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History of Special Education (in the world and in the Philippines) — Transcript

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0:00hello everyone we are now down to our
0:02second topic for our subject profit 4
0:05foundation of special and inclusive
0:07education with guidance and counseling
0:09for today we will have the history of
0:11special inclusive education in the
0:13philippines
0:14but later on you will also be introduced
0:16to the significant events
0:18and contributors for the world history
0:20so are you ready
0:22let's start today's topic will have
0:25three
0:25main objectives and these are to trace
0:29the history and movements of special
0:30education specifically in the
0:32philippines
0:33create a timeline for the history of
0:35sped emphasizing the significant events
0:37and contributors
0:39and advocate the importance of special
0:41education in the philippines
0:43through a short essay or paragraph for
0:46your main activity this will be timeline
0:48making
0:50now i want you to check this one in your
0:51module and if you're done you may review
0:54your timeline by following the rubric as
0:56our assessment tool
0:58the resource for this topic is on deck's
1:00special education division
1:021999 handbook and inclusive education
1:07now before we'll proceed with a history
1:09in tracing the history of sped in
1:11ie let us first have a short definition
1:14of the two main concepts we have in our
1:16subject
1:17the inclusive education was already
1:19introduced to you last time that special
1:21education
1:22was not yet shared so special education
1:26is the practice of providing
1:27individualized instruction
1:29and support to students with
1:31disabilities or learning difficulties
1:34and inclusive education on the other
1:36hand is the practice of educating
1:38students
1:39with disabilities alongside their peers
1:42without disabilities in the same
1:43classroom
1:44it is meant for all learners so we
1:46already know the difference of these two
1:48right
1:49when we talk about special education
1:51this emphasizes
1:53the catering or an individualized
1:56instruction and support for learners
1:58with disabilities
2:00however for the inclusive education not
2:02only the learners with disabilities
2:04but also the regular learners so they
2:06are actually mainstreamed in a regular
2:09setting now why are these two
2:13concepts related let us
2:16i want you to check this concept map
2:18here is a mind map or concept map
2:21that attempts to convey how we can view
2:24relationship between special education
2:26and inclusive education
2:28so since i already shared to you the
2:30principles of
2:31inclusive education in our first topic
2:35we will have the relationship of the two
2:38how
2:38is inclusive education helpful
2:42in the attainment of the needs of the
2:45learners in a special class
2:47so so far special education has existed
2:51without inclusive classroom practice
2:53these are commonly observed
2:56in the philippines we have a lot of
2:58special centers
3:00but none of these or very few only very
3:03few of the special centers
3:05are actually part of the inclusive
3:07setting set up
3:09so due to this oftentimes the
3:11responsibility of educating students
3:13with disabilities
3:14falls on the special educators not to
3:17the regular
3:18teachers because as i mentioned they are
3:21under the
3:22tutelage of the special education
3:24centers this
3:25results in students spending a lot of
3:27their school
3:28day school day outside the mainstream
3:30classroom
3:32in a small group setting so since they
3:34are not mainstream
3:36their uh their environment is limited
3:39only
3:40to those learners who also have
3:43disabilities
3:44just like them so diba you remember our
3:47our principal in the inclusive classroom
3:51or in inclusive society
3:53in the aspect of education we introduce
3:55the lre
3:57to our learners with disabilities that
3:59means
4:00the least restrictive classroom which is
4:03open to everyone so while this may be
4:06helpful in schools with teachers or the
4:09inclu the exclusive classroom for
4:13learners with disabilities are helpful
4:16helpful in schools where teachers or
4:18classrooms are not equipped to meet the
4:20needs of all
4:21this goes against the idea of inclusion
4:24this means
4:24we when we segregate students with
4:26disabilities that we do not provide them
4:29with the education they deserve within
4:30the classroom
4:32and it's it it's a kind of unfair thing
4:35that they do not experience
4:36the same experience that regular
4:39students are actually
4:41experiencing so it also may give
4:44deprivation or
4:45we may also deprive them for a
4:48repeatable quality education
4:50and social integration so
4:54while these two special education
4:56inclusive education
4:58are distinct practices that may exist by
5:01themselves
5:02each practice is actually stronger and
5:04more effective than these
5:06both of them coexist um
5:09last time right i mentioned to you that
5:12if the child
5:14if in if an inclusive classroom class
5:17if a child is ready to be mainstreamed
5:20then
5:20he can be mainstream in society however
5:23the mainstreaming
5:24may not be permanent depending on the
5:27need of
5:28the child with disability
5:32now let us start tracing back the
5:34history of sped
5:36so the history of sped and ie can be
5:38traced back
5:39during the great period or era until now
5:42in the 21st century
5:44now i'll be sharing to you first the
5:46world history then we will be down to
5:48the philippine history okay the great
5:51and roman period was known as the era
5:53it's the first um known history of sped
5:58which has become the era of
5:59extermination what's
6:01why it has become an era of
6:02extermination because this ability
6:05during this period is viewed as
6:07a punishment of the gods so they are
6:10considered as a bad or an evil sign
6:13or bad omen and they believe that an
6:16individual
6:17who is what he is now and forever so an
6:20individual though is what he is now and
6:22forever
6:23he can't be changed he can't be cured
6:26because
6:26he is in in he is a bad sign or
6:30an evil sign that receives the karma
6:34from the gods so there is the greek
6:36philosophers like plato and aristotle
6:38call for in
6:39infanticide so this means that whenever
6:42there was an infant
6:44born with disabilities she or he is not
6:47worthy to be born and have to be
6:48eradicated from the society
6:51and the philosopher cheryl cicero calls
6:54for the purity of the race
6:56which is a society free of defectives
6:59during this era class the need for
7:02military superiority is paramount so
7:04we know that during this time um
7:08what's in trend are is war war between
7:11one group to another
7:12so when someone was disabled because of
7:15war
7:16and is taken in the char in church which
7:19is taken in charge by the city
7:21the consequence or during this period
7:23the consequence during this period
7:26uh with which individuals with
7:28disabilities were chained
7:30left on heels to die throw off cliffs
7:33locked away or are drowned so they do
7:36not actually
7:37um what is that keep the sacred body of
7:41an individual
7:42once they are no longer worthy to be
7:44alive
7:45because for them they're no longer
7:47helpful they could be bad sign and they
7:50will be
7:50disabled forever so the father had the
7:53right to terminate child's life
7:56the deaf the blind and sick children
7:58have little or no more chance of living
8:01you see how brutal the people are in the
8:04time of the greek and roman period
8:07they don't give chances to people who
8:10are deaf and blind and biblically
8:12speaking in the old testament
8:14it is stated that god created man in his
8:17own image and likeness this is what i
8:19mentioned a while ago about philosopher
8:21cicero
8:21who calls for purity of the race which
8:24is called uh society free of defectives
8:27this implies that having a disability is
8:31a symbol of
8:32impurity so if you are disabled whether
8:35it's
8:36um because of war or biologically
8:39inherited
8:41you are actually considered as an impure
8:44individual
8:46during the medieval times or the middle
8:48age it is now called the era of ridicule
8:51or humiliation
8:53so the medieval time are those with
8:56during the medieval time those with
8:57disabilities were
8:58used as servants or fools some were
9:01still put to death
9:03and dwarves were even used as clowns
9:06and overall really killed for
9:07deformities and behavior
9:10so this uh it is a time for rigid case
9:12system also
9:13um i know if i don't know if you're
9:15familiar with the case system
9:17this um this presents idea that
9:22if you are poor if you are defective
9:25then you are outcasted in the community
9:27you are actually excluded in the
9:29community
9:30so there is very high manifestation of
9:34exclusion during the medieval
9:36period for the renaissance the
9:38renaissance time was the era of the
9:40asylum
9:41it was during this time that the
9:43catholic church accepted those with
9:45disabilities as swords of state
9:47so slowly people are becoming aware
9:51of what a disability mean and
9:54how do they need to be um assisted
9:58or taken cared of and these
10:01disabled individuals or individuals with
10:03deformities are cared for in its in
10:05isolation
10:07there was no education at first but
10:09human treatment was already done
10:11so their belief still once disabled
10:15always disabled but can still be seen
10:18and can which can still be seen in the p
10:20in this period although
10:22it has already um developed
10:25their awareness was already developed
10:27because of the movement of
10:29the action of jesus christ behind the
10:31bible
10:32where he took care of the sea
10:36healed them or treated them and
10:40informed people that they should not be
10:42someone whom we can be afraid of
10:44because they are also human
10:48now after the renaissance is the period
10:50of educability which emphasizes the
10:52philosophy that
10:54without education there is no humanity
10:58it's also the time after those periods
11:00of renaissance medieval
11:02and um greek
11:05um here comes in the idea of
11:09inclusion now before we'll have
11:12um deeper understanding and inclusion
11:16and the history of inclusion how did it
11:18come about in
11:19its history from sped down to
11:22inclusivity
11:23let us know first some of the
11:25contributors of
11:27special needs educator or special
11:28education who really advocated the idea
11:31of helping
11:32people with special needs so some of
11:34these experiences with
11:35were with pedro ponce de leon from spain
11:39who created the first documented
11:40experience about education for the deaf
11:42children
11:43so he actually um served as an educator
11:46for the church
11:47for these children who cannot hear
11:51we also have abby charles michelle dop
11:53from paris who created the institute for
11:56swords or the institute for the deaf and
11:59then we have louise braille who invented
12:01the braille script
12:03braille script class is actually used by
12:05blind people
12:08this is their way of understanding or
12:10knowing how to read
12:12and recognizing letters of the alphabet
12:15later on we will have more discussion on
12:17braille system by louise braille if we
12:20will be
12:21in the topic already of
12:24different difficulties especially the
12:26difficulty in seeing
12:31then came the pioneers of sped so that
12:34is why they are known as pioneers
12:35because they were the first contributors
12:37in special
12:38education so they advocated teaching and
12:41helping learners with
12:42special needs so we have number one john
12:45mark despard itard
12:47itard is a french physician and educator
12:49who was one of the first earliest
12:51teachers to argue that special teaching
12:53methods
12:54could be effective in educating disabled
12:56children
12:57so in between 1801 and 1805 itard used
13:01systematic techniques to teach a boy
13:03named victor
13:04he taught him how to communicate with
13:06others and how to perform daily living
13:08skills such as dressing himself
13:10now today ethard is recognized as one of
13:13the founding fathers of special
13:14education
13:15he became the first person to develop a
13:18student-centered approach within
13:20his curriculum that emphasized
13:21individual child the individual child
13:24later on we will be discussing about
13:26individual educational program which is
13:28actually
13:29which came from the idea of etard on a
13:32student-centered approach for an
13:33individual
13:34child having special needs so his work
13:36with victor
13:38who is known as the wild boy of alveron
13:40earned it
13:41an international reputation
13:44we also have edward sagin edward sagin
13:47is a french psychologist
13:49who had studied with ethard immigrated
13:52to the united states and developed
13:53several
13:54influential guidelines for educating
13:56children with special needs so he
13:59this is particularly on children with
14:01mental retardation
14:03so seconds education programs stress the
14:06importance of developing independence
14:08and self-reliance
14:09in displays in disabled students by
14:12presenting them
14:13with a combination of physical and
14:16intellectual tasks
14:19we also have maria montessori
14:21montessori's education is a flow of
14:24experience that builds on the continuing
14:26self-construction of the child in their
14:28daily
14:29weekly year and yearly for the duration
14:32of the program
14:33so our schools are divided into
14:35multi-age classrooms
14:37which compose of the first the parent
14:39and infant this is age
14:410-3 and then preschool age three to six
14:44and lower and upper elementary
14:46age six to nine and nine to twelve then
14:48we have the middle school
14:49age twelve to fourteen so the prepared
14:53environments
14:54introduce an interrupted series of
14:56learning passages which is a continuum
14:58in a continual manner
14:59this does not happen only in one setting
15:02or in one month
15:03this continues as soon as as long as a
15:07child
15:08is willing and is still in the
15:12in the state of learning so the prepared
15:14environment
15:16by maria as maria's concept
15:20is the environment that can be designed
15:22to facilitate maximum independent
15:24learning and exploration by the child so
15:27in a shorter um this description or
15:30explanation
15:31her way or according to maria that
15:34children should learn or regardless of
15:36their ability
15:38they should learn through exploration
15:41they should learn through experience
15:43like they learn inside the classroom
15:46in a set up mariama disorder is set up
15:49wherein they they develop their basic
15:53skills at the same time
15:54learn other skills so common practices
15:57common um activities that are done in
16:00the schools
16:02especially for the children preschools
16:04we have like
16:05tying of shoes and bottling and then
16:08buttoning of shirts
16:10and then holding of spoon and fork so
16:12those are very basic skills but they are
16:14the foundation for learning
16:16that's montessori's idea of learning so
16:20she actually prepares children in an
16:22environment
16:23where and they will be prepared on what
16:26uh on what the real things are happening
16:28in the real
16:29in their real life okay so we also have
16:33ovida de crowley
16:34according to dr crowley the school will
16:37be located wherever is the nature
16:39wherever life is wherever the work is
16:42and wherever the work is
16:43so in 1901 the crowley founded a school
16:46for children with mild
16:47disabilities particularly on behavioral
16:50disorders learning disabilities
16:52and light mental retardation the crowley
16:55gradually invented his pedagogy
16:58in teaching children with special needs
17:01and in 1907
17:03he founded a school for ordinary
17:05children with the same pedagogy so he
17:07does not only
17:09focus on children with special needs but
17:11also those
17:12children who are actually ordinary or
17:15regular children
17:17but needs to also experience real life
17:19experiences
17:21and whatever is
17:24most important in learning or in
17:27learning development
17:30so in the last century in the 1900s
17:34biological emphasis to medical model
17:36then to institutional care were observed
17:39starting from the era the earliest era
17:42down to the to the latest or to the
17:45known contributors different
17:49emphasis on um education special
17:52education
17:53where were presented and
17:56although there are different
17:58presentations or there are different
17:59experiences in special education develop
18:01in the development of special education
18:04the goal is for people to be aware
18:07on on the society that there are certain
18:12people
18:12who really have special needs so from
18:151900 to 1950s there was compulsory
18:18education
18:19so the creation of classes or schools
18:21fundamentally
18:23blind death etc were also implemented
18:26after the second world war the creation
18:28of special
18:29education system was organized in
18:32parallel to ordinary
18:34system this now came the idea of
18:38inclusive education before
18:41when uh the idea is still segregated
18:44where
18:45learners with specialists or people with
18:47special need needs are segregated in one
18:49area or in
18:50one set up now we are opening
18:53uh the environment or the community is
18:56now
18:57slow uh opening to an idea that
19:00these people with special needs can be
19:03part of
19:04the society where learners or where
19:07people who are regular
19:08are in so to sum up there are four
19:13periods of special needs education
19:15number one the instruction for pupils
19:18with sensory disabilities
19:20many disabled children were excluded
19:22from school number two
19:23the care for the disabled the medical
19:25care and rehabilitation
19:27children are segregated into homogeneous
19:30groups and number three
19:31the principle of normalization and
19:33integration and then number four
19:35we have the educa educational equality
19:38and equal educational services or the
19:41inclusion
19:42so we know that inclusive education is
19:45now widely accepted
19:47with its pedagogical and policy
19:49principle
19:50but the history has been long
19:54and it's difficult starting from the
19:56time where people are still ridiculed
19:59humiliated and even excluded in the
20:02community
20:03until in the time of awareness and
20:06advocacy or initiative with the
20:10different contributors or people
20:12who gave their passion or their advocacy
20:15advocate
20:16advocacy to learners or to people with
20:18special needs
20:20so this time um i discussed to you a
20:23while ahead the idea of inclusive
20:25education because
20:27i would want you to understand its
20:28principle in order for us to truly know
20:32why it's very important how important it
20:35is in the attainment of the goal of
20:38special education
20:39which is independence of learners with
20:41special needs in the society
20:45now let us proceed to the history of
20:47spain in the philippines
20:49spent in the philippines started in
20:521900s during the american colonization
20:54in the country
20:55the growth of special education in the
20:58philippines
20:59has been given a relatively good support
21:01of these years
21:02both by the government non-government
21:04organizations and stakeholders in
21:06response to the needs and challenges of
21:08the times
21:09the level of awareness of both the
21:11government and the private sector in
21:13providing equal opportunities to
21:15children with special needs
21:16have considerably increased one positive
21:19development in special education
21:22is the implementation of republic act
21:2470-77
21:25or otherwise known as the magna carta
21:27for disabled persons
21:29it's an act providing for the
21:30rehabilitation self-development and
21:33self-reliance
21:34of disabled persons and their
21:36integration into the mainstream of
21:38society
21:39in support of this legislation the
21:41government
21:42of the department of education has
21:45directed all school divisions in the
21:47country to establish
21:48special education centers to help
21:50provide effective delivery of special
21:52education services
21:54nationwide so here are some
21:57of the uh known contributors
22:01since i mentioned a while ago that sped
22:03in the philippines
22:04has became popular or has really um
22:08roused uh roast in our country during
22:12the american
22:13regime or the american colonization so
22:15four of the
22:17four of our american
22:21american influencers have great
22:24contribution to our special
22:26education program in the country we have
22:28number one
22:29fred atkinson fred atkinson is the
22:31general superintendent
22:33during the time he proposed that the
22:36deaf and blind children should be
22:37enrolled in schools like the other
22:39children
22:40after discovering that they are in
22:42census in essence in manila and nearby
22:44provinces
22:45so we all know that most of the
22:48the popular schools during this time
22:51were still found in luzon
22:53and a lot of influencers
22:57who are americans have helped improved
23:01the quality or the development or
23:03improved
23:04the establishment of special education
23:07in our country
23:08we also have the light rise delight rice
23:10is the first ever
23:12known teacher volunteer teacher for this
23:15bed
23:16the hearing daughter of deaf parents was
23:18the first teacher of the deaf in the
23:20philippines
23:21and this was in 1907. so she
23:24and david burrows this other contributor
23:27established the manila is the institute
23:29for the deaf and the dumb
23:31now called philippine school for the
23:32deaf located in harrison pasay city and
23:36we also have maria villa francisco who
23:38was
23:38appointed as the first filipino
23:40principal of the school this time
23:42um he is now she maria is now a filipino
23:45principal
23:46who volunteered for the uh being the
23:49principal
23:50the principal for the school for the
23:52deaf and the blind
23:55now here are the earliest years noted to
23:57have important events
23:59in the history of special education in
24:01the philippines
24:03in 1927 the government established
24:05welfare veiled children's village
24:07in mandaluyong where the jose fabilia
24:09memorial school
24:11was founded by dr joseph abella the
24:13father of public health and social
24:15welfare
24:16the joseph billiam memorial school is a
24:19public integrated special school
24:21located in welfareville compound
24:23mandaluyong city in metro manila
24:26it is founded on december 3 1925
24:29as the warefield veal school and it is
24:31considered as one of the oldest
24:32educational institutions in mandaluyong
24:34city
24:35and is currently one of the four public
24:37special schools in the philippines
24:39it serves as the umbrella organization
24:41of 12 special education units located in
24:44the different parts of metro manila
24:46and rizal it offers kindergarten
24:48elementary secondary
24:50junior and senior high school and
24:51special education to regular students
24:53and students with additional
24:55needs in 1945 the national orthopaedic
24:59hospital
25:00opened its school for crippled children
25:02or the nohscc
25:05this school for crippled children is a
25:06national special school
25:08that provides formal informal education
25:11to children
25:12with exceptional needs whose commonality
25:14is being orthopedically handicapped
25:18it was established in 1947 when the noh
25:21director jv de los santos
25:23felt a need of having special education
25:25teachers to conduct bedside teaching to
25:27a greater number of patients who were
25:29elementary school children
25:31these children were whose nature of
25:33ailments is in need
25:35is need months or years of hospital
25:38confinement
25:39received instruction at first from
25:41volunteers
25:42and later on from teachers requested by
25:45the hospital from the defunct bureau of
25:46public schools
25:48in 1949 the quezon city science high
25:52school for gifted learners was
25:54inaugurated
25:55and philippine foundation for the
25:56rehabilitation of the disabled
25:58was organized the vision of providing
26:00splendid opportunities for the more
26:02talented students of quezon city
26:04and those who have great interest in
26:06mathematics and science
26:07came into reality when mrs harmon hilda
26:10g margate the division science
26:13supervisor
26:14conceived establishment of the science
26:16high school in quezon city
26:18this idea was announced by mr alfredo j
26:20andal
26:21city superintendent of schools in the
26:23year 1967.
26:26in 1952 a pilot school for the sped at
26:30the philippine
26:30women's university of mentally
26:32handicapped children
26:34was started all children from the school
26:36were transferred from the special
26:38child study center in cabal quezon city
26:41in 1957.
26:43in 1953 the el sri gotchas village was
26:46established in laban rizal
26:48to take care of the abandoned and
26:49orphaned kids and young person with
26:51physical and mental disabilities
26:53take note classes that this elsi
26:55gotcha's village was owned by american
26:57couple
26:58and was later on turned over to the
27:00government for the support
27:02of these children who are orphaned and
27:04abandoned
27:06so home to many abandoned children elsie
27:08gotcha's village
27:09accommodates about 470 people who suffer
27:12from a range of mild to severe mental
27:14disorders
27:15those who suffer from such diseases
27:17demand constant care and resources to
27:20help support their everyday life
27:22in 1954 the first week of august was
27:25declared a site saving week
27:27so last july 5 1954 through the
27:30proclamation number 40 president
27:33ramon magsaysay he declared the first
27:35week of august of every year aside
27:38conservation week since then the month
27:40of august has been celebrated aside
27:42saving month
27:44the celebration aims to emphasize the
27:46importance of protecting and taking good
27:47care of the eyes
27:49likewise the celebration encourages the
27:52public to be aware of available means of
27:54restoring lost eyesight
27:56and the value of organ donation
27:58particularly to corny and eye donation
28:04in 1957 the bureau of public schools or
28:07bps of the department of education and
28:10culture
28:10created the special education sector
28:13sector or section
28:14for the particular subjects and services
28:16division
28:17so here in this year actually class
28:20there are already
28:22um specific subjects
28:25particularly for sped um education or
28:29special education so later on it was
28:31then
28:32um realized that there would be course
28:34for especially for
28:36sped so in 1958 the regional office of
28:39the american foundation
28:41for overseas blind or o alphob
28:44was opened in manila to help the deck by
28:48supplying consultancy services in the
28:50teacher preparation plan
28:51so with the approval of ra 3562
28:55this is the training of dec or
28:58department of education culture teachers
29:00scholars for blind children
29:02started at the philippine normal
29:04university
29:05so um teachers who were trained during
29:08this time are actually regular teachers
29:10class
29:11they were not actually um sped teachers
29:13so they were
29:14trained by um scholars
29:18and are expected to teach or accommodate
29:22children who are blind in the community
29:24especially in the pnu
29:28in the ra 5250 which is also related to
29:32ra 35
29:33uh the related to the previous uh
29:36republic act
29:37in 1970 the government updated the
29:4010-year training for teacher for
29:42children with behavioral problems
29:45which started in university of the
29:47philippines so this time
29:49um it was the
29:5210-year training for the teachers um in
29:55order to cater
29:56children with behavioral problems so it
29:59happened in the university
30:00of the philippines then in 1975 the
30:03division of manila city schools
30:05implemented the syllabus concept of
30:07special education in the philippines in
30:09the public elementary schools
30:11what is concept this means implementing
30:14and promoting the inclusion of children
30:16with disabilities with regular schools
30:18through the philippines so as you can
30:19see
30:23introduces already the idea of inclusion
30:27in which disabled children or children
30:30with disabilities
30:32are in uh are promoted are
30:35introduced or are encouraged to be part
30:39of the regular schools
30:41in some schools in the philippines
30:45then in 1980 the school for the crippled
30:47children at the southern island hospital
30:49in cebu was organized
30:51in 1995 it was the first national
30:54congress on mental retardation at the
30:56university of the philippines in the le
30:57mans quezon city
30:59and the first national sports summit for
31:00the disabled and elderly were held so
31:03um during this first national sports
31:05summit
31:06there were a lot of activities intended
31:08for the disabled
31:10children or the disabled individuals one
31:12of those very common class is the
31:14marathon for the crippled
31:17so i'll i want you to check on this in
31:20the internet what are some of the
31:22activities and
31:23how were these activities actually um
31:26um happened how did this activities
31:30happen in the past
31:32then in 1997 inclusive education was
31:34officially adopted by the department of
31:36education in the philippines
31:38as a viable educational alternative to
31:40cater to the needs of the learners
31:42with disabilities now we understand
31:46that even up until now from that year
31:481997 and up until now
31:50inclusive there was no full
31:52implementation yet of inclusive
31:53education because
31:55our number one um challenge is that
31:58the facilities and the budget of our
32:01country
32:01of the department of education however
32:04the idea of inclusion
32:06to children with different abilities and
32:09talents and even
32:10um beliefs was already
32:14accepted even in the year 1997
32:17and then in the year 1998 so it's under
32:20dex order number five series of 1998
32:23there is reclassification of regular
32:26teacher and principal items to special
32:28education teacher and special
32:30special school principal item so since
32:33um during the training in the past and
32:36then later on
32:37um courses for special education were
32:39already offered
32:40there is now there is a classification
32:43of regular teachers and principals
32:45to the special education teachers and
32:47special school principals items now
32:50i have not heard much of special school
32:53principal items
32:54but i have heard a lot already of
32:57schools
32:57offering special education courses for
33:01teachers who want
33:02four students who want to become future
33:05sped teachers
33:08then dex order number 33 series of 1999
33:12this is the implementation of the
33:13administrative order number 101
33:16directing the department of public works
33:18and highways
33:19or the decks and shed to provide
33:20architectural facilities or structural
33:22feature
33:23for disabled persons in all state
33:25colleges universities and other
33:27buildings
33:28later on class you will know what a
33:30specific law
33:31is actually implemented under this or
33:34related to this
33:35debit order or dex order number 33 dep
33:38ed formerly known as dex
33:39class department of education culture
33:42and sports
33:43uh you will know later on what specific
33:45legal foundation or legal base
33:48can be related to this this uh that's
33:50the bp 344 if you have read already your
33:53next module
33:54so this emphasizes on the provision
33:58of architectural facilities or any
34:00structural feature for disabled person
34:02in state colleges university and even in
34:05other establishments as long as its
34:07public
34:07establishments then we have the dex
34:10order number 11 series of 2001
34:12which recognizes special education
34:14centers in the philippines so there are
34:17already
34:18um special education centers right now
34:20which are
34:21recognized by dep ed and we have one uh
34:24we have already i think few
34:26in bukit non we have one in impasogon
34:29that's under jaika
34:31um foundation and we also have the
34:34welcome home foundation in sun pong i do
34:36not know if that's still working right
34:37now
34:38and we also have this pet center in
34:41um national and in mscch or the malabala
34:45city central school
34:47so there they are actually catering
34:49spread
34:50learners who are at first
34:53um what is that um separated in
34:57in special classroom and then later on
35:00uh mainstreamed in the regular classroom
35:05then in 2002 an ongoing mobile teacher
35:07training program by the department of
35:09education
35:10and the university of the philippines
35:12trained regular and special education
35:15teachers on how to educate children with
35:17special needs
35:18then in 2010 or the special education
35:21act of 2010
35:22this is an act establishing at least one
35:24special educa
35:26special education center for each school
35:28division
35:29and at least three special education
35:31centers in big schools division for
35:33children
35:34with special needs guidelines for
35:36government special
35:37financial assistance and other
35:39incentives and support
35:40now um as additional for your activity i
35:44would like you to search on
35:46sped schools or sped centers in bokidnon
35:51you try to ask how many or what are the
35:54different schools
35:55sped centers in valencia
35:58in malaya and even in the other
36:00municipalities so that's
36:02according to the special education act
36:04of 2010
36:06this should have or every
36:09division should have at least one sped
36:12center
36:12and in the bigger school divisions like
36:15we have bukit non
36:17um there should be at least um sped
36:19centers also
36:21that of course follows the guidelines
36:24from the government and financial
36:26assistance and other incentives and
36:28support should also be provided by the
36:30government
36:32okay so i think that those are all the
36:36um important events in the history of
36:39sped
36:40now i would like to leave you with this
36:42quote
36:43history cannot give us a program for the
36:46future but it can give us a fuller
36:47understanding of ourselves
36:49and of our common humanity so that we
36:51can better face the future this is
36:52according to robert penwarin
36:54and i know that this is part of your
36:56model part of the activity in your
36:58module
36:59which i won't be um sharing the
37:03thought my idea on this but i'll just be
37:05reading some of your ideas in your
37:06module
37:08so um i would like to say that
37:11um history of the uh of sped in the
37:14philippines
37:15have taken a long way
37:18in order that it can be fully
37:21implemented and recognized in the
37:23country
37:24however there are lapses but these
37:26lapses also help
37:28contributors and teachers and school
37:31leaders
37:33improve or evaluate more intervention
37:36intervention programs in order that
37:38sped can spend or the special education
37:41program
37:42can really keep their learners with
37:44special needs and at the same time
37:46this uh this the goals or the aims of
37:50special education program which is
37:52independent independence to
37:55children with special needs will be
37:57achieved so truly the present and the
37:59future waves of transformation
38:01brought about by the different periods
38:02of events in the history
38:04it places us the advantage of bridging
38:06special education of yesterday
38:08and special education of tomorrow so we
38:11in education after all
38:13prepares tomorrow's adults not only
38:16adults these
38:16are our learners not only for a life of
38:19work
38:19but also for a life of birth i actually
38:22got this
38:23idea from teresita in song
38:27who was one of the researchers about
38:30sped
38:31history of spent in the philippines she
38:33shared about
38:35the importance of knowing the history of
38:38sped in the philippines
38:40in tomorrow's result on how
38:44sped can help better
38:47can better help people or filipinos with
38:50special needs
38:52okay so here are our references for
38:55today's lesson for today's topic i hope
38:58you
38:58try to read open these references
39:02and then you can also have additional
39:04information
39:06aside from what i've shared to you
39:09in this video so i hope you learned
39:11something from our
39:13topic for the special for the history of
39:15special
39:16education in the philippines
39:19thank you so much and have a good day
39:24um you wait for the next video and until
39:27the next
39:28time bye everyone

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