CHED Guidelines

8/20/2019 CHED Guidelines

1/63

1

Guidelines in the Admissionof Students with Disabilities

in Higher Education

and Post-Secondary

Institutions in the Philippines

Commission on Higher Education

Technical Education and Skills Development Authority

National Council on Disability Affairs


2/63

GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIESIN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES

2

CONTENTS

I. Foreword ------------------------------------------------------------------ 3

II. Introduction ---------------------------------------------------------------- 4

III. Guidelines in the Admission of Students with Disabilitiesin Higher Education and Post-Secondary Institutions in thePhilippines:

A. Deaf and Hard of Hearing Students ----------------------- 6

B. Students with Learning Disabilities,Autism Spectrum Disorder,and Attention Deficit/Hyperactivity Disorder --------- 11

C. Students with Physical Disabilities ----------------------- 17

D. Students with Visual Impairments ------------------------ 19

IV. Annexes

A. General Guidelines on the Admission of Trainees/Students with Disabilities in Post-SecondaryInstitutions in the Philippines ----------------------------- 22

B. Glossary ---------------------------------------------------------- 24

C. List of Resource Centers ----------------------------------- 27

D. Relevant References ----------------------------------------- 29

E. List of Participating Agencies in Workshops andMeetings ------------------------------------------------------ 62


3/63


3

FOREWORD

In the Asia-Pacific International Seminar on Education for Individualswith Special Needs held in Yokohama, Japan in December 2007, the

participants held in consensus that the Education for All (EFA) goals oninclusive education for children and youth with special needs beimplemented by all countries worldwide.

In developing countries like the Philippines, however, there are stillinstances of persons with disabilities not being admitted in colleges anduniversities due mainly to seemingly lack of information and preparation bythe school administrators and teachers alike on how to handle studentswith disabilities, thus resulting to loss of opportunity to enjoy their right toeducation.

This prompted the then National Council for the Welfare of DisabledPersons, now the National Council on Disability Affairs (NCDA) through itsSub-Committee on Education, to initiate the development of “Guidelines inthe Admission of Students with Disabilities in Higher Education and Post-Secondary Institutions.” This initiative aims to generate useful informationthat school personnel can use to respond to the needs of students withdisabilities. To further enrich these outputs, a series of consultativewriteshops were held involving the members of the Sub-Committee andresource persons on different types of disability and from the academic

community.

The enriched outputs are now compiled into this publication with abig hope that its end-users will be able to put it to good use every time theywill have a student with disability in their schools. This set of guidelinescontains basic information on how to make the learning environment bothconvenient and beneficial to students with disabilities as well as to schoolpersonnel. It also has a list of resource centers catering to different typesof disability, which can be referred to in order to meet the needs ofstudents with disabilities.

This publication is a fruit of hard labor. It was produced to respondto the continuing pursuit of making persons with disabilities becomeproductive individuals and partners in nation building. Putting this intoreality lies greatly on the hands of the people who will use it and will takepride in taking part in the noble advocacy that goes with it.


4/63


4

INTRODUCTION

When the United Nations (UN) declared the International Year of DisabledPersons in 1981, universal policies on special education (SPED) for children and youthwith special needs were adopted to suit their needs. These efforts of the UN graduallyadvanced and moved towards the attainment of a barrier-free, inclusive and rights-basedsociety for persons with disabilities for their full participation, equality and protection oftheir human rights, including their right to education.

In 1990, the United Nations Educational, Scientific and Cultural Organization(UNESCO) declared and launched the “Education for All” movement through anInternational Conference held in Jomtien, Thailand. The movement recognizes thatevery child, youth and adult has the right to meet their basic learning needs, in the bestand fullest sense of the term – that include learning to know, to do, to live together and tobe. One hundred fifty seven (157) governments throughout the world subscribed to thevision of this Declaration. Ten years later, a World Education Forum was held in Dakar,

Senegal where 182 countries affirmed their commitment to support in achieving thegoals of “Education for All” by the year 2015.

In 2007, special education experts on higher education viewed the followingprovisions of the UN Convention on the Rights of Persons with Disabilities (CRPD) thatwill ensure maximum independence and ability of persons with disabilities, such as: (1)countries are to provide comprehensive habilitation and rehabilitation services in theareas of health, employment and education (Article 26), and (2) that member states shallensure equal access of persons with disabilities to primary and secondary education,vocational training, adult education and lifelong learning (Article 24).

In the Philippines, the following laws and policies were crafted to ensure and

safeguard the protection of the rights of persons with disabilities to have access toeducation:

a. 1987 Constitution of the Philippines. – Under Article XIV, Section 1,thereof, it clearly provides that “The State shall protect and promote theright of all citizens to quality education at all levels and shall takeappropri ate steps to make such education accessible to all;”

b. Republic Act No. 7277 or the 1992 Magna Carta for DisabledPersons. – As stipulated under Chapter 2, Section 12, thereof it clearlyprovides that “The State shall ensure that disabled persons are providedwith adequate access to quality education and ample opportunities todevelop their skills. It shall take appropriate steps to make such education

accessible to all disabled persons. It shall be unlawful for any learninginstitutions to deny a disabled person admission to any course it offers byreason of handicap or disability.”

Furthermore, it states that “The State shall take into consideration thespecial requirements of disabled persons in the formulation of educational policies and programs. It shall encourage learning institutions to take intoaccount the special needs of disabled persons with respect to the use ofschool facilities, class schedules, physical education requirements andother pertinent consideration.”

“The State shall also promote the provision by learning institutions,especially higher learning institutions, of auxiliary services that will

facilitate the learning process for disabled persons.”


5/63


5

c. Republic Act No. 9442, An Act Amending Republic Act No. 7277,Otherwise Known as the Magna Carta for Disabled Persons. – UnderChapter 8, Section 32, letter h, thereof, it clearly provides that“Educational assistance to persons with disability, for them to pursue primary, secondary, tertiary, post tertiary as well as vocational or technical

education, in both public and private schools, through the provision ofscholarships, grants, financial aids, subsidies and other incentives toqualified persons with disability including support for books, learningmaterials and uniform allowance to the extent feasible: Provided, That persons with disability shall meet minimum admission requirements;

d. CHED Memorandum Order (CMO) No. 23, Series of 2000. – titled“Quality Education for Learners with Special Needs.” The Commission onHigher Education (CHED) in its commitment to raise the level ofeducational attainment of persons with disability in the Country.Foremost, it urges higher educational institutions to:1. Admit learners with special needs;

2. Inclusion of SPED programs for teacher training institutions; and3. Facilities and equipments be modified to ensure quality education is

made accessible to learner with special needs

Even though the number of students with disabilities is observed to be increasing,especially in tertiary/post-secondary education, still very few persons with disabilitieshave the opportunity to go to college. In international estimates, barely 2% of 400Mhave a chance for education. In the Philippines, the Department of Education reportedthat there are 156,270 children with special needs who enrolled for School Year 2004-2005. The CHED on the other hand, reported that a total of 352 PWDs nationwide haveavailed of the Private Education Student Financial Assistance (PESFA) ScholarshipProgram for school year 2006-2007 to pursue tertiary education.

The issue of persons with disabilities getting an education is not only a matter ofmaking them be admitted to schools but more importantly, it is all about the lifelongeducational experience of the person in school. These experiences may include makingthe classroom accessible and setting-up reasonable accommodations on activities,services and other programs for easier access and full enjoyment of persons withdisabilities. These may also extend to the kind of attitudes administrators, faculty,students, and other school personnel must have towards students with disabilities.

Through concerted efforts, the learning environment of students with disabilitiesmay be arranged in a variety of creative ways so that available opportunities for learning

that would eventually help them succeed in life can be fully achieved.


6/63


6

DEAF AND HARD OF HEARING STUDENTS

A. Meet the Learner

The deaf and hard of hearing students have the same range of talents,potentials and abilities as any other person, but they often have limited or noaccess to adequate opportunities for developing these talents. Barriers existparticularly in having access to information “whether information comes throughdirect interaction with other people who do not know or use sign language, orfrom sources that are intended to reach many people at once, e.g. mass media.”1

The spoken and written language acquisition of Deaf and hard of hearingstudents is affected by various factors related to hearing loss, e.g. onset anddegree of hearing loss, communication method used, types of educationalprograms attended

2. This affects the reading and writing skills of deaf and hard

of hearing students. It is necessary then that to provide full support to the deafand hard of hearing students, it is important that “…understanding the nature andextent of the hearing loss and how it affects the student is imperative in providingappropriate accommodations.”3

Providing the deaf and hard of hearing students the necessaryaccommodations through appropriate support services in educational settingscan help create conditions under which they can maximize their potentials up tothe highest degrees of academic qualifications. Primary to this support is thatqualified and well-oriented school personnel (both teaching and non-teaching)understands the uniqueness of deaf and hard of hearing people as individuals

and as members of a bigger Deaf community with its own linguistic identity4 (thusthe capital D in Deaf); and that they have rights to have full access to informationand learning opportunities through sign language interpreters, assistive devicesand other support detailed below. With full support, the school personnel will beinstrumental in substantially improving the educational situation and the lifecircumstances of the deaf or hard of hearing students.

B. School Admission:

The deaf and hard of hearing High School graduates, including those who

passed and qualified in the Accreditation Equivalency Test being administered bythe Bureau of Alternative Learning System of the Department of Education shallbe admitted in any higher/post secondary educational institution provided theypass the admission requirements of the school given reasonableaccommodations.

1 ‘Deaf People and Human Rights, by Ms. Hilde Haualand and Mr. Colin Allen for the World Fed eration of

the Deaf and the Swedish National Association of the Deaf, 2009’ 2 Deafness 101, by Peggy Brooks funded by the PostSecondary Education Consortium for the University of

Tennessee, Knoxville, USA, 1999

3 Ibid4 Article 24 (3b) of the UN Convention on the Rights of Persons with Disabilities


7/63


7

A crucial aspect of accommodation is the presence of a qualified signlanguage interpreter who shall ensure all spoken instructions during testing areadequately interpreted to the deaf or hard of hearing students.

The following are the suggested admission requirements and procedures forreasonable accommodation:

1) A deaf or hard of hearing applicant may apply in any course he/shechooses as long as he/she meets the qualifying requirements of thecourse.

2) Assessment tools and procedures necessary for the course are themeans to determine the qualification and readiness of an applicant.There are many ways to achieve these. Below are some suggestionsthat may be used independently or in combination:a. Give the standard entrance tests given to other applicants;

b. Undergo diagnostic exams designed specifically for the deaf orhard of hearing students; andc. Conduct one on one interview or panel interview that may also

involve assessment of specific skills.

3) Other regular admission procedures for hearing students apply to deafor hard of hearing students. However, the college or university has theoption to adopt their own implementing guidelines and procedures thatare in accordance with the law.

C. Auxiliary Aids and Services

In order to facilitate the learning of the deaf or hard of hearing students, theymay need/require sign language interpreters and/or note takers, whom the schoolcan provide and/or arrange with concerned professionals. The choice of whatsign language to use depends on the discussion of the concerned institution andthe deaf or hard of hearing students who will need such assistance.

The students, most especially those with secondary or additional disabilitymay also have their personal assistant (who can either be a family member,relative or a volunteer) to go with them for any assistance, subject to prior

arrangement with the school authorities.

It is important that sign language interpreters inside the classroom should bestationed clearly and conveniently visible to the deaf or hard of hearing studentswho will need such assistance. As for note takers, they may sit within accessibledistance to the students concerned.


8/63


8

D. Student Support Services

The deaf or hard of hearing students shall need the following support serviceswhich the school shall provide or arrange with concerned resource centers,outside the school:

1. An Office, a unit in charge of special needs, whereby the designatedhead is equipped with sign language skills and can perform thefollowing functions:

Attends to all inquiries pertaining to the programs of the school

Coordinates with the different offices of the school

Coordinates with the teachers of deaf students for any concerns

Works hand-in-hand with the different department heads wherethe deaf or hard of hearing students are enrolled in foracademics and extra-curricular activities

Meets regularly with the students

Schedules loads of interpreters and note-takers and monitorsthem

Visits/Provides information to different schools for the deaf tomarket the program

Meets with prospective applicants and parents within the schoolyear regarding the program

Assists students with their academic work by providing grouptutorials

Attends to the needs and queries of students

Coordinates with parents of the deaf or hard of hearing students.

2. Guidance & Counseling Services including access to career planning.It is necessary that these services will be provided by staff who cancommunicate in sign language.

3. Full access, participation and inclusion of students in co-curricular/extra-curricular, socialization activities.

4. Facilitation of student interaction and networking among the deaf orhard of hearing students.

5. Facilitation of open communication between school/teachers andparents

E. Physical Plant, Equipment and Facilities

The school may provide the following equipment and facilities provenbeneficial to deaf or hard of hearing students:

1. All audio-related signals for particular purposes (e.g announcements,emergencies, call attention) should have a counter part flashingvisual/light signal


9/63


9

2. Adequate classrooms with “acoustical treatment” 3. A well-lit classroom4. Facilities for closed-caption devices.

F. Research and DevelopmentIt is highly encouraged that the universities and colleges include in their

institutional research agenda the understanding of the uniqueness and needs ofdeaf and hard of hearing students in post-secondary education. Efforts towardsthis direction will help expand the body of knowledge needed to increaseunderstanding of Deaf and hard of hearing students in post-secondary educationand the improvement of services that they need to gain full access and fullybenefit from the learning opportunities.

G. Special Training/Skills of Teachers and support providers

1. Teachers and support providers (such as Guidance Counselors, notetakers, tutors, and interpreters) dealing with the Deaf or hard ofhearing students should have sufficient orientation of the following:

Deaf Awareness particularly their visual language, culture anduniqueness

Access and Equity in the education of Deaf and hard of hearingstudents (e.g. learning styles, strategies in information access in theclassroom, etc)

Basic Sign language (this can be given to faculty, staff, student

peers to help facilitate greater acceptance and integration of Deafand hard of hearing students in the school community)

2. In-service training for teachers to ensure that teachers and educatorsunderstand the learning needs of the Deaf or hard of hearingstudents.

Suggested topics for in-service training are as follows:

Teaching methodologies

Laws and Mandates such as the UN Convention on the Rights ofPeople with Disabilities,

Deaf people and Human Rights,

Universal Design in Education

Nature and characteristics of Deaf and hard of hearing students

Learning and Communication Styles of the Deaf or hard of hearingstudents

Availability of experts and information on the above-stated topics can becoordinated with appropriate agencies, both from the private and public sectorsand other resource centers.


10/63


10

3. In order to best serve Deaf or hard of hearing students, teachersconcerned are also encouraged to have the know-how and eventuallymaster the following teaching strategies:

Maximization of the use of visuals/multi-media, provision for hand-outs and special sitting arrangement for students who are deaf orhard of hearing;

Peer interaction programs like: Partner Learning, CooperativeGroup Learning Systems, Peer Buddy System, Peer Tutoring,Learning Circles and Circle of Friends;

Instructional Variables like: Reinforcement, Mastery Learning,Graded Homework, and Time on Task;

Program Variables like: Reading training, Cognitive Strategies, andspecial programs (accelerated training); and

Use of Technological Devices such as Real Time Cap TimingDevices, Computer-Aided Instruction (CAI), and

Telecommunications for the students who are Deaf or hard ofhearing.


11/63


11

STUDENTS WITH LEARNING DISABILITIES (LD),AUTISM SPECTRUM DISORDER (ASD),

AND ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)

A. Meet the Learner

Individuals with these conditions may manifest some learning, sensorial,emotional and behavioral characteristics that need modifications which mayinclude not only adaptations in their learning context but also educational andsocial accommodations in the classroom setting. They may posses strengthssimilar to individuals without these conditions but in different manifestationsthat can be enhanced through various levels of intervention.

A.1 The Learner with L earning Dis abil i t ies (LD)

Diagnostic and definitional issues abound in learning disabilities.These are as follows: 1) the IQ-achievement discrepancy wherein pooracademic achievement exists in an individual with adequate intelligence;2) there are different types of learning disabilities often accompanied byattention disorders and problems in the social and emotional domains; 3)and that learning disability reflects “ unexpected low achievement “ withfailure to respond to validated intervention. (Wolraich et. al., 2008).Individuals with learning disabilities may exhibit different core cognitivecharacteristics like problems in word reading, accuracy and fluency,comprehension, math computation problems, mathematics fact retrieval,procedural skills and problem solving. These students often require task

analytic instruction, which is organized, explicit and provides opportunityfor review.

A.2 The Learner w ith an Au t ism Spectrum Diso rder (ASD)

Autism Spectrum Disorder or ASD is a developmental disabilitysignificantly affecting verbal and nonverbal communication and socialinteraction, usually evident before age 3 that adversely affects a child’seducational performance. Other characteristics are often associated withautism are engagement in repetitive activities and stereotypedmovements, resistance to environmental change or in daily routines, andunusual responses to sensory experience. The term does not apply if thechild’s educational performance is adversely affected because the childhas an emotional disturbance.

The underlying premise of this term is that there is a “ continuum orspectrum” of autistic conditions which includes a range of characteristicsfrom extremely withdrawn and low functioning cases at one end to sociallyaware, articulate and intelligent individuals who nevertheless share thecore social and communicative impairments that are the hallmark ofautism. This discussion however, is limited to Asperger Syndrome (AS) or

High Functioning Autism (HFA) categories as they are more likely to enterpost secondary education and higher institutions.


12/63


12

The neurocognitive profiles in both groups (AS and HFA) are veryuneven. In the older adolescent or young adult pursuing higher education,there will be specific deficits in verbal comprehension or generalunderstanding of both verbal and nonverbal concepts and relativestrengths in visual motor and visual spatial processing. Academicproblems related to inattention and lack of focus, an inability to completehomework, and weak areas in problem solving, abstract conceptuallearning and generating creative solutions to complex problems have beendescribed (Prior, 2003). However, what often remains neglected are thesocial impairments and poor understanding of social situations where rulesof social conduct are not appreciated. They may make inappropriatecomments on others’ looks, behavior and may intrude on other people’sprivacy or conversations giving an impression of being rude, inconsiderateor spoiled (Attwood, 1998)

A.3 The Learner with A ttention Deficit /Hyperactiv ity Disor der (AD/HD)

The diagnosis of AD/HD in the adolescent or young adult enteringpost secondary education hinges primarily on reports of functioning duringchildhood. (Barkley, 2006) Apart from the core symptoms of AD/HD, whichinclude inattention, hyperactivity and impulsivity, there should be clearimpairment across many domains. Adults with AD/HD are also prone tosuffer from a wide range of co morbid conditions some of which aresecondary to AD/HD related frustration and failure. Many psychiatricdisorders are also observed like various forms of depression, anxietydisorders and obsessive-compulsive disorder.

AD/HD is considered a biologically based, educational disability wherethere is a problem of sustaining attention, effort and motivation andinhibiting behavior in a consistent manner over time. Hence, deficits inspecific skill areas (academic, social and organizational) are commonamong students with AD/HD. It is often harder for students with AD/HD todo the same academic work not because they lack the skill but becausethey lack the structure and exhibit the same social behavior expected ofother students.

B. School Admission

Individuals with learning disabilities, including those who passed and qualifiedin the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted inany higher/post-secondary educational institution based on the followingconsiderations:

1. Pass the admission requirements of the school given appropriatereasonable accommodation, such as but not limited to the following:Flexibility in terms of time (additional time to answer) and rules (may beallowed to stand up once in a while or get out of the room) to address theproblems of inattention and hyperactivity.


13/63


13

2. Upon passing the admission test, the School/University:

Require a medical and developmental assessment and clearance froma medical professional (i.e. developmental pediatrician, child andadolescent psychiatrist, neurologist)

Require further assessment by the school’s licensed guidancecounselor and to present a more accurate psycho-educationalassessment or psychological assessment of the student with learningdisabilities from certified psychologist.

Organize a conference to be attended by student with learningdisabilities and his/her advocates (which may include his family,medical professional – developmental pediatrician/neurologist, childand adolescent psychiatrist, SPED consultants, regular educatorsand/or therapist) to discuss strategies on how to further support thestudent

The usual practice is for the parent to write the school about their child’scondition. The letter usually comes with the neuro-developmental assessmentfrom developmental pediatrician and/or psychological assessment from certifiedpsychologist. Further assessment can be done by a licensed guidance counselorand a case conference will be an ideal scenario.

Aside from the assessment of the student upon admission, the schoolshould require the parents for their child to undergo regular (per semester or peryear) psychological assessment from a clinical psychologist to check on how thestudent is coping with and adjusting to college life. Screening for depression andother co-morbidities coming from a clinical psychologist should be foremost.

C Auxiliary Aids and Services

The school will be given reasonable time to offer and/or to advise thestudents to avail of the following services whenever and wherever available:

a. Non-teaching Staff

Nurse

Certified Psychologist

Physical therapist

Occupational therapist

Speech pathologist/therapist

Special Education (SPED) consultants

Medical professional (Psychiatrist, Neurologist, Family Physician)

Developmental Pediatrician

Licensed Guidance Counselors

b. Reasonable Accommodations in the School Library

Ready assistance to locate reference books and access to thecomputer database.


14/63


14

Permission to take home reference materials on a longer timeschedule. Students may present person with disability identificationcard if available, for the purpose.

Availability of a list of students with learning disabilities to make

them aware of the special considerations that should be provided tothem.

c. Provision of job placement referral services to assist in the vocationalexploration and career placement of students with learning disabilities.

In cases when the school cannot yet provide any of the above-mentioned services, a networking and referral system should be establishedinitially to assist students with learning disabilities.


a. The school must have an active guidance and counseling program on aregular (semestral/yearly) basis geared specifically to cater to the needs ofstudents with learning challenges, which may include a team conference intandem with concerned academic departments at the beginning and endof term to provide key assistance points, and evaluate such assistance tostudents with learning disabilities.

b. There must be a center for students with learning disabilities which wouldserve as a venue to access and coordinate necessary services to cater to

their special needs, such as any of the following, but not limited to:Therapy and other assessment services;

Tutorial, support group and peer counseling;

On-the-job training; and

Medication services in consultation with developmental pediatrician,neurologist, and child and adolescent psychiatrist

Guidance counselors may also assign a “coach” for the student to remindthem of important dates and deadlines and to check on the student’sactivities. The “coach” can be a friend of the student who isknowledgeable about his/her condition.

c. Likewise, the center can also serve as a Resource Room/Libraryextension where especially developed materials are kept for specialinstructions. A Data Banking Center where records on assessment anddevelopmental progress of students with learning disabilities should bekept with utmost confidentiality unless disclosure is deemed necessaryand beneficial to the student’s cause.

d. The school should provide and/or conduct periodic or annual sensitivitytraining for all concerned school personnel and students on how to deal

with or assist a student with learning disabilities.


15/63


15

E. Curriculum and Learning Program

Basic Guidelines that underpin more targeted individual strategies includethe following (Prior, 2003):

A highly structured learning environment in which teachers take primeresponsibility for minimizing distractions

Using clear unambiguous language to tell the learner or student on whathe or she is supposed to do

Checking the learner’s understanding of instructions

Providing visual strategies

Providing opportunities for revision

Using behavior management strategies

Considering time extensions for completion of work or assignments

Arranging for a collaborative, practical approach between parents andschool staff.

Specific Curricular guidelines

When necessary, curricular modifications should be done in one or severalof the following areas: mode of instruction, course requirement, mode ofevaluation and needed tools and equipment as well as time and space inthe course of study of students with learning disabilities.

Consideration for submission of course works and requirements must beagreed upon to accommodate students with learning disabilities within areasonable period of time prior to grading. Contract setting with thestudents may be arranged to avoid “abuse” of the accommodations.

The school should offer parallel subjects/courses for those determinedinappropriate for students with learning disabilities to comply with theminimum curriculum requirement.

Faculty are encouraged to explicitly write in the syllabus reasonablemodifications to accommodate students with disabilities.

The school shall provide reasonable accommodation to students withdisabilities, in terms of modified residency requirement and lesser

academic load to be determined together with the parents, teachers, andprofessionals concerned.

There should be frequent monitoring of school programs so thatevaluations can be done formatively with response of students assessedcontinuously.


16/63


16

F. Research and Development

The school should foster an environment that encourages faculty to initiateand participate in research-related activities to create new knowledge that can beutilized to develop pertinent instructional materials, programs and projects thatwill assist students with learning disabilities to attain their optimum potentials.

G. Teacher Education, Training and Support

For General education teachers:

Have necessary exposure and training being provided by professionalorganizations and established institutions though courses in specialeducation for specific learning challenges under his/her care.

Have an open and positive attitude towards students with learning

disabilities.Have initiative to design and apply curricular approaches and strategiesthat would facilitate the education of students with learning disabilities.

Willingly engaged in the process of working with students with learningdisabilities

Able to provide strategies for both education and behavior (social skills)purposes.

Persons with other types of mental impairments such as those with downsyndrome, given reasonable accommodations shall likewise be admitted toschool/training center and/or program like vocational courses wherever he/she

deemed fit to study, in consultation and coordination with the parents of thestudent/s, faculty and school/training center administrators, and other concernedprofessionals.


17/63


17

STUDENTS WITH PHYSICAL DISABILITIES

A. Meet the Learner

Students with physical disabilities (with mobility impairments as a result ofaccidents, diseases, (congenital disability/impairment) and heredity), can beeasily accommodated in higher educational/post-secondary institutions providedschool authorities properly address architectural barriers within the campus.Batas Pambansa Blg. 344, also known as the Accessibility Law, requires that allestablishments be made accessible to enhance mobility of persons withdisabilities. While, proper implementation of the prescribed measurements forramps, handrails, and toilets are originally aimed to address the access needs ofpersons with mobility impairments, it has been noted that such features equallybenefits the general population by providing greater conveniences and safetyparticularly to elderly, children, pregnant women and the rest.

There are many shining examples of people with physical disabilities whoexcel in their fields after gaining opportunity to pursue or finish higher education.However, it is also quite alarming that there are still few people with physicaldisabilities who are not able to enter higher/post-secondary educationalinstitutions because of lack of support from the administration in providing specialin-campus accommodations for them.

B. School Admission

Individuals with physical disabilities, including those who passed and qualifiedin the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted inany higher/post secondary educational institution provided they pass and complywith the admission requirements of the school and/or training center givenreasonable accommodations.


Students with physical disabilities may have personal assistant/s, given

appropriate training and orientation, from the school or family.


In order to provide the best help to students with physical disabilities, theschool should establish a Disability Services Unit (DSU) within the Office ofStudent Affairs that will:

Provide access to all available programs and services in school and whenfeasible the provision of accessible dormitories, transport, etc.


18/63


18

Initiate and institutionalize a referral program to address their specialneeds such as appropriate PT and OT services, repair/purchase ofassistive devices, and social services for needy students. The DSU shouldlink with a competent physician who will held them to institute a school-based PT and OT services, including training of teachers and personnel.

Conduct special programs to encourage students to participate in variousschool activities, be duly recognized and awarded; and

Conduct special training for counselors on guidance and counseling ofpersons with disabilities in coordination with the school’s guidance center.


Rest rooms, libraries, and other facilities must be in compliance with theuniversal designs. These may include parallel bars and sofa beds at the studentlounge for therapeutic and/or relaxation purposes.

F. Curricular Program

The school/teachers should adopt curricular programs to enable the studentsto comply with the academic requirements.

G. Research and Development

The school, through its Research Development Center should considerpursuing research works on: 1) Piloting of Disability Service Office; 2)Establishment of an Institute on Disability Studies; and other areas deemedrelevant and necessary.

H. Special Skills Training for Teachers

Teachers who have students with physical disabilities should have an

orientation:On accessibility and other policies affecting persons with disabilities; andsensitivity training in providing assistance; and

On how to deal with students with physical disabilities.


19/63


19

STUDENTS WITH VISUAL IMPAIRMENTS

A. Meet the Learner

Students with visual impairments can adjust to the existing learningenvironment, whether tertiary or post-secondary given reasonableaccommodations. Visually Impaired learners may be totally blind, low vision,color blind or those with light perceptions. Totally blind learners are those whoseonly access to information is via tactile and descriptive audio. Low vision may stillbenefit on enlarged prints and so with the color blind. Those with light perceptionare as print disabled as the totally blind only that they are more mobile since theymay still perceive images and pathways.

B. School Admission

Visually impaired students, including those who passed and qualified inthe Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted inany higher/post secondary educational institution in accordance with the generaladmission requirements of the School given reasonable accommodation such asthe administration of test in Braille format or in oral-type.


In order to facilitate the learning of students with visual impairments, they mayhave qualified readers to go with them in school upon arrangement with theteacher and other concerned school personnel. They may also bring with themother educational assistive devices such as Braille N Speak, recorder/player,and/or laptop computers.

Students with visual impairments may prefer or to some extent require othereducational materials such as books and other references in taped, CD, and/orDigital Accessible Information System (DAISY) format. Production andavailability of these materials can be arranged in advance through the NationalLibrary (Library for the Blind division), which is based in Manila and through other

non-government organizations like the Resources for the Blind and otheraffiliates.

Tests or other examinations to be administered for students with visualimpairments may be prepared in soft/electronic copy. Considerable time to finishthe test to be administered for students with visual impairments may likewise beprovided.


20/63


20

The following open source/links once accessed may be useful to facilitate theeducation of students with visual impairments:

free screen reader thunder (http://www.screenreader.net/)

jaws (http://www.freedomscientific.com)

window eyes (http://www.gwmicro.com/)

webAnyWhere Screen reader on the go(http://webanywhere.cs.washington.edu/)

Dolphin – Home (www.dolphinuk.co.uk/)

NVDAwww.nvda-project.org/ - Orca - GNOME Live!

http://live.gnome.org/Orca

Macintosh operating system(www.apple.com/accessibility/voiceover/)


Students with visual impairments may seek counseling, medical and health,referral and job placement assistance and other services during their stay inschool. The Office of Student Affairs and Services shall consider organizing a

group of volunteers to serve as readers for students with visual impairments andrender other forms of assistance.


The Accessibility Law or Batas Pambansa Blg. 344 requires the provision ofrough or corrugated pathways and other access features for the visually impaired,however, with appropriate orientation and mobility training, students with visualimpairments can already manage themselves independently.

F. Curriculum Program

Given reasonable accommodations, students with visual impairments can doadaptations to fulfill the requirements of the prescribed curriculum for every course.Teachers are encouraged to be more descriptive in delivering lessons for everysubject, like visual aids for the seeing, “tactile aids” materials that could be touchedfor visualization and ebooks/audio books that could enhance learning of studentswith visual impairment. Physical Education (PE) subjects in every curriculum may bemodified to enable students with visual impairments to comply with requirements.

Revisions in the methodology shall be done from time to time according to

the needs of the visually impaired students.

http://www.screenreader.net/http://www.freedomscientific.com/http://www.gwmicro.com/http://webanywhere.cs.washington.edu/http://live.gnome.org/Orcahttp://live.gnome.org/Orcahttp://webanywhere.cs.washington.edu/http://www.gwmicro.com/http://www.freedomscientific.com/http://www.screenreader.net/


21/63


21

G. Research and Development

The school can initiate applications and development of research projects onthe development of material appliances and technical aids for learners with visualimpairment as provided for in Section 17 of the Magna Carta for Persons withDisabilities (RA7277) and on problems students with visual impairmentsexperience while in school.

Research areas/legal bases relevant to students with visual impairments canalso be obtained from various sources such as among others the SalamancaStatement on Education, Biwako Millennium Framework for Persons withDisabilities, mandates relevant to education of UNESCO, UN ESCAP, and otherUN and ASEAN organizations.

H. Special Training/Skills of Teachers

Teachers who are handling students with visual impairment should haverecognized the dynamics of a visually impaired person and should be conversantabout disability-related policies like the Accessibility Law or Batas Pambansa Blg.344 and the Magna Carta for Disabled Persons (RA 7277), including itsamendments as provided for in RA 9442 through an appropriate orientation thatcan be coordinated with and provided by concerned government and nongovernment organizations.

Teachers shall undergo training or at least have an overview of Braille reading

and writing, any computer screen reading soft wares, DAISY materials, and otherlearning aids and assistive devices such as but not limited to Closed-CircuitTelevision or CCTV.


22/63


22

GENERAL GUIDELINES ON THE ADMISSION OFTRAINEES/STUDENTS WITH DISABILITIES

IN POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES

POST SECONDARY EDUCATION (Non-Degree) is the stage of formaleducation following the secondary level covering non-degree programs that havevarying duration for three (3) months to three (3) years concerned primarily withdeveloping strong and appropriately trained middle level skilled manpowerpossessing capabilities supportive of national development.

The potential/target clienteles of tech-voc programs includes primarily thehigh school graduates, secondary school leavers, college undergraduates andgraduates who want to acquire competencies in different occupational fields,displaced workers who lost their jobs because of closure of establishments,retrenchment or laying-off of workers, returning Overseas Filipino Workers

(OFW), currently employed persons and Persons with Disabilities (PWDs) whowant to learn new skills and knowledge and/or upgrade their skills.

ENROLMENT POLICIES

All students who want or are interested to enroll in technicalvocational education under post secondary programs either in a private orpublic institution must have completed their secondary education.

Students with physical disabilities or have special needs should beaccepted in any courses or qualifications preferred by the applicant.However, the acceptance shall be made only after clear assessment andconcurrence by all parties concern on the potential and peculiar problemsthat may be encountered by the student in fulfilling the demand and rigorsduring the actual learning process.

ASSESSMENT TOOLS AND PROCEDURES

All persons/students who want to pursue technical vocationalcourses must undergo the assessment procedures required by the

learning/training institution. The assessment process may include the useof assessment tools and/or other procedures the school/institution mayrequire.

It should be made clear that the result of the assessment should notbe used by the institution to declare or classify if the applicant to havepassed or failed in his application. Rather, it should be used merely asreference to guide or find out what particular career, course or qualificationwould best fit based on the capacity, interest, and inclinations revealed bythe result of the assessment instrument used.


23/63


23

In the absence of an internal assessment tool, the learning/traininginstitution should secure copy of the applicant’s National Career Assessment Examination (NCAE) administered by Department ofEducation. Or, asked them to undergo the Youth Profiling for StarringCareer (YP4SC) being used by TESDA to assess its applicants.

THE USE OF RECOGNITION OF PRIOR LEARNING (RPL)

Each training institution should establish a committee purposely toreview and deliberate to give due recognition on the applicants skills,knowledge, expertise and technical skills based on evidences.

The Recognition of Prior Learning (RPL) is an assessment processwhich gives accreditation or recognition of a person’s technical skills andknowledge acquired through exposure to relevant work experiences

related to the course/qualification being applied.

PROGRAM/COURSE QUALIFICATION

Any post-secondary TVET courses or qualifications must besubmitted for accreditation under the Unified TVET Program Registrationand Accreditation System (UTPRAS) of TESDA before it is offered to thepublic by the institution. Once found to have complied with therequirements prescribed in the Training Regulations, a Certificate ofProgram Registration (CoPR) is issued.

METHODOLOGY/DELIVERY MODE OF INSTRUCTION

All post-secondary TVET courses/qualifications should adopt theCompetency-Based Training (CBT) mode. The CBT offers a clearlydefined set of competencies that should be acquired by the learner. Moreimportantly, it provides a built-in flexibility to respond on the capacity andlearning need of its student/trainee.

MANDATORY ASSESSMENT

The school/training center shall adopt the policy of mandatory skillsassessment to all trainee/students as a prerequisite to graduate from anypost-secondary technical vocational course/qualification. The mandatoryassessment must be conducted by an accredited and independentassessor in the said qualification.

The conduct of mandatory assessment provides both the institutionand the student to measure the level of knowledge and skilllearned/acquired by student/trainee using a TESDA sanctionedassessment instrument and procedures. However, the result of saidassessment should not preclude the student/trainee to be considered asgraduate after completion and compliance to its requirement.


24/63


24

GLOSSARY

Accommodations – is aptly described in the “Teaching Students whohave disabilities Resource and Guidebook (1995) Developed by the

Advisory Committee on Campus and Program Accessibility by theDisabled of Brocke University Surgite, Ontario, Canada5

Accommodations are alterations made in the way information ispresented, in the deadlines students have to complete requirements, or inthe manner in which their knowledge of course material is examined. Accommodations are recommended to enable students with disabilities todemonstrate knowledge, without the interference of disability, to the extentthat this is possible. Accommodations are meant to create a fairacademic setting for students with disabilities, when compared to theothers in their classes, fair does not always mean equal, and they needaccommodations to be able to learn and to demonstrate their knowledge.Thus, accommodations to remove barriers of communication and to

facilitate academic participation can make a difference in the student’sability to fulfill course requirements

Attention Deficit/Hyperactive Disorder - the essential feature of Attention-Deficit/Hyperactivity Disorder is a persistent pattern of inattention and/orhyperactivity-impulsivity that is more frequent and severe than is typicallyobserved in individuals at a comparable level of development. (DSM-IV)

Autism Spectrum Disorder – Note: Autism spectrum disorders and pervasivedevelopmental disorders are used synonymously . IDEA 2004 Definition of Autism. Adevelopmental disability significantly affecting verbal and nonverbalcommunication and social interaction, usually evident before age 3 thatadversely affects a child’s educational performance. Other characteristicsoften associated with autism are engagement in repetitive activities andstereotyped movements, resistance to environmental change or in dailyroutines, and unusual responses to sensory experiences. The term does notapply if the child’s educational performance is adversely affected because thechild has an emotional disturbance. References. Lerner,J.W. (2005). Learning Disabilities:Theories, diagnosis and teaching strategies.(10

th ed.). Boston:Houghton Mifflin and Smith, D. (2007).

Introduction to Special Education. Boston:Allyn and Bacon.

Blind - those who have a visual acuity of 20/200 of 6/60 or less in the better

eye after maximum correction or who have a visual field which subtended anangle of 20 degrees or less in the widest diameter

Cerebral Palsy - a static encephalopathy caused by an insult to thepremature brain, leading to a global dysfunction, which always includesproblems with motor function (movements).

5 http://www.cosc.brocku.ca/Faculty/Radue/disabilities/default.html


25/63


25

GLOSSARY

“Communication” - includes languages, display of text, Braille, tactile

communication, large print, accessible multimedia as well as written, audio,

plain-language, human-reader and augmentative and alternative modes,means and formats of communication, including accessible information andcommunication technology (UN-CRPD)

Deaf - a person who has an audiological impairment that makes him/her

unable to hear.

“Disability” - an evolving concept and that disability results from the

interaction between persons with impairments and attitudinal andenvironmental barriers that hinders their full and effective participation insociety on an equal basis with others. (UNCRPD)

“Discrimination on the basis of disability” - any distinction, exclusion orrestriction on the basis of disability which has the purpose or effect ofimpairing or nullifying the recognition, enjoyment or exercise, on an equalbasis with others, of all human rights and fundamental freedoms in thepolitical, economic, social, cultural, civil or any other field. It includes all formsof discrimination, including denial of reasonable accommodation. (UNCRPD)

Hard of hearing - a person who can understand words only if spoken veryloud or close to the ear and has severe difficulties if there are other sources ofnoise.

Inclusive education - a developmental approach to the learning needs of all

children, youth and adults, especially those who are vulnerable tomarginalization and exclusion. The principle of inclusive education wasadopted at the World Conference on Special Needs Education: Access andQuality (Salamanca, Spain, 1994), restated at the World Education Forum(Dakar, Senegal, 2000) and supported by the UN Standard Rules on theEqualization of Opportunities for Persons with Disabilities.

“Language” - includes spoken and signed languages and other forms of non

spoken languages. (UNCRPD)

Learning Disability - (note: in IDEA, the term used is Specific Learning Disability) IDEA2004 Definition. General. The term means a disorder in one or more of the basicpsychological processes involved in understanding or in using language,spoken or written that may manifest itself in imperfect ability to listen, think,speak, read, write, spell, or to do mathematical calculations, includingconditions such as perceptual disabilities, brain injury, minimal braindysfunction, dyslexia and developmental aphasia. Disorders not included.The term does not include learning problems that are primarily the result ofvisual, hearing, or motor disabilities of mental retardation, of emotional

disturbance, or of environmental, cultural or economic disadvantage. A


26/63


26

GLOSSARY

learning disability can cause a person to have trouble learning and usingcertain skills. (Lerner, 2005) References. Lerner,J.W. (2005). Learning Disabilities: Theories,diagnosis and teaching strategies.(10

th ed.). Boston:Houghton Mifflin and Smith, D. (2007). Introduction

to Special Education. Boston:Allyn and Bacon.

Learning Disorder - is diagnosed when the individual’s achievement onindividually administered, standardized tests in reading, mathematics, orwritten expression is substantially below that expected for age, schooling, andlevel of intelligence. (DSM-IV)

Limb Deficiency - any musculo-skeletal abnormalities in which the arms,hands and legs are absent or missing. It may manifests with followingcharacteristics: 1) Clubfoot – a child born with one or both feet deformedlooking like a “golf club”; 2) Club hand – a child born with one or both hand

deformed; 3) Polydactylism – a child born with extra fingers and toes; and 4)Syndactylism – a child born with webbed fingers or toes.

Low Vision - those who have significantly reduced vision with visual acuity ofless (worse) than 20/60 or 6/18 in the better eye or visual fields is less than 20degrees in diameter. After treatment or with refractive correction, visioncannot be corrected to normal. It also includes color blindness.

Peripheral Nerve Injury - an injury of a peripheral nerve caused by completeor partial transection or compression resulting to weakness or paralysis and

sensory abnormalities of the affected extremity.

Poliomyelitis - an acute viral infection of the spinal cord, resulting inweakness or paralysis, and decrease in muscle size and bulk of the affectedextremity. Sensation and bladder function is usually normal.

Pott’s Disease - also known as tuberculosis of the spine, which is caused bya bacterial infection and may result in partial or complete paralysis. It may beaccompanied by spinal deformity (“kuba”).

“Reasonable accommodation” means necessary and appropriate

modification and adjustments not imposing a disproportionate or undueburden, where needed in a particular case, to ensure to persons withdisabilities the enjoyment or exercise on an equal basis with others of allhuman rights and fundamental freedoms (UNCRPD)

“Universal design” - the design of products, environments, programmes andservices to be usable by all people, to the greatest extent possible, without theneed for adaptation or specialized design. “Universal design” shall notexclude assistive devices for particular groups of persons with disabilitieswhere this is needed. (UNCRPD)


27/63


27

RESOURCE CENTERS

AD/HD Society of the PhilippinesRm. 210 Center for Social Policy

Social Development Complex Ateneo de Manila UniversityKatipunan Road, Loyola Heights, Quezon CityTel. No.: 927-3463; 426-6001 loc. 4649

Autism Society Philippines, Inc.Rm. 307 M.L. Building47 Kamias Road, Quezon CityTel. No.: 926-6941E-mail : [email protected] : www.autismphils.org

Cerebral Palsied Association of the Philippines, Inc.# 7 Santan Street, La Colina SubdivisionBarangay Fortune, Marikina CityTel. No.: 448-9640Telefax : 413-2083E-mail : [email protected]

Commission on Higher EducationOffice of Student ServicesHigher Education Development Center Building

Carlos P. Garcia Avenue, University of the PhilippinesDiliman, Quezon CityTel. No.: 928-3561; 426-9891Website : www.ched.gov.ph

De La Salle-College of Saint BenildeSchool of Deaf Education and Applied Studies2544 Taft Avenue, ManilaTel. No.: 5267441 local 131Telefax : 895-9642Email: [email protected]

Website: www.dls-csb.edu.ph

Down Syndrome Association of the Philippines, Inc.2nd Floor 6372, Agrifina BuildingCamia corner Meleguas StreetsGuadalupe Viejo, Makati CityTel. No.: 895-3606Telefax : 895-9642

mailto:[email protected]://www.autismphils.org/mailto:[email protected]://www.ched.gov.ph/http://www.ched.gov.ph/mailto:[email protected]://www.autismphils.org/mailto:[email protected]


28/63


28

RESOURCE CENTERS

Philippine Society for Developmental and Behavioral PediatricsRoom No. 6 Philippine Children's Medical Center Bldg.

Quezon Avenue, Diliman, Quezon CityTel. No.: 924-6601 to 25 loc. 273Fax. No.: 924-0840

Philippine Children’s Medical Center Quezon Avenue, DilimanQuezon CityTel. No. : 924-6001 to 25

Philippine Federation for the Deaf#27C Masikap Street

Barangay PiñahanQuezon CityTel. No.: 435-1198

Resources for the Blind. Inc,4th Floor, COTI Building623 EDSA, CubaoQuezon CityTel. No.: 726-3021-24Fax No.: 727-0077E-mail : [email protected]

Website : www.blind.org.ph

The National Library (Library for the Blind Division)T.M. Kalaw StreetErmita, ManilaTel. No.: 524-0498Fax. No.: 524-2329

mailto:[email protected]://www.blind.org.ph/http://www.blind.org.ph/mailto:[email protected]


29/63


29

RELEVANT REFERENCES

BIWAKO Millennium Framework for Action Towards an Inclusive,Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia

and the Pacific

C. Early detection, early intervention and education

1. Critical issues

24. Available evidence suggest that less than 10 percent of children and youth withdisabilities have access to any form of education. This compares with an enrolment rateof over 70 per cent for non-disabled children and youth in primary education in the Asianand Pacific region. This situation exists despite international mandates declaring theeducation is a basic right for all children and calling for the inclusion of all children inprimary education by 2015. Governments should ensure the provision of appropriate

education, which responds to the needs of children with all types of disabilities in thenext decade. It is recognized that there is wide variation in the response whichGovernments in the Asian and Pacific region have made in providing education forchildren with disabilities, and that children are currently educated in a variety of formaland informal educational settings, and in separate and inclusive schools.

25. The exclusion of children and youth with disabilities from education results in theirexclusion from opportunities for further development, particularly diminishing their accessto vocational training, employment, income generation and business development.Failure to access education and training prevents the achievement of economic andsocial independence and increases vulnerability to poverty in what can become a self-perpetuating, inter-generational cycle.

26. Infants and young children with disabilities require access to early interventionservices, including early detection and identification (birth to four years old), with supportand training to parents and families to facilitate the maximum development of the fullpotential of their disabled children. Failure to provide early detection, identification andintervention to infants and young children with disabilities and support to their parentsand caretakers results in secondary disabling conditions which further limit their capacityto benefit from educational opportunities. Provision of early intervention should be acombined effort of Education, Health and/or Social Services.

27. Currently education for children and youth with disabilities is predominantlyprovided in special schools in urban centers and is available to limited numbers ofchildren in many countries of the Asia and Pacific region. The Salamanca Statement andFramework for Action on Special Needs Education recommend that inclusive education,with access to education in the regular local neighborhood or community school,provides the best opportunity for the majority of children and youth with disabilities toreceive an education, including those in rural areas. Exceptions to this rule should beconsidered on a case-by-case basis where only education in special school orestablishment can be shown to meet the needs of the individual child. It is acknowledgethat in some instances special education may be considered to be the most appropriateform of education for some children with disabilities.¹ The education of all children,including children with disabilities, in local or community schools assists in breakingdown barriers and negative attitudes and facilitates social integration and cohesion within

communities. The involvement of parents and the local community in community schoolsfurther strengthens this process.


30/63


30

28. Major barriers to the provision of quality education for children with disabilities inall educational contexts include the lack of early identification and intervention services,negative attitudes, exclusionary policies and practices, inadequate teacher training,particularly training of all regular teachers to teach children with diverse abilities,inflexible curriculum and assessment procedures, inadequate specialist support staff to

assist teachers of special and regular classes, lack of appropriate teaching equipmentand devices, and failure to make modifications to the school environment to make it fullyaccessible. These barriers can be overcome through policy, planning implementation ofstrategies and allocation of resources to include children and youth with disabilities in allnational health and education development initiatives available to non-disabled childrenand youth.

29. Governments in collaboration with other stakeholders need to provide sport,leisure and recreational activities and facilities for persons with disabilities, as thefulfillment of their basic rights to the improvement of life.

2. Millennium development goal

30. In this priority area the millennium development goal is to ensure that by the year2015, children everywhere, boys and girls alike, will be able to complete a full course ofprimary schooling and that girls and boys will have equal access to all levels ofeducation.

3. Targets

Target 6. Children and youth with disabilities will be an integral part of thepopulation targeted by the millennium development goal of ensuring that by 2015 allboys and girls will complete a full course of primary schooling.

Target 7. At least 75 per cent of children and youth with disabilities of schoolage will, by 2010, be able to complete a full course of primary schooling.

Target 8. By 2012, all infants and young children (birth to four years old) willhave access to and receive community-based early intervention services, which ensuresurvival, with support and training for their families.

Target 9. Governments should ensure detection of childhood disabilities at avery early age.

¹ See General Assembly resolution 48/96 of 20 December 1993 on Standard Rules on theEqualization of Opportunities for Persons with Disabilities, annex, rules 6. Education, para. 8.

4. Action required to achieve targets

1. Governments should enact legislation, with enforcement mechanisms, tomandate education for all children, including children with disabilities, to meet the goalsof the Dakar Framework for Action and the millennium development goal of primaryeducation for all children by 2015. Children with disabilities need to be explicitly includedin all national plans for education, including national plans on education for all the DakarFramework for Action.


31/63


31

2. Ministries of Education should formulate educational policy and planning inconsultation with families and organizations of persons with disabilities and developprogrammes of education, which enable children with disabilities to attend their localprimary schools. Policy implementation needs to prepare the school system for inclusiveeducation, where appropriate, with the clear understanding that all children have the right

to attend school and that is the responsibility of the school to accommodate differencesin learners.

3. A range of educational options should be available to allow the selection of aschool that will best cater for individual learning needs.

4. Adequate public budgetary allocation specifically for the education of childrenwith disabilities should be provided within the allocation budget.

5. Governments in collaboration with others should collect comprehensive dataon children with disabilities, from birth to 16 years old, which should be used for planningappropriate early intervention and educational provision, resources and support services,

from birth through school age.

6. Five years targets should be set for the enrolment of children with disabilitiesin early intervention, pre-school, primary, secondary and tertiary (post-school) education.Progress towards meeting these targets should be closely monitored with a view toachieving the goal of 75 per cent of children with disabilities in school by 2012.

7. Ministries of Health and other concerned ministries should establish adequateearly detection and identification services in hospitals, primary health care, center andcommunity-based health care services, with referral systems to early interventionsservices for all disabled infants and children (birth to four years old). Governmentsshould routinely screen high-risk pregnancies and high-risk newborn babies for earlydetection of disabilities at birth or soon thereafter.

8. Ministries of Health and Education should establish early interventionservices, in collaboration with other concerned ministries, self-help organizations, NGOand community-based agencies, to provide early intervention, support and training to alldisabled infants and children with disabilities (birth to four years old) and their families.

9. Governments, including Ministries of Education, should work in partnershipwith NGOs at the national and local level to conduct public awareness campaigns toinform families of children with disabilities, schools and local communities, of the right ofchildren and youth with disabilities to participate in education at all levels, in urban and

rural areas, and with particular emphasis on the inclusion of girls with disabilities wherethere is a gender imbalance in school attendance.

10. The following measures should be taken, where appropriate, by Governmentsin the region to improve the quality of education in all schools, for all children, includingchildren with disabilities, in special and inclusive educational contexts: (a) conducteducation and training for raising the awareness of public officials, including educationaland school administrators and teachers, to promote positive attitudes to the education ofchildren with disabilities, increase sensitivity to the rights of children and youth withdisabilities in regular schools; (b) provide comprehensive pre- and in-service teachertraining for all teachers, with methodology and techniques for teaching children withdiverse abilities, the development of flexible curriculum, teaching and assessment

strategies; (c) encourage suitable candidates with disabilities to enter the teaching


32/63


32

profession; (d) establish procedures for child screening, identification and placement,child-centered and individualized teaching strategies and full systems of learning andteaching support, including resource centers and specialists teachers, in rural and urbanareas; (e) ensure the availability of appropriate and accessible teaching materials,equipment and devices, unencumbered by copyright restriction; (f) ensure flexible and

adaptable curriculum, appropriate to the abilities of individual children and relevant in thelocal context; (g) ensure assessment and monitoring procedures are appropriate for thediverse needs of learners.

11. Governments should implement a progressive programme towards achievingbarrier-free and accessible school transport by 2012.

12. Government should encourage programmes of research at tertiary institutionsto develop further effective methodologies for teaching children and youth with diverseabilities.

13. Organizations of and for disabled persons should place advocacy for the

education of children with disabilities as high priority item on their agenda.

14. Regional cooperation needs to be strengthened to facilitate the sharing ofexperiences and good practices and to support the development of inclusive educationinitiatives.


33/63


33

RELEVANT REFERENCES

UNITED NATIONSCONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES

Article 24Education

1. States Parties recognize the right of persons with disabilities to education. With aview to realizing this right without discrimination and on the basis of equalopportunity, States Parties shall ensure an inclusive education system at alllevels and lifelong learning directed to:

(a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental

freedoms and human diversity;

(b) The development by persons with disabilities of their personality, talentsand creativity, as well as their mental and physical abilities, to their fullestpotential;

(c) Enabling persons with disabilities to participate effectively in a freesociety.

2. In realizing this right, States Parties shall ensure that:

(a) Persons with disabilities are not excluded from the general education

system on the basis of disability, and that children with disabilities are notexcluded from free and compulsory primary education, or from secondaryeducation, on the basis of disability;

(b) Persons with disabilities can access an inclusive, quality and free primaryeducation and secondary education on an equal basis with others in thecommunities in which they live;

(c) Reasonable accommodation of the individual’s requirements is provided;

(d) Persons with disabilities receive the support required, within the generaleducation system, to facilitate their effective education;

(e) Effective individualized support measures are provided in environmentsthat maximize academic and social development, consistent with the goalof full inclusion.

3. States Parties shall enable persons with disabilities to learn life and socialdevelopment skills to facilitate their full and equal participation in education andas members of the community. To this end, States Parties shall take appropriatemeasures, including:

(a) Facilitating the learning of Braille, alternative script, augmentative andalternative modes, means and formats of communication and orientationand mobility skills, and facilitating peer support and mentoring;


34/63


34

(b) Facilitating the learning of sign language and the promotion of thelinguistic identity of the deaf community;

(c) Ensuring that the education of persons, and in particular children, who areblind, deaf or deafblind, is delivered in the most appropriate languages

and modes and means of communication for the individual, and inenvironments which maximize academic and social development.

4. In order to help ensure the realization of this right, States Parties shall takeappropriate measures to employ, teachers, including teachers with disabilities,who are qualified in sign language and/or Braille, and to train professionals andstaff who work at all levels of education. Such training shall incorporate disabilityawareness and the use of appropriate augmentative and alternative mode,means and formats of communication, educational techniques and materials tosupport persons with disabilities.

5. States Parties shall ensure that persons with disabilities are able to access

general tertiary education, vocational training, adult education and lifelonglearning without discrimination and on equal basis with others. To this end, StatesParties shall ensure that reasonable accommodation is provided to persons withdisabilities.

Note: Full text of the UN-CRPD may be accessed through the following website:http: / /www.ncda.gov.ph


35/63


35

RELEVANT REFERENCES

MAGNA CARTA FOR DISABLED PERSONSAND ITS IMPLEMENTING RULES AND REGULATIONS

(Repub lic Act No. 7277)

Chapter 2 – Education

SECTION 12. Access to Quality Education – The State shall ensure that disabledpersons are provided with adequate access to quality education and ample opportunitiesto develop their skills. It shall take appropriate steps to make such education accessibleto all disabled persons. It shall be unlawful for any learning institution to deny a disabledperson admission to any course it offers by reason of handicap or disability.

The State shall take into consideration the special requirements of disabled

persons in the formulation of educational policies and programs. It shallencourage learning institutions to take into account the special needs of disabledpersons with respect to the use of school facilities, class schedules, physicaleducation requirements and other pertinent consideration.

The State shall also promote the provision by learning institutions, especiallyhigher learning institutions, of auxiliary services that will facilitate the learning process fordisabled persons.

SECTION 13. Assistance to Disabled Students. – The State shall provide

financial assistance to economically marginalized but deserving disabled studentspursuing post secondary or tertiary education. Such assistance may be in the form of

scholarship grants, student loan programs, subsidies, and other incentives to qualifieddisabled students in both public and private schools. At least five percent (5%) of theallocation for the Private Education Student Financial Assistance Program created byvirtue of R.A. 6725 shall be set aside for disabled students pursuing vocational ortechnical and degree courses.

SECTION 14. Special Education. – The State shall establish, maintain andsupport a complete, adequate and integrated system of special education for the visuallyimpaired, hearing impaired, mentally retarded persons and other types of exceptionalchildren in all regions of the country. Toward this end, the Department of Education,Culture and Sports shall establish special education classes in public schools in citiesand municipalities. It shall also establish, where viable, Braille and Record Libraries in

provinces, cities or municipalities.

The National Government shall allocate funds necessary for the effectiveimplementation of the special education program nationwide. Local government unitsmay likewise appropriate counterpart funds to supplement national funds.

SECTION 15. Vocational or Technical and Other Training Programs. – The Stateshall provide disabled persons with training in civics, vocational efficiency, sports andphysical fitness, and other skills. The Department of Education, Culture and Sports shallestablish in at least one government-owned vocational and technical school in everyprovince a special vocational and technical training program for disabled persons. It shalldevelop and implement sports and physical fitness programs specifically designed fordisabled persons taking into consideration the nature of their handicap.


36/63


36

SECTION 16. Non-Formal Education. – The State shall develop non-formaleducation programs intended for the total human development of disabled persons. Itshall provide adequate resources for non-formal education programs and projects thatcater to the special needs of disabled persons.

SECTION 17. State Universities and Colleges. – If viable and needed, the StateUniversities or State College in each region or province shall be responsible for (a) thedevelopment of material appliances and technical aids for disabled persons (b) thedevelopment of training materials for vocational rehabilitation and special educationinstructions: and (c) the research on special problems, particularly of the visually-impaired, speech-impaired, and orthopedically-impaired students, mentally retarded, andmulti-handicapped and others, and other elimination of social barriers and discriminationagainst disabled persons, and (d) inclusion of the Special Education for Disabled (SPED)course in the curriculum.

The National Government shall provide these state universities and colleges withthe necessary special facilities for visually-impaired, hearing-impaired, speech-

impaired, and other orthopedically-impaired students. It shall likewise allocate thenecessary funds in support of the above.

RULE III

SECTION 1. Quality Education for Learners with Special Needs

1.1 Learning institutions under this rule shall admit all learners with special needswhether in academic, vocational or technical courses and other training programsexcept in the following instances:

a) If the learning institutions have already accepted learners with special needs andfurther acceptance will render the teaching personnel and facilities less affective.

b) If the learning institutions do not meet the criteria set by the Bureau of SPED andare not included in the financial assistance program except for government andstate owned learning institutions shall be encouraged and provided necessaryassistance to comply with the requirements of this rule and shall be subject tomonitoring, supervision and assessment.

c) Teacher training institutions are enjoined to include basic SPED courses at theundergraduate and graduate levels of education and in other related areas.These courses shall equip teachers with the skills needed to modify content andthe teaching approaches used in ordinary classrooms so as to give curriculum

access to learners with special needs and in working with parents and thespecialists shall also be developed.d) Teaching institutions shall offer scholarships programs to SPED teachers in

coordination with the Department of Education, Culture and Sports, Commissionon Higher Education and other government and non-government agencies.These programs can be provided through alternative training models to includebut not limited to short term courses, distance education, mobile training, andmodule instruction.

1.2 Formal Education

To provide learners with special needs to access to basic education, learning

institutions shall offer integrated education.


37/63


37

In order to ensure that quality education is accessible, the following componentsnamely, curriculum, educational programs, teaching methods and services shall begiven importance by learning institutions:

1. For persons with visual impairment in the preparatory, elementary and early

secondary levels modified curriculum shall include but not limited to, sensorytraining, special instruction in braille reading and writing, mathematics, orientationand mobility, music and typing.

Preparation for integration and mainstreaming must be worked out in the earlyyears of schooling at the elementary level to assure that visually impairedchildren just like other children with special needs except those possibly withmental retardation are educated with their nonhandicapped peers to the fullestextent possible. For post secondary vocational to tertiary levels they shall beintegrated and mainstreamed and undergo the regular curriculum. Learners withvisual impairment in these levels shall be given the necessary service such as:reading, writing braille, record library services, orientation and mobility, optical

and medical services, counselling and other assistance.

2. For persons with hearing impairment, modified curriculum shall emphasizecommunication and language development which is tailored to meet the learners’educational needs. The curriculum shall include special instruction in speech,speechreadi

Documents

CHED Guidelines