, Your Community and Society
exceptional individuals. Those who are with disabilities even gifted and
This will lead them to feel belittled and put theirselves down. They might
everyone can. There are so many factors could affect their emotions and
those factors maybe make them believe that they are different from the
others. Special education is the only way to make them believe that they
are worth living. They are important because they are also part of the
children has their own abilities and skills which can be developed and
equally. Special Education can make them confident and live a normal life
and established a goal for their bright and successful future. Special
about their condition. For us, to acquire knowledge how to treat them
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Through this special education we can prevent ourselves hurting
them unconsciously instead we can help them to conquer their fear and
make them believe them that, they can live in a normal life. In the
becoming the asset in our society and has functions in the community
because of SPED, Every individual has its purpose to the community and
society if this happen this will bring us in the functional community and
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Part IV: MOVIE OR FILM REVIEW
Group 1 members :
Mangulabnan, Deserie
Quilpio, Jamaila
Tamayo, Beth
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Part V: CREATIVE OUTPUT ABOUT EXCEPTIONAL PERSONS
nonverbal communication.Most
sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep
disorders, as well as mental health challenges such as anxiety, depression and attention
issues.
development delays can appear even earlier, and often, it can be diagnosed as early as 18
months.
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