Table Of Content

Part 1.

Create a timeline of History of Special Education in the Philippines.

Part 2.

Reaction of MAGNA CARTA for disabled individuals.

Part 3.

Discuss or React “What is the relevance of Special Education to You, Your

Community and to your Society.

Part 4.

Movie Review or Video Review.

Part 5.

Creative output: Project Exceptionality

Part 1.
Create a timeline of History of Special Education in the Philippines.

DATE EVENT
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.
Jan 1991 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.
Feb 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.
1915 The Public Welfare Board was created to see social services. It was
later 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.
Jan 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.
Dec 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.
 May 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.

Mar 1959 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.
1962 The First National Seminar in Special Education was held in the
historic School for the Deaf and the Blind from November 29 to
December 5.

July 1998 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.
Aug 2002 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
References : file:///C:/Users/Carlo/Downloads/215003780-Timeline-of-the-Development-of-SPED-
Including-History-of-SPED-in-the-Philippines.pdf
 MAGNA CARTA
Part 2.
Reaction of MAGNA CARTA for disabled individuals.

Philippine Republic Act No. 7277, also known as the Magna Carta for Disabled Persons, is
one of the laws protecting the rights of people with disabilities, especially here in the
Philippines. Of the provisions stated in the Magna Carta, there are three which, in my
opinion, are worthy of attention.

The provision on Accessibility stated in Chapter VI, covering sections 25 to 28, states that
PWDs must be provided with the best possible environment for them to function efficiently
in the society. A Barrier-Free environment must be made possible by the state, including
opportunities for mobility and transportation.

As much as I am relieved to know that such a provision exists to protect the rights of our
PWDs, I am frustrated as well. Despite the implementation of the Magna Carta in today’s
society, many of our buildings are not accessible to PWDs, most especially those who are
wheelchair-bound. There are buildings and establishments that do not have ramps to allow
for passage of PWDs, the reason being lack of finances. Of course, even if the government
demands the owners to give access to PWDs, it is not always that easy to produce funds for
renovation, or even to allow renovation for very old infrastructures.

One of the most obvious violations of this provision is the construction of overpasses in our
streets and highways. For a normal person, 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. There are a lot of doorways too narrow for the wheelchair-bound, so
they end up waiting outside the door, or asking someone to fold their wheelchairs and carry
them in. With the Magna Carta at hand, this issue should have been solved long ago.
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 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 Transport Facilities. It
clearly states how PWDs must be treated, especially 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. I find this both rude and insulting. Do they have to be turned down just because
they have a disability? How hard it must be for PWDs to travel, especially when they need
to ride jeeps or buses.

The second provision worthy of attention is stated in Chapter VII, Political and Civil
Rights. It states the rights of people with disabilities to vote, to assemble and to organize.

I am very much glad that such a provision is included in the Magna Carta, though I feel
bad that not many people know or recognize this provision. 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
government, even if the implementation of this provision is not as strict as it should be.
There is no one to blame here but everyone in our society.

A plant is a plant no matter what family, class, order or species it belongs to. The same way
goes with people. PWDs are still people, still citizens capable of being productive and
functional in a society. Thus, they have every right to choose the leader they think is worthy
to be their guide. This right must not be taken away from them just because they have lost
their sight, or they have learning disabilities. Every person must know, support and respect
this right.

Personally, I think the right to assemble and organize is one of the most important and
sensible rights of PWDs. It is not questionable that they find solace and belonging with
people who experience the same things they do. Of course, they tend to be close to people
who understand what they are going through. The groups, organizations, clubs or any
other assemblage of PWDs give these people something to hold on to, because they can
work better together in overcoming their handicaps in out society. With each other, they
can find their place and fill their roles so that they can give their best in building our
country.

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 they are supposed to be given access to quality education
and equal—not necessarily identical—opportunities for learning. They might not meet this
in regular schools for normal children, but they get this equal chance in schools meant for
students like them.

I do hope that the government does its best to educate people with and implement these
provisions in the strictest and most efficient way possible, because only then can PWDs
become efficient and self-sufficient. They might not be the greatest contributors in our
society, but they are still contributors nonetheless, and the education they can and should
receive is the most important stepping stone to meeting this.

Right now, the subsidies and financial assistances from the government might be bleak, but
hopefully this will improve. In the meantime, there are a lot of ways the government can
address the problem of special education in the Philippines. They must think and rethink
the inclusion program they are planning on, consider the welfare not only of the special
students, but also of the regular students and the teachers who will directly provide the
education.

In today’s world, our country is struggling to fight the manacles of poverty, corruption,
illiteracy and discrimination. As students, we might seem like a practical joke to the people
in the big picture, but we must never underestimate the power of a million voices shouting
the same thing. Moreover, beyond the shouting, we must act together in a common purpose.
There is no point in knowing and studying about the rights of citizens, especially PWDs, if
we do not do anything to defend and protect them against people who will take advantage
of them.
Part 3.
Discuss or React “What is the relevance of Special Education to You, Your
Community and to your Society.

Special education is the practice of teaching students who require special attention due to
their individual needs and differences. Theoretical these forms of education involve an
individually planned and systematic arrangement that is monitored way of teaching. Also,
it requires the use of adapted materials and equipment and a teaching setting that is
accessible. These interventions were designed to help special needs learners to achieve
levels of self-sufficiency and success that are higher in school and the general community.
The most common special needs are physical disabilities, learning disabilities, emotional
and behavioral disorders, communication disorders and development disabilities. Special
education programs are carefully designed in such a way that they are customized to
address every individual student’s unique needs. These students are assessed to understand
their personal strengths and weakness.

For me the relevance of Special Education or SPED to me is that we as a regular student

through this subject we can easily learn and understand the basic needs that a special
children need. Like on how we can approach and how we can adjust to the attitude and
behavior that a “Special Children” has, it will also help us an individual to grow and to be
more equipped in terms of being an “Elementary Teacher”. Special
education is important because children with special needs have equal rights to education.
In fact, this is why schools with special education programs teach students so they can
receive the education they deserve! Often students with disabilities are looked down by
people in society and it is wrong.

The SPED will help our community to be more progressive in a way that it will lessen the
people who didn’t working. It will also help the family to be more equipped because they
will learn on how to handle different situation that maybe they will encounter. It will also
help every individual to identify the personal needs that every “sped children” need.

Part 4.
Movie Review or Video Review.

We are done presenting this Activity or this Part. Every group presents their short movie
and every group shared their reflection about the assigned part that they assigned.
Part 5.
Creative output: Project Exceptionality

Developmental delay

Developmental delay refers only to children between the ages of 0 and 8 years. It is a
primary area of exceptionality when the cause of a child's developmental lag is unknown.
Developmental delay is defined as a condition which represents a significant delay in the
process of development. It does not refer to a condition in which the child is slightly or
momentarily lagging in development. The presence of developmental delay is an indication
that the process of development is significantly affected, and that without special
intervention it is likely that the child's ability to attain normal developmental milestones
and educational performance at school would be jeopardized. Normal development falls
within a range and children whose maturation falls outside this range could be provided
with special education supports. More precisely these children have skills deficits including
specific delays in language, perception, meta-cognition, and social, emotional and/or motor
development. This definition is designed to promote prevention and early intervention
services during the primary years. Early identification and intense interventions are the
keys to eliminating developmental delay as a primary need. Where the developmental delay
persists beyond 8 years of age, the reason(s) is usually known.
 PROJECT IN
SPECIAL
EDUCATION AND
INCLUSION
SUBMITTED BY:
SHERWINLY BULANADI
FROM: BEED1C

SUBMITTED TO: