Ronalyn M.

Medina ED 106
BECED 2101

DISCUSSION PAPER ABOUT THE STATUS OF SPED and IEd IN THE

This paper examines the current state of special education and inclusive education in the
Philippines, highlighting important challenges, achievements, and future directions. Special
education has changed dramatically over the years due to advocacy, legislative changes, and
growing recognition of the rights of people with disabilities.

According to a recent United Nations Children's Fund survey, there are around 1.6 million
disabled children in the Philippines (UNICEF, 2022). According to data from the Department
of Education (DepEd) for the 2016–2017 school year, about 232,975 students with learning
difficulties or exceptionalities were integrated into regular classes. This basically implies that
it demonstrates unique inclusion. This act's implementation guarantees that no child, regardless
of their unique life circumstances and disability, will be left behind. This means that we as a
Filipino, we valued the significance of education while embracing the diversity.

According to the 2009 Department of Education Order No.72, inclusive education is the belief
that all children should be accepted, regardless of their race, size, shape, color, ability, or
disability, with the help of the community, parents, students, staff, and the school. According
to the more recent 2013 Enhanced Basic Education Act, the target group for inclusive education
includes gifted and talented children, students with disabilities, students enrolled in the
Madrasa curriculum (mostly Muslim students), indigenous peoples, and students in challenging
situations (particularly in the Mindanao community), such as geographic isolation, chronic
illness, abuse, or displacement due to armed conflict, urban resettlement, or disaster. The 2016
Basic Education Research Agenda defines inclusive education as a cross-cutting issue that is
implemented through this act as a learner-centered and inclusive teaching and learning
technique.
A parallel learning system to the formal education system, the Alternative Learning System
(ALS) is typically held in community learning centers.A viable alternative to the existing
formal education system, ALS encompasses both non-formal and informal sources of
knowledge and skills.A s a second chance education program ,it aims to empower out of school
youth (osya) learners to continue learning in manner , time and place suitable to their preference
and circumstances and for them to achieved their goals of improving their quality of life and
becoming productive contributors of society.In 2016, the ALS program began undergoing
reform as a part of strengthening , intensifying and expanding its implementation.Three years
of consultation , review and development of policies , training and evaluation with partners
with the government, local,and international non government agencies and civil society
organizations led to the finalization of the enhanced ALS K to 12 Basic Education Curriculum
the development of the ALS program 2.0 , and the roll out of the five years ALS 2.0
STRATEGIC ROADMAP..In 2022 ,the DepEd Bureau of Alternative Education (BAE) in
partnership with SEAMEQ INNOTECH AND USAID opportunity 2.0 launched the ALS 2,0
monitoring and evaluation system operation hand book.

It includes the Madrasa education, which was institutionalized in 2004 through the Standard
Curriculum for Elementary and Public School and Private Madaris. In 2011, the Madrasa
curriculum was refined and offered in public elementary schools with at least 15 Muslim
students as well as private Madaris. Madrasa education is offered in both public and private
schools within the context of Muslim culture, customs, traditions, and interests through the
integration of Arabic Language and Islamic Values Education (ALIVE) in the basic education
curriculum. It was created by the Governance of Basic Education Act of 2001 and gives the
population or youth who are not enrolled in school the chance to obtain and finish basic
education.It is also a comprehensive program in public and private schoolthat aims to provide
appropriate and relevant educational opportunities within the context of Muslim culture,
customs, traditions.It provides young Muslim with religious in foundation in Qura’nic
recitation and Islamic Values. For some Muslim children , the Madrasah is the only source of
formal education the available is ;for others is it supplementary to secular basic education
provided in primary and secondary.In connection with this curriculum ALIVE is a program
implemented in public schools which aims to provide additional subject on Arabic Language
and Islamic Values in the regular basic education curriculum.

The proposed 2019 Special Education Act, on the other hand, defines students with special
needs as those who have different mental, sensory, neuromuscular, or physical characteristics,
social abilities, or multiple handicaps and/or have a developmental lag that necessitates special
education services or tailored school practices SPED is apart of the country’s education system
and is implemented through a specific programme targeting both children with disabilities and
gifted and talented learners who needs a systematic and deliberate process to achieve their
individual potential and capability..
. This act includes gifted, talented, disabled, impaired, and handicapped individuals in need of
special education and rehabilitation services. It is part of the nation's educational system and is
implemented through a specific program that targets both gifted and talented students and
children with disabilities who require a methodical and intentional process to achieve
functional literacy and their individual capabilities. It supports the 1997 MAGNA CARTA
FOR DISABLED PERSONS, the 1997 Department Order No. 26 on Institutionalization of
SPEDIt aims to establish at least one special education centre for children with special needs
in all schools.Called resources centres for inclusive education,the centres were intended to
support the integration of children with dis abilities into regular school were defined in
2000.The 2019 SPECIAL EDUCATION ACT aims to literally to institutionalized inclusive
education through the institutionalization.at least one special education centre in each school
division and three such centres in larger divisions, equipped with many and adequate qualified
staff and administered by the principal of the regular school..In response to the
implemenatation of the Magna Carta for disable person ,the 1997 Department order no,26 on
Institutionalization of SPED program in all schools,established resources centres in regular
school to provide continuous support to children with special needs.The 2010 department order
STRENGTHENING SPECIAL EDUCATION PROGRAM AT THE BASIC EDUCATION
LEVEL,financed regular secondary schools to train education personnel and provide the
institution with adequate teaching materials.Memorandum 2000 , 2006,and 2008 contained
provisions on reasonable accommodation in higher education.In particular ,the 2008 Manual
of Regulation for Private Higher Education encourages private higher education institutions to
admit students with disabilities.

According to the 2019 Special Education Act ,local governments bear the responsibility for special
education institutions , the organization of parent- teacher associations and coordinations with other
society actors. Basic education management and governance was decentralized with the 2001
Governance of Basic Education Act.In terms of infrastructure , the 1983 Act to ENHANCED THE
MOBILITY OF DISABLED PERSON BY REQUIRING CERTAIN BUILDINGS,
INSTITUTIONS,ESTABLISHMENT AND PUBLIC UTILITIES TO INSTALL FACILITIES AND
OTHER DEVICES. Sets the specific provisions to ensure access to schools to some specific groups of
people with disabilities,In relation with this is the teacher and support personnel who will be in charge
in facilitating and the responsible for implementing this kind of curriculum.According to republic act
5250 this act is the iestablishing of a ten year training for the teacher for children with
disabilities.Teacher training must include sopecial education courses at the undergraduate and graduate
levels and provide further learning opportunities for qualified special education teacher through
scholarship programmes , in coordination with the Commission on higher education and other
government and non government agencies.
To sum it up, these actions of our government through coming up with various policies to promote
inclusive education to all, give us a glimpse of hope that our nation is still capable of giving equal
importance to each and every dream and aspiration of every Filipino child, with and without disability.
In addition, programs encouraging out-of-school youth to continue their studies allow them to continue
their ungranted wish of pursuing their dreams, a chance to break the stigma and stereotyping that society
places upon them, and a way to give them a new life to embrace. And all these would not be possible
without giving enough support to the educators, mentors and facilitators of learnings. Introducing them
to various intervention programs and enough training to cater to the growing needs of the education
sector would be a great help to maximize their potential and be able to cater to the different needs of
every learner in their respective fields. These are all vital to the quest of our nation to achieve a quality
education that is available to all and thus promoting inclusivity.
These are reminders to us that behind the ever-dramatic political landscape in the Philippines, there are
still true hearts out there wanting the best for the Filipinos. Undeniably, there are still those who are
worth our every vote, so never miss a chance to choose who will take every position and will be willing
to dedicate their lives to creating policies and programs that would promote better education for every
Filipino, because no matter what they have or they lack in every aspect, we all deserve an equal and
inclusive education to free us all from the chain of societal problems.