A. SOME PRINCIPLES OF NORMAL Children develop implicit theories.

Children
DEVELOPMENT IN INFANCY AND EARLY develop implicit theories that help them
CHILDHOOD organize their knowledge and predict, explain,
and reason about the world around them.

Development is sequential. Children develop B. DEFINITION OF LEARNING DISABILITIES

skills and abilities in a predictable order, with
Learning disability (LD) is a general term that
later skills building on earlier ones.
describes specific kinds of learning problems. A
Development is influenced by many factors. A learning disability can cause a person to have
child's development is affected by their trouble learning and using certain skills. The
biological maturation, their experiences, and skills most often affected are reading, writing,
the culture they grow up in. listening, speaking, reasoning, and doing math.
Learning disabilities vary from person to person.
Development occurs at different rates. Children
One person with LD may not have the same kind
develop at their own pace, and different areas
of learning problems as another person with LD.
of development may progress at different rates.
One person may have trouble with reading and
Development is influenced by early experiences. writing. Another person with LD may have
Early experiences can have both immediate and problems understanding math. Still another
delayed effects on a child's development. person may have trouble in each of these areas,
as well as with understanding what people are
Development is influenced by social and cultural saying (National Dissemination Center for
contexts. The culture a child grows up in can Children and Youth with Disabilities [NICHCY],
impact their development, including the values 2004).
and beliefs of that culture.

Development is influenced by maturation.

Maturation is the unfolding of a child's
genetically programmed potential.
LD is a group of disorders that affects people’s
Development is influenced by experience. A ability to either interpret what they see and
child's experience includes their interactions hear or to link information from different parts
with people, objects, and the environment. of the brain. These limitations can show up in
many ways: as specific difficulties with spoken
Development is influenced by the direction of and written language, coordination, self-control,
growth. The direction of growth is described by or attention. Such difficulties extend to
the cephalocaudal and proximodistal principles. schoolwork and can impede learning to read,
The cephalocaudal principle states that write, or do math.
development proceeds from the head down,
while the proximodistal principle states that A learning disability is a neurological disorder
development proceeds from the center of the that affects the brain’s ability to receive,
body outward. process, store, and respond to information. The
term learning disability is used to describe the
Children are active learners. Children construct seemingly unexplained difficulty a person of at
their own understanding of the world around least average intelligence has in acquiring basic
them through their experiences and culturally academic skills. These skills are essential for
transmitted knowledge. success at school and work, and for coping with
life in general. “LD” does not stand for a single use information in practical skills, such as
disorder. It is a term that refers to a group of reading, math, spelling, etc.).
disorders.
Research suggests that learning disabilities are
Interestingly, there is no clear and widely caused by differences in how a person’s brain
accepted definition of learning disabilities. works and how it processes information.
Because of the multidisciplinary nature of the Children with LD are not stupid or lazy. In fact,
field, there is ongoing debate on the issue of they usually have average or above average
definition, and currently at least twelve intelligence, but their brains process
definitions appear in the professional literature. information differently. \ A learning disability
There are several technical definitions offered affects the way kids of average to above average
by various health and education sources. intelligence receive, process, or express
Overall, most experts agree on the following information. Even if the person learns to
descriptions: compensate and, in effect, overcomes the
disorder, the difference in brain processing lasts
- Individuals with LD have difficulties with
throughout life.
academic achievement and progress.
Important Point to Note
- Discrepancies exist between a person’s
potential for learning and what that person Knowing that a child has a learning disability
actually learns. tells you only that the child is experiencing
some difficulty processing information. You
- Individuals with LD show an uneven pattern of
must learn much more about the child before
development (language development, physical
you can determine how much difficulty, the type
development, academic development, and/or
of difficulties, and/or the impact the disability
perceptual development).
has on specific academic subjects or tasks.
- Learning problems are not due to
Myth vs. Reality about Learning Disabilities
environmental disadvantage. - Learning
problems are not due to mental retardation or Myth 1. People with LD are not very smart.
emotional disturbance.
Reality. Kids with learning disabilities are just as
- Learning disabilities can affect one’s ability to smart as other kids. Intelligence has nothing to
read, write, speak, spell, compute math, and do with LD. In fact, people with LD have average
reason. They also can affect a person’s to above average intelligence. Many have
attention, memory, coordination, social skills, intellectual, artistic, or other abilities that
and emotional maturity. permit them to be defined as gifted. Studies
indicate that as many as 33% of students with
- Individuals with LD have normal intelligence,
LD are gifted.
or are sometimes even intellectually gifted.
Myth 2. LD is just an excuse for irresponsible,
- Individuals with LD have differing capabilities,
unmotivated, or lazy people.
with difficulties in certain academic areas but
not in others. Reality. LD is caused by neurological
impairments, not character flaws. For some
- Learning disabilities have an effect on either
people with LD, the effort required to get
input (the brain’s ability to process incoming
through a day can be exhausting in and of itself.
information) or output (the person’s ability to
The motivation required to do what others take
for granted is enormous. Learning disabilities Reality. Some people with learning disabilities
are problems in processing words or have isolated difficulties in reading, writing, or
information, causing otherwise bright and mathematics. However, most people with
capable children to have difficulty learning. The learning disabilities have more than one area of
disabilities involve language—reading, writing, difficulty. Dr. Larry Silver asserts that “learning
speaking, and/or listening. disabilities are life disabilities.” He writes, “the
same disabilities that interfere with reading,
Myth 3. LD only affects children. Adults grow
writing, and arithmetic also will interfere with
out of the disorders.
sports and other activities, family life, and
Reality. It is now known that the effects of LD getting along with friends.” (Silver, 1998) Some
continue throughout the individual’s lifespan children have good verbal (language) skills but
and “may even intensify in adulthood as tasks weaknesses in visual and spatial perception,
and environmental demands change” (Michaels, motor skills and, most significantly, social skills
1994). Sadly, many adults, especially older —affecting their ability to grasp the main idea,
adults, have never been formally diagnosed “see the whole picture,” or understand cause-
with LD. Learning disabilities cannot be and-effect relationships.
outgrown, but they can be identified reliably in
Many children with LD struggle with
kindergarten or first-grade children, or even
organization, attention, and memory. One-third
earlier. Research clearly demonstrates that the
of them may also have an attention deficit
earlier a child is given appropriate help for a
disorder—difficulty in regulating attention
learning disability, the more successful the
effectively, paying attention as needed, and
outcome.
shifting attention to another task, when
Myth 4. The terms dyslexia and learning required. Children with LD are creative and
disability are the same thing. resourceful, and can frequently be characterized
as gifted and as alternative thinkers. They are
Reality. Dyslexia is a type of learning disability. It often very smart, and typically have strengths
is not another term for learning disability. It is a and talents that differ from the skills
specific language-based disorder affecting a emphasized in school. With recognition of their
person’s ability to read, write, and verbally difficulties, appropriate help, and the
express him or herself. Unfortunately, careless development of their interests and talents,
use of the term dyslexia has expanded so that it children with LD can learn to succeed both in
has become, for some people, an equivalent for school and beyond.
LD. Four out of five children identified with a
learning disability are diagnosed with a reading Myth 6. Adults with LD cannot succeed in higher
disability (or dyslexia). They have trouble education.
learning how spoken language translates into
Reality. More and more adults with LD are going
written text. Since every subject—including
to college or university and succeeding. With
math—requires reading and writing, a reading
the proper accommodations and support, adults
disability affects all of a person’s school-based
with learning disabilities can be successful at
learning.
higher education.
Myth 5. Learning disabilities are only academic
Myth 7. Children with LD are identified in
in nature. They do not affect other areas of a
kindergarten and first grade.
person’s life.
Reality. Learning disabilities often go Most relate to elementary school tasks, because
unrecognized for years; most are not identified learning disabilities tend to be identified in
until third grade. Bright children can “mask” elementary school. A child probably won’t show
their difficulties, and some kinds of learning all of these signs, or even most of them.
problems may not surface until middle school, However, if a child shows a number of these
high school, or even college. problems, then parents and the teacher should
consider the possibility that the child has a
Myth 8. More boys than girls have learning
learning disability.
disabilities.
When a child has a learning disability, he or she
Reality. Although three times more boys than
may exhibit the following characteristics:
girls are identified by schools as having learning
disabilities, research studies show that, in fact, - Have trouble learning the alphabet, rhyming
equal numbers of boys and girls have the most words, or matching letters to their sounds
common form of learning problem—difficulty
- Make many mistakes when reading aloud, and
with reading. Many girls’ learning difficulties are
repeat and pause often
neither identified nor treated.
- Not understand what he or she reads
IN GENERAL: The term “specific learning
disability” means a disorder in 1 or more of the - Have real trouble with spelling
basic psychological processes involved in
understanding or in using language, spoken or - Have very messy handwriting or hold a pencil
written, which disorder may manifest itself in awkwardly
the imperfect ability to listen, think, speak, read, - Struggle to express ideas in writing
write, spell, or do mathematical calculations.
- Learn language late and have a limited
DISORDERS INCLUDED. Such term includes such vocabulary
conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and - Have trouble remembering the sounds that
developmental aphasia. letters make, or in hearing slight differences
between words
DISORDERS NOT INCLUDED. Such term does not
include a learning problem that is primarily the - Have trouble understanding jokes, comic
result of visual, hearing, or motor disabilities, of strips, and sarcasm
mental retardation, of emotional disturbance, - Have trouble following directions
or of environmental, cultural, or economic
disadvantage. - Mispronounce words or use a wrong word that
sounds similar
Warning Signs of a Learning Disability
- Have trouble organizing what he or she wants
There is no single sign that shows a person has a to say or not be able to think of the word
learning disability. Experts look for a noticeable needed for writing or conversation
difference between how well a child does in
school and how well he or she could do, given - Not follow the social rules of conversation,
his or her intelligence or ability. There are also such as taking turns, and may stand too close to
certain clues that may mean a child has a the listener
learning disability. We’ve listed a few below.
- Confuse math symbols and misread numbers - to tell time, counting money, identifying
Not be able to retell a story in order (what patterns, remembering math facts, and solving
happened first, second, third) - Not know where mental math.
to begin a task or how to go on from there
4. Auditory processing disorder. In auditory
C. TYPES OF LEARNING DISABILITIES processing disorder (APD), patients have
difficulty processing sounds. Individuals with
It’s important to be cognizant of how others
APD may confuse the order of sounds or be
learn. Awareness of learning differences,
unable to filter different sounds, like a teacher’s
especially learning disabilities, is critical. While
voice versus background noise. In APD, the brain
this is most true in an educational environment,
misinterprets the information received and
there are applications for all settings.
processed from the ear.
Understanding the learning skill sets of others
allows you to communicate and teach more 5. Language processing disorder. A subset of
effectively auditory processing disorder, language
processing disorder arises when an individual
1. Dyslexia. Underneath the learning disability
has specific challenges in processing spoken
umbrella, many disabilities are categorized as
language, impacting both receptive and
one of three types: dyslexia, dysgraphia, and
expressive language. According to the Learning
dyscalculia.1 Dyslexia is a language processing
Disabilities Association of America, in language
disorder that impacts reading, writing, and
processing disorder, “there is difficulty attaching
comprehension. Dyslexics may exhibit difficulty
meaning to sound groups that form words,
decoding words or with phonemic awareness,
sentences, and stories.”
identifying individual sounds within words.
Dyslexia often goes diagnosed for many years 6. Nonverbal learning disabilities. While it may
and often results in trouble with reading, sound like nonverbal learning disabilities (NVLD)
grammar, reading comprehension, and other relate to an individual’s inability to speak, it
language skills. actually refers to difficulties in decoding
nonverbal behaviors or social cues. NVLD
2. Dysgraphia. Those with dysgraphia have
sufferers struggle with understanding body
trouble converting their thoughts into writing or
language, facial expressions and tone of voice,
drawing. Poor handwriting is a hallmark of
or the nonverbal aspects of communication.
dysgraphia but is far from the only symptom.
Sufferers struggle to translate their thoughts 7. Visual perceptual/visual motor deficit.
into writing, whether in spelling, grammar, Individuals with visual perceptual/visual motor
vocabulary, critical thinking, or memory.1 deficit exhibit poor hand-eye coordination,
Individuals with dysgraphia may exhibit often lose their places when reading, and have
difficulty with letter spacing, poor motor difficulty with pencils, crayons, glue, scissors,
planning and spatial awareness, and trouble and other fine motor activities. They may also
thinking and writing simultaneously. confuse similar looking letters, have trouble
navigating their surroundings, or demonstrate
3. Dyscalculia. Dyscalculia encompasses learning
unusual eye activity when reading or completing
disabilities related to mathematical calculations.
assignments.
Individuals with dyscalculia struggle with math
concepts, numbers, and reasoning.1 Sometimes D. UNDERSTANDING THE LEARNERS WITH ADHD
referred to as having “math dyslexia,”
individuals might have difficulty reading clocks
Almost all children have times when their behave:
behavior veers out of control. They may speed Inattention • Often has a hard
about in constant motion, make noise nonstop, time paying
refuse to wait their turn, and crash into attention, daydreams
everything around them. At other times they • Often does not
may drift as if in a daydream, unable to pay seem to listen
attention or finish what they start. • Is easily distracted
from work or play
However, for some children, these kinds of • Often does not
behaviors are more than an occasional problem. seem to care about
Children with attention deficit hyperactivity details, makes
disorder (ADHD) have behavior problems that careless mistakes
are so frequent and severe that they interfere • Frequently does
not follow through
with their ability to live normal lives.
on instructions or
ADHD is a chronic condition of the brain that finish tasks
makes it difficult for children to control their • Is disorganized
behavior. • Frequently loses a
lot of important
The condition affects behavior in specific ways. things
For example, children with ADHD often have • Often forgets
trouble getting along with siblings and other things
children at school, at home, and in other • Frequently avoids
settings. Those who have trouble paying doing things that
attention usually have trouble learning. An require ongoing
mental effort
impulsive nature may put them in actual
Hyperactivity • Is in constant
physical danger. Because children with ADHD
motion, as if "driven
have difficulty controlling this behavior, they
by a motor"
may be labeled "bad kids" or "space cadets." • Cannot stay seated
Effective treatment is available. If your child has • Frequently squirms
ADHD, your pedia-trician can offer a longterm and fidgets
• Talks too much
treatment plan to help your child lead a happy
• Often runs, jumps,
and healthy life. As a parent, you have a very
and climbs when this
important role in this treatment. is not permitted
Left untreated, ADHD in some children will • Cannot play quietly
continue to cause -serious, lifelong -problems, Impulsivity • Frequently acts and
such as poor grades in school, run-ins with the speaks without
thinking
law, failed relationships, and the inability to
• May run into the
keep a job.
street without
ADHD includes 3 groups of behavior symptoms: looking for traffic
inattention, hyperactivity, and impulsivity. first
• Frequently has
Behavior symptom: How a child with this trouble taking turns
symptom may • Cannot wait for
 things or mental disabilities and members of the
• Often calls out minority groups.
answers before the
question is complete 2.2 Equality ensuring that every individual has
• Frequently an equal opportunity to male most of their skills
interrupts others and talents.
Not all children with ADHD have all the
Kinds of Equality
symptoms.
1. Social equality all citizens are entitled to
Children with ADHD may have one or more of
enjoy equal status in society and no one is
the symptom groups listed in the table above.
entitled to special privileges.
The symptoms are usually classified by the
2. Civil and political rights. protect individuals'
following types of ADHD:
freedom from infringement by governments,
Inattentive only (formerly known as attention- social organizations and private individuals
deficit disorder [ADD)—Children with this form
3. Economic equality concept or order of
of ADHD are not overly active. Because they do
faimess in economic, particularly in taxation or
not disrupt the classroom or other activities,
welfare economic
their symptoms may not be noticed. Among
girls with ADHD, this form is more common. Ang Mga Karapatan ng Bata

Hyperactive/impulsive—Children with this type 3. Historical/Sociological

of ADHD show both hyperactive and impulsive
3.1 Declaration of the Rights of the Child by the
behavior, but they can pay attention. They are
United Nation General Assembly
the least common group and are frequently
younger. Ang mga Karapatan ng Bata
Combined inattentive/hyperactive/impulsive— 1. Tamasahin ang mga Karapatan nang walang
Children with this type of ADHD show a number pagtatangi sa lahi, kulay, kasarian, relihiyon, at
of symptoms in all 3 dimensions. It is the type sa pinagmulang bansa.
that most people think of when they think of
ADHD. 2. Maging isang kapaki-pakinabang na
miyembro ng lipunan upan mapaunlad ang
kanyang mga tanging talino at kakayahan.

3. Magkaroon ng pangalan at nasyonalidad

4. Mabiyayaan ng sapat na pabahay, pagkain, at

serbisyo-medikal.

5. Tumanggap ng natatanging pangangalaga, lalo

na ang mga may kapansanan.
Philosophical bases
6. Tamasahin ang kalinga, pagmamahal at pag-
2.1 Inclusivity practice of or policy of including unawa.
people who might otherwise be excluded or
marginalized, such as those who have physical
3.2 UNESCO-EFA (United Nation Educational Section 1. presents the enduring commitment
Scientific and Cultural Organization) - EFA of the Philippines to provide quality education
(Education For All) to all its citizens. A commitment to build a
nation with functionally literate, educated, and
Access to quality education is a human right.
productive citizens. It is a statement that shows
However not everybody is enjoying their right.
how the country values the education and
Among these are Persons With Disability (PWD)
development of its citizens.
minor ethnic groups, street children and other
marginalized sectors of society. Discrimination is Section 2. discuss the commitment of the states
manifested through stereotyping and labeling, to provide access to quality education for all
segregation and exclusion, denial to access to levels from preschool to tertiary. It elucidates
education, employment, health or sport the function of the state to develop an
services, physical environment and leisure. education system, that focuses on formal
education, non-formal education, altemative
Children with special needs lack equal
leaming system, and indigenous learning
opportunities for schooling because of their
system. To support this provision, Section 2
disabilities. UNESCO sponsored Education For
states that the state will provide financial
All (EFA) provides for all children. including
assistance and efficient student-support system
those with special needs and disabilities with
to deserving students.
equal opportunity to study. UNESCO believes
that learning and growing together with non- 4.2 R.A 10533 Enhanced Basic Education Act
disabled peers in regular education setting is the including ALS and Learners with Special Needs
most efficient and effective way to beat
Section 1. short title - Enhanced Basic Education
discrimination. This the concept of inclusion,
Act of 2013
which began since the late 1980, has been
conceptualized both as a human right and a Section 2. c- Make education learner-oriented
practice of social justice. and responsive to the needs: cognitive and
cultural capacity, the circumstances and
3.3 K to 12 Inclusion Policy
diversity of leamers, schools and communities
This means that no student is excluded from the through the appropriate language of teaching
circle of learners. Everyone is in. Teaching for all and learning, including mother tongue as a
students regardless of origin, socio-economic learning resource.
background, gender, ability, nationality. No
Section 3. Basic Education is intended to meet
"teacher favorites, no outcasts, no "promdi." In
basic learning needs which provides the
any inclusive classroom, everyone feels, he/she
foundation on which subsequent learning can
belongs.
be based. It encompasses kindergarten.
4. Legal elementary and secondary education as well as
alternative learning system for out-of- school
4.1 ARTICLE XIV of the 1987 Constitution
leamers and those with special needs.
provides general framework for education in the
country. It shows the state recognizes that R.A 7610-Special Protection Against Child Abuse
importance for education, science and and Exploitation
technology, cultural development, and sports
and wellness in the life of the state and of the
people.
Section 3. child abuse refers to the Chapter 1- Access to Educational Opportunities
maltreatment, whether habitual or not, if the
Article 74-Special Classes
child which include any of the following:
Where needs warrants, these shall be at least
1. Psychological and physical abuse, neglect,
special classes in every province and if possible,
cruelty, sexual abuse and emotional
special schools for the physically handicapped,
maltreatment.
the mentally retarded, the emotionally
2. Any act by deeds or words which debases, disturbed and the specially gifted. The private
degrades or demeans the intrinsic worth and sector shall be given all the necessary
dignity of a child as a human being. inducement and encouragement to establish
such classes or schools.
3. Unreasonable deprivation of his basic needs
for survival, such as food and shelter or R.A. 9344-Juvenile Justice and Welfare Act

4. Failure to immediately give medical Chapter 1-Role of the different sectors

treatment to an injured child resulting in serious
Section 13-The Educational System
impairment of their growth and development or
in his permanent incapacity or death. Educational institutions shall work together with
family, community organizations. and agencies
R. A 8371-Indigenous People's Right Act
in the prevention of juvenile delinquency and in
Chapter VI - Cultural Integrity the rehabilitation and reintegration of child in
conflict with the law. Schools shall provide
Section 30. Educational Systems - the state shall
adequate, necessary and individualized
provide equal access to various cultural
educational schemes for children manifesting
opportunities to the ICC/IP's through the
different behavior and children in conflict with
education al system, public or private cultural
the law. In cases where children in conflict with
entities, scholarships, grants and other
the law are taken into custody or detained in
incentives without prejudice to their
rehabilitation center, they should be provided
educational systems and institutions by
the opportunity to continue learning under an
providing education in their own language, in a
alternative learning system with basic literacy
manner appropriate to their cultural method of
program or non-formal education accreditation
teaching and learning. Indigenous children
equivalency system.
youth shall have the right to all levels forms of
education of the state. RA 9442 Magna Carta for Disabled Persons

PD 603 Rule IV - Privileges and incentives for the

persons with disability.
Art. 10-Phases of Development the child shall
enjoy special protection and shall be given Section 6. 6.1 Discount from all establishments
opportunities and facilities by law and by other at least 20% discount from all establishments
means, to ensure and enable his fullest relative to the utilization of all services in hotels
development physically, mentally, emotionally, and similar lodging establishments, restaurants
morally, spiritually and socially in a healthy and and recreation center for the exclusive use or
normal manner and in conditions of freedom enjoyment of persons with disability.
and dignity appropriate to the corresponding
6.7-Educational Privileges
developmental stage.
Educational assistance to persons with disability, RA 10665-Open High School System Act
for them to pursue primary, secondary, tertiary,
Section 6. Leamers of the OHSS
post tertiary as well as vocational or technical
education in both public and private schools The OHSS shall be open to all youth and adults
through the provision of scholarships, grants, who have finished elementary education as well
financial aids, subsidies and other incentives to as high school qualifiers of the Philippine
qualified persons with disability including Education Placement Test (PEPT) and the ALS,
support for books, learning materials and Accreditation Equivalency Test.
uniform allowance to the extent feasible.
Provided that persons with disability shall meet
the minimum admission requirements set by Principles, Policies and Dimensions
the DEPED, CHED, TESDA and other entities
engaged in the grant of scholarship and financial I. 1. Early Intervention
assistance for the education of persons with Early intervention focuses on skills in these five
disability. For the purpose of their rule, primary areas.
education shall include nursery and
kindergarten whether in private or public 1. Physical skills-reaching, crawling, walking,
school. The source of funding in addition to the drawing
Private Education Student Financial Assistance
2. Cognitive skills thinking, learning, solving
(PESFA) fund scholarship for the implementation
problems
of the above shall be 1% allocation for persons
with disability in DEPED, CHED, TESDA, and 3. Communication skills talking, listening,
other training and educational government understanding others
agencies as required by General Appreciation
Act, subject to the guidelines issued by the
DEPED, CHED and TESDA. Talk to your health care provider if you have any
concems about your child's development. Early
RA 7277-Rehabilitation and Integration of
intervention provides family services to help you
Disabled Persons in Mainstream Society
and your child address developmental delays.
Chapter 1-Section 5. Equal Opportunity for
Early intervention can be effective in helping
Employment
children make progress toward academic
No disabled persons shall be denied access to achievement, behavior and educational
opportunities for suitable employment. A progress.
qualified disabled employee shall be subject to
the same terms and conditions of employment
and the same compensation, privileges, II. 2. Process of Inclusion - Philippine
benefits, fringe benefits, incentives or allowance Model
as a qualified able bodied person. Five percent
There are two main types of inclusive education,
(5%) of all casual, emergency and contractual
partial inclusion and full inclusion.
positions in the DSWD, Health Education,
Culture and Sports and other government 1. Partial inclusion children with special needs
agencies, offices or corporations engaged in are educated in the regular classroom for most
social development shall be reserved for of the day.
disabled persons.
2. Full inclusion-means that the disabled
students get all the special services they need in
the regards classroom and stay there all day.

With the implementation of the 12 years basic

education program, the goal is to equalize
learning opportunities to all learners and
produce holistically developed Filipinos in the
long run.

3. Transition program - a program designed to

teach independent living skills including
vocational skills to students having special
education services ages 18-22. As they progress
students enhanced their abilities, job
preferences and learn to work with growing
independence.

Their program is designed for special students

who are intellectually disabled and those who
are physically handicapped. It is designed to
meet their special needs and respond to their
specific interests.

4. Sustaining Program

1. DepEd has allocated millions of funds to

recognize SPED centers all over the country for
the enrolment and resources materials for use
of these students.

2. Enhanced facilities for a better teaching-

learning process

3. More training for teachers

4. Expansion of ALS, Basic Literacy Program and

the Accreditation and Equivalence Program for
the Out of School Youth and School Drop Outs.

5. Strengthening DepEd's multi-grade program

to accommodate learners in sparsely populated,
isolated and far-flung areas.

6. National Indigenous People's Education Policy