The Creation of a Separate Bureau for Special Education in the Philippines
Creating a Bureau of Special Education is an outright attempt to confuse not only the children but also the personnel involved.
It is a simple contradiction to the very thrust of Special education which is to mainstream the children with special needs.
The Department's SPED has already been implementing the following instructional programs:
Self-contained or special class is a separate class for only one type of exceptionality that serves moderate to severe types of disabilities.
Itinerant teaching is another program wherein the SPED teacher travels to reach out to children with special needs in other schools or at home to provide direct and consultative services.
Resource room is a designated place where the child with special needs enrolled in the regular school system goes to in order to a specialized equipment either in a tutorial situation or in a small group session handled by a SPED teacher.
Pull-out is a kind of initiative where the child enrolled in the regular class reports to the resource room for a period of time for special instructions by the SPED teacher.
In integration and mainstreaming, the child with special needs is enrolled in a regular class with support services depending on the degree of integration. In partial integration, the child enrolled in a special class is integrated with regular children in non-academic activities like work education, physical education, arts, school program, among others and then gradually integrated in the academic subjects when qualified. IN full integration, the child joins the regular class in all academic and non-academic subjects.
The last but not the least is the inclusion - the child with disabilities, regardless of the nature and severity of her disability and need for related services, receive total education within the regular classroom program.
With all these pronounced prior to the motion to create a separate bureau for special education, posed an utter contradiction of
It is a simple contradiction to the very thrust of Special education which is to mainstream the children with special needs.
The Department's SPED has already been implementing the following instructional programs:
Self-contained or special class is a separate class for only one type of exceptionality that serves moderate to severe types of disabilities.
Itinerant teaching is another program wherein the SPED teacher travels to reach out to children with special needs in other schools or at home to provide direct and consultative services.
Resource room is a designated place where the child with special needs enrolled in the regular school system goes to in order to a specialized equipment either in a tutorial situation or in a small group session handled by a SPED teacher.
Pull-out is a kind of initiative where the child enrolled in the regular class reports to the resource room for a period of time for special instructions by the SPED teacher.
In integration and mainstreaming, the child with special needs is enrolled in a regular class with support services depending on the degree of integration. In partial integration, the child enrolled in a special class is integrated with regular children in non-academic activities like work education, physical education, arts, school program, among others and then gradually integrated in the academic subjects when qualified. IN full integration, the child joins the regular class in all academic and non-academic subjects.
The last but not the least is the inclusion - the child with disabilities, regardless of the nature and severity of her disability and need for related services, receive total education within the regular classroom program.
With all these pronounced prior to the motion to create a separate bureau for special education, posed an utter contradiction of