Abstract

Researchers: De Jesus, Joanna May D.

Sison, Amapola T.
Viado, Danesa C.

Title: A Case Study on Multiple Disabilities (Silahis ng Katapatan SPED Center in

Rafael Palma Elementary School)

A. Objectives
General
 To study the disability of the one student in Rafael Palma
Elementary School, Vito Cruz cor. Z. Roxas St. 763,Manila City
 To Identify a child with special needs
Specific
1. Describe the situation of a special child in terms of his/her environment and
family background (nature and nurture);
2. Recognize the scholarly need of a special child;
3. Interpret the meaning of the behavior of a special child (with multiple disabilities);
4. Compare the situation of a special child inside the home, school and outside
world;
5. Support gathered data with innovative and latest development articles;
6. Describe and criticize the condition of the SPED school the child is attending;
and
7. Make recommendations and suggestions on how to improve the training and
education of the special child.

B. Profile of the child

The Case of the Child
“Jose” is a child with multiple disabilities. He is a slow-learner and a child with
speech problems since he has a cleft palate. His head circumference is not normal
at his age. The implication of these is that his mental ability is not normal (mentally

1
 retarded). He also has only one normal and functioning ear. He is the fourth son.
Her mother gave birth at the age of forty-five (45). While his mother was conceiving,
Marlon was not able to be checked monthly (pre-natal check-ups).

Family Background
During his childhood days, he didn’t experience prolonged high fever or any
serious illness cases. His immunizations and vaccines were complete.
There were no traumatic experiences of the child. He now lives with both
parents and the relatives of the child accept him because he is a special child.
However, the child is really attached with his father and it was always like this.
The family members, according to the parents of “Jose” experienced
neurological disorder, learning difficulty, reading difficulty, hearing problems,
emotional instability, physical disabilities, retardation, school failure(severe) and
speech problems.

C. Results
The findings of this study:

We have two findings based on the interview from the special education
teacher of the SPED center and from the case history record of the child.

The SPED center caters to all kinds of disabilities present in the community.
It desires to develop the community into a productive one through quality education.
However, the school only has one (1) Special Education teacher that duties from six
o’clock in the morning (6:00 AM) until twelve o’clock noon (12:00 NN). The teacher
is alone and he can’t handle and manage the class effectively since he doesn’t have
a co-teacher. That is under the standards of the ideal set-up of a SPED classroom.

The implication of this is that our subject “Jose” cannot move on with his
condition. Even if his family is helping him out that is not enough. The school-
parent relationship and communication is not evident so the parents are not advised

2
 and not informed about the developments of the child or what part he/she should
improve in.

“Jose” is one of the ten (10) children who need special training to be able to
make them feel that they are a part of the society as Commission on Human Rights
(CHR) 11 Regional Director Alberto Sipaco Jr. said. It is true that the secret of the
success in the field of the desire of the SPED is this: "It's a great help for them to be
able to communicate and get in touch with other parents, because children learn not
only from teachers but mainly from parents," Diana Sipaco, PMAG program
manager and wife of the CHR regional chief said.

D. Recommendations
1. Memorandum in Special Education
a. DECS Order No. 14, s. 1993 - Regional Special Education Council
b. DECS Order No. 1, s. 1997 - Organization of A Regional SPED Unit and
Designation of Regional Supervisor in-charge of Special Education
c. DECS Order No. 26, s. 1997 - Institutionalizing of SPED Programs in All
Schools
d. DECS Order No. 5, s. 1998 - Reclassification of Regular Teacher and
Principal Items to Special Education Teacher and Special School Principal
Items
e. DECS Order No. 11, s. 2000 - Recognized Special Education (SPED)
Centers in the Philippines

2. a. Establishment of SPED Centers as Resource Centers

b. Training of Trainers on SPED
c. Provision of Technical Assistance on the Organization/Expansion of Services
for Children with Special Needs
d. Monitoring and Evaluation of Program Implementation

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3. Formulation of a comprehensive action plan with well-defined objectives and
programs for various target groups in the community.

4. Able to know the weakness and strength of the child.

5. Establishment of collaborative networks with other community. Plans for

prototype in-service education programs to upgrade the competencies of
administrators, supervisors, coordinators, teachers as well as the non-teaching
special education personnel.

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 CHAPTER I
Background of the Study

Special Education has been established in the Philippines way back in 1993
when children with special needs are recognized by many people especially the
government. They realized that these children have limited or no access to basic
learning opportunities. With this, as an answer to the challenge of the government of
education for all, that all students have the right to a quality education no matter what
their status are, they formulated the DECS Order No. 14, s. 1993 “Regional Special
Education Council”.

Having this knowledge, we as future preschool teachers from the Philippine

Normal University, having Special Education as part of our curriculum, would like to
extend our hands to help these children by using our skills and abilities. One part of this
is by making this case study regarding one of the common problems among special
children, which is Multiple Disabilities, studying a subject and focusing on the subject’s
situation. In line with this, we present to you the objectives and purpose of our study
about the case study “Multiple Disabilities (Silahis ng Katapatan SPED Center in
Rafael Palma Elementary School).”

Objectives:
1. Describe the situation of a special child in terms of his/her environment and family
background (nature and nurture);
2. Recognize the scholarly need of a special child;
3. Interpret the meaning of the behavior of a special child (with multiple disabilities);
4. Compare the situation of a special child inside the home, school and outside world;
5. Support gathered data with innovative and latest development articles;
6. Describe and criticize the condition of the SPED school the child is attending; and
7. Make recommendations and suggestions on how to improve the training and
education of the special child.

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 The purpose of this study is to prove that the case of our subject has is similar to
the data gathered from the parents, teacher, and student and from related literature and
to compare the subjects’ situation to those who are present in Silahis ng Katapatan
SPED Center in Dr. Rafael R. Palma Elementary School.

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 CHAPTER II
The Setting

This chapter gives you the information about the setting of the schools, its vision and
mission and the limitation and delimitation of this study.

Map of the Location of the School

We had conducted our observation for the said case study at the Silahis ng
Katapatan SPED Center in Dr. Rafael Palma Elementary School located at Vito Cruz,
Manila. The school was founded early 1960’s under the inspiration of Dr. Rafael R.
Palma having the following as the school’s Vision and Mission:

Vision
A dynamic school responding to the challenges that come along with progress,
exercising initiative toward modernization and determined to produce better citizens of
tomorrow who are knowledgeable, well-trained, globally competitive of being a Filipino
with skills, aptitude to serve and excel in a fast changing environment.

Mission
The Dr. Rafael V. Palma Elementary School is committed to:
1. PUPILS – develop to their fullest potential;

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 2. TEACHERS – develop teachers who are really professionals, peak performers
and who work as a team;
3. NON-TEACHING PERSONNEL – develop integrity, teamwork and cooperation
to deliver quality service; and
4. PARENTS and the COMMUNITY – establish wholesome working relationship.

As for the Silahis ng Katapatan SPED Center, it has the following Vision and
Mission:

Vision
An effective special education program that will cater to all the needs of special
children towards compassion, dedication, excellence and professionalism of teachers in
SPED with the involvement of parents and society.

Mission
To maximize the potentials of different-abled children so to maintain a highly
functional and responsive network in achieving dignity in life and personal fulfillment.

Limitation and Delimitation

This study aims to focus on the subject and his case: Multiple Disabilities, using
the data gathered from the parents, teacher and the subject through interview and
observation. Aside from that, this study would like to also describe, criticize and make
recommendations about the status of the SPED Center and the education that the child
is having in the said center.

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 CHAPTER III
Related Literature

This chapter shows the related literatures had a certain extent, contribute in the shaping
up of this study.

Severe and/or Multiple Disabilities- People with severe disabilities are those who
traditionally have been labelled as having severe to profound mental retardation. These
people require ongoing, extensive support in more than one major life activity in order to
participate in integrated community settings and enjoy the quality of life available to
people with fewer or no disabilities. They frequently have additional disabilities,
including movement difficulties, sensory losses, and behavior problems.

Public Law 94-142 (the Education of the Handicapped Act, now called the
Individuals with Disabilities Education Act, or IDEA)- In order to be effective, educational
programs need to incorporate a variety of components to meet the considerable needs
of individuals with severe and/or multiple disabilities. Programs should assess needs in
four major areas: domestic, leisure/recreational, community, and vocational. These
assessments enable the identification of functional objectives (objectives which will
result in the learner’s increased skill and independence in dealing with the routine
activities of his/her life). Instruction should include: Expression of choice;
communication; functional skill development; and age-appropriate social skills training.
In light of the current Vocational Rehabilitation Act and the practice of supported
employment, schools are now using school-to-work transition planning and working
toward job placement in integrated, competitive settings rather than sheltered
employment and day activity centers.

Characteristics
Children and youth with severe or multiple disabilities may exhibit a wide range of
characteristics, depending on the combination and severity of disabilities and the
person's age. Some of these characteristics may include:

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 • Limited speech or communication;
• Difficulty in basic physical mobility;
• Tendency to forget skills through disuse;
• Trouble generalizing skills from one situation to another; and/or
• A need for support in major life activities (e.g., domestic, leisure,
community use, vocational).

Incidence
In the 2000-2001 school year, the states reported to the U.S. Department of Education
that they were providing services to 112,559 students with multiple disabilities (U.S.
Department of Education, Twenty-fourth Annual Report to Congress, 2002).

Medical Implications
A variety of medical problems may accompany severe disabilities. Examples
include seizures, sensory loss, hydrocephalus, and scoliosis. These conditions should
be considered when establishing school services. A multi-disciplinary team consisting of
the student's parents, educational specialists, and medical specialists in the areas in
which the individual demonstrates problems should work together to plan and
coordinate necessary services.

Commission on Human Rights (CHR) 11 Regional Director Alberto Sipaco Jr.- "This
means that one out of 10 children are physically or mentally disabled, and these
children need special training to be able to make them feel that they are a part of the
society," Sipaco said.
"We coordinate with the Department of Education (DepEd) and aim to train
parents how to handle their special or differently-abled children so these kids can join
regular classes and feel that they are not ostracized from the society. We also teach
them vocational skills or livelihood projects that can be income-generating," "It's a great
help for them to be able to communicate and get in touch with other parents, because
children learn not only from teachers but mainly from parents," Diana Said.

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 Persons with Disabilities (PWDs)- People with severe disabilities are those who
traditionally have been labelled as having severe to profound mental retardation. These
people require ongoing, extensive support in more than one major life activity in order to
participate in integrated community settings and enjoy the quality of life available to
people with fewer or no disabilities. They frequently have additional disabilities,
including movement difficulties, sensory losses, and behavior problems.

The National Coordination Committee on Disability (NCCD) - formed the National

Council for the Welfare of Disabled Persons which is comprised of national government
agencies, NGOs, representatives of organizations of PWDs, civic and cause-oriented
groups.

The National Council for the Welfare of Disabled Persons (NCWDP) - the NCWDP
is the governmental agency mandated to formulate policies and coordinate the activities
of all agencies, whether public or private, concerning PWDs.

Department of Social Welfare and Development (DSWD) - The Department

manages the social welfare services delivered to PWDs including the NCWDP. It
operates three disability-related vocational rehabilitation centers, a National
Rehabilitation Center and a special office for the Early Child Development Project.

The Magna Carta for Disabled Persons was a landmark piece of legislation that
was passed in 1992. It provided for the rehabilitation, development and provision of
opportunities towards self-reliance of PWDs and their integration into the mainstream of
society. However, there have been other major pieces of legislation that were passed
before the Magna Carta in order to attain full participation and equality of PWDs with
disabilities.

Care and Protection of Disabled Children ( C.A. 3203) The Act was passed in 1935
and mentions the rights of every child in the Philippines to live in an environment

11
conductive to his physical, moral and intellectual development and the duty of the
government to promote the full growth of every child.

Accessibility Law (Batas Pambansa Blg. 344) The Accessibility Law was passed in
1982 in order to enhance the mobility of people with disabilities by requiring certain
buildings, institutions, establishments and public utilities to install accessible facilities
and other devices, including transportation and communication devices.

Amendments to the Accessibility Law - were conducted through the implementing

rules and regulations (IRR) which were amended to increase the penalty for violations
while providing stricter identification of specific individuals and offices liable for
violations. The amended IRR also provides for the accessibility requirements with
regard to public transportation, which was not included in the original IRR.

White Cane Act (R.A. 6759) -The White Cane Act was passed in 1989. For the
purpose of raising public awareness of persons who are blind, the Act provides that the
1st day of August each year is declared "Whit Cane Safety Day". Through promoting the
recognition and acceptance of the "white cane" as a symbol of the need of blind
persons for specific assistance and as a reminder of the individuals duty to care for and
provide respect to PWDs.

Child and Youth Welfare Code (Presidential Decree No. 603) The decree was made
in 1995 and provides that among others, that "children with emotional disabilities or with
difficulties in social adjustment shall be treated with sympathy and understanding, and
shall be entitled to treatment and competent care; and children with physical and mental
disabilities shall be given treatment." Additionally, it provides for the creation of special
classes in every province and if possible, special schools for persons with physical,
mental, emotional disabilities and the specially gifted.

The Economic Independence of Disabled Persons Act (S.B. 1730) The Act was
passed in 1999 and requires that all governmental agencies, instrumentalities and

12
government owned and controlled corporations to source at least ten percent of their
supplies and equipment requirements from cooperatives of PWDs that are engaged in
the manufacturing and fabrication in order to support their economic independence.

The Magna Carta for Disabled Persons (R.A. 7277) The Magna Carta outlined a clear
and comprehensive national mandate for the elimination of discrimination against PWDs
in order to bring them into the social and economic mainstream of Philippine society.
The law allowed for the shift in attitudes of PWDs from being the object of charity to a
more participative partner in development. The Magna Carta ensured that the
Government played a major role in enforcing its provisions on behalf of PWDs.
Government agencies in coordination with NGOs were mandated to translate the
provisions of the law into concrete actions that benefit PWDs allowing them full
participation and equalization of opportunities in training, employment, education,
housing, health services and other opportunities. (see Appendix I for the complete text
of the Magna Carta)

The passage of the Magna Carta legislation gave more impetus on the
implementation of the Accessibility Law. It emphasized that full participation is a right
and as such PWDs should enjoy equal access to training and employment, education,
health and social services, built environments and public transport and other priority
areas.

The NCWDP, as mandated by law, is tasked to monitor and coordinate the

efforts of government agencies in implementing the Magna Carta. This is achieved
through its Board which is composed of departments and agencies which provides the
mechanism for addressing the multifarious needs of PWDs. The Board provides the
policies which are translated into programs/projects and services by individual member-
agencies which also include civic organizations and representatives from the disabled
sector.

13
 Rules and regulations have been formulated and disseminated for enforcement
to concerned agencies through advocacy campaigns, such as orientation seminars,
brochures, television and radio plugs.

Tax Exemption Under the Magna Carta provisions are made for the tax
exemptions and benefits for employers of disabled persons and those that provide
accessibility facilities in the work place. The following provisions are included under Title
Four of the Magna Carta Act under Section 42:
a. Any donation, bequest, subsidy or financial aid which may be made to
government agencies engaged in the rehabilitation of disabled persons and
organizations of disabled persons shall be exempt form the donors tax subject to
the provisions of Section 94 of the National Internal Revenue Code (NIRC), as
amended and shall be allowed as deduction from the donors gross income for
purposes of computing the taxable income subject to the provisions of Section 29
(h) of the Code.
b. Donations from foreign countries shall be exempt from taxes and duties on
importation subject to the provisions of Section 105 of the Tariff and Customs Code
of the Philippines, as amended, Section 103 of the NIRC, as amended and other
relevant laws and international agreements.
c. Local manufacturing of technical aids and appliances used by disabled persons
shall be considered as a preferred area of investment subject to the provisions of
Executive Order No. 226 otherwise known as the "Omnibus Investments Code of
1987" and, as such, shall enjoy the rights, privileges and incentives as provided in
the Code.

Education and Communication (IEC) - campaigns to generate awareness in order to

effect behavioral modifications on the public perceptions of disabilities and PWDs. As
part of this effort, the Government supports a regular weekly broadcast on the following
radio programs that are aired nationally. These programs are anchored by PWDs and
focus on disability issues:
o Akoy lkaw rin, (one hour);

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 o K-Forum, (two hours);
o Mano-mano, (one hour).

The Philippine Postal Corporation issued commemorative stamps on the Asian and
Pacific Decade of Disabled Persons in 1998, while various disability-related publications
are distributed and trade fairs and bazaars for products of PWDs are held in the
country. Job fairs and employment ‘talk-shops are held throughout the country to
promote the employability of PWDs. Annual trade fairs showcasing products made by
PWDs have also been conducted in the countrys largest shopping centers.

The project, DAWN-Philippines - is known as the Differenlty-Abled Womens Network

(DAWN) which is a national coalition of women with disabilities wanting to serve as a
catalyst for change in the Philippines. DAWN is a womens group whose specific
purpose is to ensure that the concerns of grassroots women with disabilities will be
consistently and consciously made part of KAMPIs national agenda for PWDs. KAMPI
has continued to develop the leadership potentials of young women-members in
KAMPIs grassroots organizations, as evidenced by the establishment of the 1st
National Leadership Institute for Women with Disabilities.

Early Detection/Prevention

The Department of Health along with the private sector and other governmental
agencies, have conducted information campaigns to prevent causes of disabilities. The
following are specialized programs for preventive measures:
o Immunization/vaccinations
o Newborn screening
o Free distribution of Vitamin A capsule supplements
o Iron Tablet Supplementation
o Iodized Oil Capsule supplementation
o Local Production of Iodized salt
o Mother and Child Care Program

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 o Primary Health Care, through Pre-natal and Post Natal Care

Through the Department of Social Welfare and Developments local offices, local
government units undertake programs towards the prevention of the causes of
disabilities, through nutrition programs and classes on food preparation, responsible
parenthood, supplemental feeding programs and classes for caregivers in the
identification and screening of cataracts for referral to proper service providers.
Additionally, training is provided to community health workers, parents, and paramedic
professionals on preventive pediatrics and genetic counseling.

Health centers under the supervision of local government units provide medical
services for the early intervention of diseases. The centers conduct training and
educational programs on proper nutrition, hygiene and medical care. Community health
professionals are trained on preventive pediatrics and genetic counseling for early
identification, management and prevention of congenital impairments in children.

Education
The Department of Education promotes inclusive education and trains teachers
in special education and in handling children with disabilities in order to complement
existing special education teachers. Some NGOs also promote training programs for
teachers through a Mobile Special Education Training Program in order to reach
teachers outside of urban areas. The Department of Education has also developed
special education curriculum for training regular teachers along with the inclusion of
subjects on disability in elementary, high school and college curriculum.
According to NCWDP, a total of 136,5234 children with disabilities were enrolled in
Elementary and Secondary schools (both private and public schools). Additionally, the
DSWD has initiated the Continuing Education without Barriers (TAWAG) program,
which was developed to enhance the physical, social, mental and psychological
functions of children and out-of-school youth with disabilities through their integration
into day car services or special and regular schools. According to the ADB, the TAWAG
program is reported to have provided services to 1,322 children since its inception.

16
The NCWDP has also developed resource materials for the community-based special
education program for the blind and deaf who are out of school, including children with
autism. Through the provision of funding assistance, the NCWDP has provided
scholarships to deserving students with disabilities by utilizing 5% of the private
education scholarship fund.

Intervention
Through programs by the DSWD, NCWDP and local governmental units, health
care centers have been established that provide medical services at the local level for
early intervention and treatment of diseases.

Statistical Data on Disability Profile

During the 2000 census, the Philippine Government included questions about
Persons with Disabilities. Results from the census reported that only 942,098 Persons
with Disabilities lived in the Philippines, representing 1.2% of the total population. No
other detailed information from the census was readily available. Table 9 highlights the
findings of the census:

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 Table 9

Disabled Persons by Type of Disability and Sex (2000 Census)

% of % of
Type Male Female Total % of Total
Male Female
Low vision 154,053 32.9% 198,345 41.9% 352,398 37.4%
Oral defect 27,100 5.8% 23,762 5.0% 50,862 5.4%
Partial blindness 38,157 8.1% 38,574 8.1% 76,731 8.1%
Mentally ill 34,818 7.4% 32,476 6.9% 67,294 7.1%
Mentally retarded 35,194 7.5% 30,919 6.5% 66,113 7.0%
Quadriplegic 31,297 6.7% 24,592 5.2% 55,889 5.9%
Hard of hearing 22,251 4.7% 22,474 4.7% 44,725 4.7%
Others 125,896 26.9% 102,190 21.6% 228,086 24.2%
468,766 100.0% 473,332 100.0% 942,098 100.0%
Gender Ratios: 50.4% 49.6%
Total Population 38,524,267 37,979,810 76,504,077
Prevalence % 1.2% 1.2% 1.2%

Source: NSO, 2000 Census of Population and Housing

Facts
(as of SY 2004-2005)

*156,27
0 children with special needs are enrolled in schools

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 77, 152 are mentally gifted/fast learners (G/FL)
79, 118 are children with disabilities
• 40, 260 learning disabled (LD)
• 11, 597 hearing impaired (HI)
• 2, 670 visually impaired (VI)
• 12, 456 mentally retarded (MR)
• 5, 112 behavior probledm (BP)
• 760 orthopedically handicapped (OH)
• 5, 172 autistic children (Au)
• 912 speech defectives (SD)
• 142 chronically ill (CI)
• 32 children with cerebral palsy (CP)
*2, 194 schools offering SPED programs
• 4 national special schools
• 450 private special schools
• 151 recognized Special Education Centers
• 1, 544 regular schools with SPED programs
• 4, 034 Special Classes

As of MAY 2008

Statistics for the year 2008

• Motoric problems (polio, amputee, weak limbs, hunchback
and the like) 979
• Visual problems (blind, cataract, crossed eye, squint,
glaucoma and the like) 578
• Hearing and Speech problems (deaf, mute) 2, 027
• Learning problems (autistic, slow learner, down syndrome,
mentally retarded, ADHD) 2, 559

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 • Chronic fits (epilepsy) 312
• Cosmetic defects (cleft lip/palate, burn, hydrocephalus,
microcephalus, meningocoele) 1, 026
• Multiple Handicapped (cerebral palsy, multiple disability) 1, 770
• Other Handicaps (special cases, colostomy) 74
TOTAL 9, 325

CHAPTER IV
Presentation and Interpretation of Data

This chapter gives you information about the gathered data regarding the subject, its
interpretation and presentation.

The Case of the Child

“Jose” is a child with multiple disabilities. He is a slow-learner and a child with

speech problems since he has a cleft palate. His head circumference is not normal at
his age. The implication of these is that his mental ability is not normal (mentally

20
retarded). He also has only one normal and functioning ear. He is the fourth son. Her
mother gave birth at the age of forty-five (45). While his mother was conceiving, Marlon
was not able to be health checked monthly (pre-natal check-ups).

Family Background

During his childhood days, he didn’t experience prolonged high fever or any
serious illness cases. His immunizations and vaccines were complete.

There were no traumatic experiences of the child. He now lives with both
parents and the relatives of the child accept him because he is a special child.
However, the child is really attached with his father and it was always like this.

The family members, according to the parents of “Jose” experienced neurological

disorder, learning difficulty, reading difficulty, hearing problems, emotional instability,
physical disabilities, retardation, school failure(severe) and speech problems.

Child’s Preferences

The child is usually attached to many things. Guitar and drums are his favorite
musical instruments. He usually “plays” them but he does not know how to handle
them. He has a notable mannerism which is that he always opens his mouth.
His “ritual” before going to sleep is that he will go beside his father and then he
will sleep soundly.
The child doesn’t like to eat vegetables especially the green and leafy ones. He
loves to eat meat, French fries, spaghetti, cake and ice cream. Though he has a eating
problem like the food must be chopped into small bits so that he will not choke. In order

21
not to lose the importance of vegetables in his meals, foods are served (meat meals)
with vegetable.

Behavior

“Jose” is friendly, self-centered, temper-tantrum child, stubborn, responsive,

active, and happy child. He was seen as an active and playful child inside the house,
yet a quiet student inside the classroom. It was easy for “Jose” to cope with the school
since the room is crowded and usually, he is attended by a relative.

He feels tense when he was not satisfied with what he is doing or if he doesn’t
get what he wants but this was not seen inside the classroom. He is a very quiet child
yet he can smile back at you and do body language to respond to the teacher and
classmates.

His play is repetitive, sometimes with peer groups and most of the time with toys
or with his favorite musical instruments. He tends to be shy when other children or
people are around him. It is difficult for “Jose” to get familiar with other people easily.
They should be constantly seen by “Jose” and interaction and communication must be
present.

Information of the SPED center according to the teacher

The SPED center consists of:

 Thirty eight (38) mentally retarded children
 One (1) learning disabled children
 One (1) emotionally disturbed children
 Ten (10) autistic children

Methods of Assessment

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 Use of checklist, interview, observation, developmental assessment,
psychological tests

Effectiveness
These should be approved and recommended by experts to be effective. Most of
the results are seen after a month (positive development).

Intervention Programs
Instead of the programs, Sir Oñate gave us the steps on how to help children in
their weaknesses:

a. Follow the curriculum which fits the child.

b. Follow the content of Panatang Makabayan – “sa isip, sa salita at sa gawa”
*sensory, perceptual, and speech development
c. Mainstreaming in Grade Three (3)

Plans of Department of Education:

Partial Mainstreaming – selected subjects
Full Mainstreaming – all subjects

Methods
Differentiated method of teaching:
Strategies – task analysis, induction, and deduction

Plans for the future SPED school and students

Training them to live an independent life – baking, gardening, cooking
Before achieving this, the thrust should be more on academics.

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 CHAPER V
Findings

This chapter gives you findings or the results that the researchers have gathered based
from the data interpreted and presented.

We have two findings based on the interview from the special education teacher
of the SPED center and from the case history record of the child.

24
 The SPED center caters to all kinds of disabilities present in the community. It
desires to develop the community into a productive one through quality education.
However, the school only has one (1) Special Education teacher that duties from six
o’clock in the morning (6:00 AM) until twelve o’clock noon (12:00 NN). The teacher is
alone and he can’t handle and manage the class effectively since he doesn’t have a co-
teacher. That is under the ideal set-up of a SPED classroom.

The implication of this is that our subject “Jose” cannot move on with his
condition. Even if his family is helping him out that is not enough. The school-parent
relationship and communication is not evident so the parents are not advised and not
informed about the developments of the child or what part he/she should improve in.

“Jose” is one of the ten (10) children who need special training to be able to
make them feel that they are a part of the society as Commission on Human Rights
(CHR) 11 Regional Director Alberto Sipaco Jr. said. It is true that the secret of the
success in the field of the desire of the SPED is this: "It's a great help for them to be
able to communicate and get in touch with other parents, because children learn not
only from teachers but mainly from parents," Diana Sipaco, PMAG program manager
and wife of the CHR regional chief said.

Chapter VI
Summary, Conclusion and Recommendations

This chapter summarizes the problem, research, findings and generalization of “Jose”.

Conclusions:
1. Evidence showed that the child was a special child.
2. Not all people know the case of the child.
3. The child is still within manageable level.

25
 4. The help of the environment atmosphere, that he able to adopt in his
surrounding, social development study.
5. Need to review of child's medical history.
6. Report on vision and hearing screenings.
7. Update the school performance, if child has been attending school, including
observation of child in learning environment.
8. Require achievement testing and cognitive testing (i.e. IQ tests, memory
assessments, etc.) for child.
9. Require to had a home visit, if child is younger than school-age or is not
attending school and disability is suspected.
10. Necessitate other specialized tests as needed, such as psychological
evaluations, speech/language assessment, learning disability assessment,
social work report for child.

Recommendations:
Based on the above conclusions, the following measures are hereby
recommended:

1. Memorandum in Special Education

a. DECS Order No. 14, s. 1993 - Regional Special Education Council
b. DECS Order No. 1, s. 1997 - Organization of A Regional SPED Unit and
Designation of Regional Supervisor in-charge of Special Education
c. DECS Order No. 26, s. 1997 - Institutionalizing of SPED Programs in All
Schools
d. DECS Order No. 5, s. 1998 - Reclassification of Regular Teacher and
Principal Items to Special Education Teacher and Special School Principal
Items
e. DECS Order No. 11, s. 2000 - Recognized Special Education (SPED)
Centers in the Philippines

2. a. Establishment of SPED Centers as Resource Centers

26
 b. Training of Trainers on SPED
c. Provision of Technical Assistance on the Organization/Expansion of
Services for Children with Special Needs
d. Monitoring and Evaluation of Program Implementation

3. Formulation of a comprehensive action plan with well-defined objectives and

programs for various target groups in the community.

6. Able to know the weakness and strength of the child and put up of Special
Education Center in every zone, to clearly monitor the activities of each child.

7. Establish collaborative networks with other community. Plans for prototype in-
service education programs to upgrade the competencies of administrators,
supervisors, coordinators, teachers as well as the non-teaching special
education personnel.

8. Conduct of joint workshops, with other Special Education school to identify

themes of common interest of child.

9. Guidance Counselor, Caregiver, Therapist, Doctor and Teacher should have

a session everyday to assess the child. Involvement of youth and parents in
wholesome activity or to have a Special Education day.

10. Sponsorships by higher position in government, or willing to sacrifice in

dealing with special children.

11. Participation to workshops and training related in activities of children.

12. Regularly conduct an activity of the teacher, where their meaningful

experiences can be integrated in their lesson or daily life.

27
 GLOSSARY

The definition of Persons with Disabilities (PWDs) has changed over the years as
different legislative acts were passed. The following are three main definitions used in
legislation.

1. Persons with Disabilities was defined in 1992, by the Magna Carta for Persons with
Disabilities Act, as:

28
 "those persons suffering from restrictions from different abilities as a result of a
mental, physical, and sensory impairment, to perform an activity in the manner or
within the range considered normal for a human being."

Under its "Definition of Terms", for the purposes of the Act, the following were defined:

Disabled Persons are those suffering from restriction of different abilities, as a result of
a mental, physical or sensory impairment, to perform an activity in the manner or within
the range considered normal for a human being;

Impairment is any loss, diminution or aberration of psychological, physiological, or

anatomical structure of function;

Disability shall mean (1) a physical or mental impairment that substantially limits one or
more psychological, physiological or anatomical function of an individual or activities of
such individual; (2) a record of such an impairment; or (3) being regarded as having
such an impairment;

Handicap refers to a disadvantage for a given individual resulting from an impairment

or a disability, that limits or prevents the functions or activity, that is considered normal
given the age and sex of the individual;

Marginalized Disabled Persons refer to disabled persons who lack access to

rehabilitative services and opportunities to be able to participate fully in socioeconomic
activities and who have no means of livelihood or whose incomes fall below the poverty
threshold.

2. The Economic Impendence of Disabled Persons Act in 1999 defined

Persons with Disabilities as "persons who cannot perform work in the usual and
customary way due to loss of limbs or any part of the body by injury or absence
thereof by birth.”

29
 3. The National Law defines PWDs as "those suffering from restriction or
lack of ability to perform an activity in the manner or within the range considered
normal for a human being as a result of a mental, physical, or sensory impairment."

In the most recent census of 2000, the National Statistics Office (NSO) adopted the
following definition and categories PWDs.

"Disability refers to any restriction or lack of ability (resulting from impairment) to

perform an activity in the manner or within the range considered normal for a human
being. Impairments associated with disabilities may be physical, mental or sensory
motor impairment such as partial or total blindness and deafness, muteness, speech
defect, orthopedic handicaps, and mental retardation." The following descriptions were
used:

Totally Blind No useful sight in any of the two eyes. (Cannot distinguish objects in front
of him/her). Persons may have some light perception (e.g., can realize that it is midday
or midnight), but do not have usable sight. They need Braille materials for reading.

Partially Blind With better eyesight than totally blind: can distinguish objects in front of
him. However, even with eyeglasses cannot distinguish large letters. Practically, this
person can walk without hitting his head against the wall, but cannot read anything.
Included here are persons with severely limiting vision situations: central only or the
sides only or only like a pie of a cake. Persons who can see some objects so that they
can walk better and do some activities, but they cannot read printed text even with
eyeglasses. They need Braille materials for reading.

Low Vision With the better eye, even with eyeglasses, cannot distinguish regular size
letters. Practically, individuals with can only read the bigger headlines in the
newspapers. Included here are persons with limiting vision situations: central only or the

30
sides only like a pie of a cake. Persons who, even with appropriate eyeglasses, need
large print text (i.e., at least 18 points font) to read at a distance of one foot (30 cm.)

Totally Deaf Cannot realize any regular sound. Practically the person does not react
when somebody claps his hands behind his back. Person may still hear the blowing of a
horn of a truck, or the beat of a drum, cannot understand words even with a hearing aid.
Mute: There are almost no mute people. The normal case is the so-called "deaf-mute"
which is for people who, because of deafness, did not learn to talk but they have all
what is physically necessary to talk. Treat them as deaf.

Partially Deaf Can hear speech but cannot discriminate the words. It refers to a person
who, with both ears, can recognize sounds but cannot determine the words (partially
deaf).

Hard of Hearing Person can understand words only if spoken very loud or close to the
ear and (normally) have severe difficulties if there are other noises (e.g., other people
speaking in the room). Person can be helped with a hearing aid but still has difficulties
understanding normal speech.

Oral Defect Person at least 15 years old, is object of ridicule or has severely limited job
opportunities because of either:

o a general stammering problem which makes normal speech

extremely difficult
o or a cleft-palate or hare-lip that cannot be solved by current medical
procedures
One Hand Person has only one useful hand. One arm is not usable (e.g., amputated,
deformed or paralyzed arm). Included here are two artificial arms if they are rather
useful (i.e., both arms are missing but are replaced with artificial arm).
No Hands Person has no useful hands. Both arms are not usable (e.g., amputated,
deformed and missing).

31
One Leg Person has only one useful leg: walks with crutches and/or artificial leg and/or
braces. Note (1) Walking with an artificial leg can be considered if it really prevents the
person from holding most jobs. (2) If the person has two legs amputated but in such a
way that artificial legs can be used, the person can still go to most places, including
going up the stairs. It may be slower, but it is surely very different from a person in a
wheelchair who cannot even climb a single step without help.

No Legs Person has no useful legs or two legs unusable (e.g., normally sits in a
wheelchair.)

Quadriplegic - Regular Regular/Mild cerebral palsy: person can still walk and do most
activities or might only be slightly awkward and require no special assistance.

The term cerebral refers to the brain’s two halves, or hemispheres,

and palsy describes any disorder that impairs control of body movement. Thus, these
disorders are not caused by problems in the muscles or nerves. Instead, faulty
development or damage to motor areas in the brain disrupts the brain’s ability to
adequately control movement and posture. An individual with cerebral palsy may have
difficulty with fine motor tasks, such as writing or cutting with scissors; experience
trouble with maintaining balance and walking; or be affected by involuntary movements,
such as uncontrollable writhing motion of the hands or drooling.

Quadriplegic - Severe Severe cerebral palsy: person is severely affected by the

cerebral palsy or might be unable to walk and need extensive, lifelong care.

Retarded - Regular Regularly intellectually impaired: can be trained to be toilet trained,

to wash himself, eat on his own and follow single instructions. Included here are those
with Down Syndrome (Mongoloids) and most autistic (persons with autism). Note, not
included are slow learners and persons who can travel alone.

32
Retarded - Severe Severely intellectually impaired: cannot be toilet trained, eat alone,
severe autism, etc.

Mentally Ill - Regular Regularly impaired by mental illness: actually under psychiatric
care or should be under psychiatric care (but do not have the money) as well as
patients who recovered within the last three years (to consider the problem that so
many becomes sick again). Included here are most persons with epilepsy even if the
origin of their problem is very different, people treat them a bit the same as the mentally
ill, they have more difficulties obtaining jobs, etc.

Mentally Ill - Severe Severely impaired by mental illness: persons needing

hospitalization or having been hospitalized within the last three years (as mentioned
above, to consider the fact that so many become sick again).

Multiple-Impairment - Regular Regularly multiple impaired: Multiple impairment is

always a severe disability, yet among those with multiple impairment, one can be much
lighter than the others whom we call severely multiple handicapped. Examples are one
arm and one leg unusable, mentally retarded and some physical defect.

Multiple-Impairment - Severe Severely multiple impaired. Examples are both legs and
both arms paralyzed (quadriplegic); deaf and blind, and severely cerebral palsied and
blind.

BIBLIOGRAPHY
Books

Websites
• http://www.edu.gov.on.ca/extra/eng/ppm/140.html

33
 • http://www.ci.maryville.tn.us/mhs/MCSSped/multiple.htm
• http://www.tsbvi.edu/Education/infant/page5.htm
• http://iris.peabody.vanderbilt.edu/sheets/smd.htm
• http://www.sunstar.com.ph/davao
• http://www.lilianefoundationphil.org/statistics/?action=register
http://www.apcdproject.org/countryprofile/philippines/situation.html
• http://www.apcdproject.org/countryprofile/philippines/statistical.html
• http://www.deped.gov.ph/quicklinks/quicklinks2.asp?id=34

APPENDICES
MEMORANDUM
(LOCAL)

BUREAU OF ELEMENTARY EDUCATION

34
 Special Education Division (SPED)
2/F Bonifacio Bldg., DepEd Complex, Meralco Avenue, 1600 Pasig City
Tel. nos. 631-9993, 632-1361 local 2054
Fax No. 631-9993/6337270
Email: bee@info.com.ph

Vision
The State, community and the family life hold a common vision for the Filipino
child with special needs:
o he/she could be adequately provided with basic education;
o education should fully realize his/her own potentials for development and
productivity as well as being capable of self-expression of his/her rights in
the society; and
o he/she is God-loving and proud of being a Filipino.

The fundamental principle of inclusive school is that all children should learn
together, wherever possible, regardless of any difficulties or differences they may have
(The Salamanca Statement on Principles, Policy and Practice in Special Education).

Philosophy
The State shall promote the right of every individual to relevant quality education
regardless of sex, age, breed, socio-economic status, physical and mental condition,
social or ethnic origin, political and other affiliation. The State shall therefore promote
and maintain equality of access to education as well as the enjoyment of benefits of
education by all its citizens (BP Blg. 232).

Every child with special needs has a right to an educational program that is
suitable to his needs. Special Education shares with regular education basic
responsibilities of the educational system to fulfill the right of the child to develop to his
full potential.

35
Goals and Objectives
The ultimate goal of special education shall be the integration or mainstreaming
of learners with special needs into the regular school system and eventually in the
community.
Special education shall aim to develop the maximum potential of the child with
special needs to enable him to become self-reliant and shall be geared towards
providing him with the opportunities for a full and happy life.
The specific objectives of special education shall be the development and
maximization of learning competencies, as well as the inculcation of values to make the
learners with special needs a useful and effective member of society.

Functions
The Special Education Division has the following functions:
 Formulates policies, plans and programs for the preparation of instructional
materials, and evaluation of programs in special education;
 Conducts studies and develops standards of programs and services for special
learners;
 Plans for prototype in-service education programs to upgrade the competencies
of administrators, supervisors, coordinators, teachers as well as the non-teaching
special education personnel; and
 Establishes/strengthens linkages with agencies concerned with the education
and welfare of children with special needs.

PPHB
The Philippine Printing House for the Blind (PPHB) is an attached office of the
SPED Division. It is tasked to:

 Produce Braille books and other education materials;

 Produce Braille printing materials; and
 Distribute Braille books and supplies to regions/divisions/ schools with programs
for the visually impaired children and youth.

36
Facts
(as of SY 2004-2005)
*156,270
children with special needs are enrolled in schools - 77,152
are mentally gifted/fast learners (G/FL) - 79,118
are children with disabilities - 40,260 learning disabled
(LD)
- 11,597 hearing impaired (HI)
- 2,670 visually impaired (VI)
- 12,456 mentally retarded (MR)
- 5,112 behavior problem (BP)
- 760 orthopedically handicapped
(OH)
- 5,172 autistic children (Au)
- 912 speech defectives (SD)
- 142 chronically ill (CI)
- 32 children with cerebral palsy
(CP)
*2,149 schools offering SPED programs
- 4 national special schools
- 450 private special schools
- 151 recognized Special Education
Centers
- 1,544 regular schools with SPED
programs
- 4,034 Special Classes
Thrust
Institutionalization of SPED Programs for Children with Special Needs (CSNs)

Approaches:

37
• Establishment of SPED Centers as Resource Centers
• Training of Trainers on SPED
• Provision of Technical Assistance on the Organization/Expansion of Services for
CSNs
• Monitoring and Evaluation of Program Implementation
• Statistical Info (2005-2005)

 Percentage of Children with Special Needs Served and Un-served in Schools

 Universal Estimate of Children with Special Needs
 Enrollment Trend: Children with Special Needs
 Enrollment of Children with Special Needs by Type of Disability (Elementary &
Secondary)
 Number of Mainstream Children with Special Needs (Elementary & Secondary)
 Consolidated Number of Centers, Schools, Teacher and Classes per Region
 Summer Training Program for Teachers of the Mentally Retarded
 Summer Training Program for Teachers of the Hearing Impaired
 Mobile Training for Teachers of the Deaf as Sign Language Interpreters
 SPED Personnel Enhancement Program for Inclusive Education
 Policy Issuances of the Department of Education

 DECS Order No. 14, s. 1993 - Regional Special Education Council

 DECS Order No. 1, s. 1997 - Organization of A Regional SPED Unit and
Designation of Regional Supervisor in-charge of Special Education
 DECS Order No. 26, s. 1997 - Institutionalizing of SPED Programs in All Schools
 DECS Order No. 5, s. 1998 - Reclassification of Regular Teacher and Principal
Items to Special Education Teacher and Special School Principal Items
 DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in
the Philippines

38
 MEMORANDUM
(FOREIGN)

Policy/Program Memorandum No. 140

39
--------------------------------------------------------------------------------------------------------------------
-
Date of Issue: May 17, 2007 Effective: Until revoked or modified
Subject: INCORPORATING METHODS OF APPLIED BEHAVIOUR ANALYSIS
(ABA) INTO PROGRAMS FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
(ASD)

Application: Directors of Education

Secretary Treasurers and Supervisory Officers of School Authorities
Director of the Provincial Schools Branch
Superintendents of Schools
Superintendent of Centre Jules-Léger
Principals of Elementary Schools
Principals of Secondary Schools
Principals of Provincial and Demonstration Schools
Principals of Section 68 Schools

--------------------------------------------------------------------------------------------------------------------
-
Purpose
The purpose of this memorandum is to provide direction to school boards: 1. to
support their use of applied behavior analysis (ABA) as an effective instructional
approach in the education of many students with autism spectrum disorders (ASD). 2.
This memorandum establishes a policy framework to support incorporation of ABA
methods into school boards’ practices. The use of ABA instructional approaches may
also be effective for students with other special education needs.

This memorandum has been informed by recommendations of the Report of the

Minister's Autism Spectrum Disorders Reference Group.3 This group was established in
2006 at the joint invitation of the Minister of Education and the Minister of Children and

40
Youth Services to provide both ministers with advice on effective, evidence-based
educational practices to meet the wide range of needs of students with ASD.

This memorandum is intended to strengthen collaborative working relationships

between parents, 4 schools, and the community. This collaboration is essential for
supporting positive learning for students with ASD. An example of such collaboration is
the development of an Individual Education Plan (IEP) for a student.

The direction provided in this memorandum builds on suggestions for successful

practice provided in the Ministry of Education’s documents entitled Special Education: A
Guide for Educators, 2001 and Individual Education Plans: Standards for Development,
Program Planning, and Implementation, 2000, and is consistent with the Ontario
curriculum as a basis for programs for students with ASD.

Background
This direction is also consistent with suggestions for successful practice provided
in the following documents published by the Ministry of Education:
 Special Education Transformation: The Report of the Co-Chairs With the
Recommendations of the Working Table on Special Education, 2006
 Education for All: The Report of the Expert Panel on Literacy and
Numeracy Instruction for Students With Special Education Needs,
Kindergarten to Grade 6, 2005
 Planning Entry to School: A Resource Guide, 2005
 The Individual Education Plan (IEP): A Resource Guide, 2004
 Transition Planning: A Resource Guide, 2002
 The Ontario Curriculum Unit Planner: Special Education Companion, 2002
 School board staff should consult the above documents for more detailed
information.

 The Ministry of Children and Youth Services (MCYS) document entitled

Autism Intervention Program: Program Guidelines, 2006 provides

41
 additional information. In particular, the sections on Transition Planning and
Sharing Information may provide useful information. The MCYS document
entitled

A Shared Responsibility: Ontario's Policy Framework for Child and Youth Mental
Health, 2006 provides additional information. Copies of these documents are available
online (see page 7) or through the local MCYS office.

This memorandum is also informed by the recommendations in the Report of the

Interim Parent Involvement Advisory Board, which was released in July 2006.

Applied Behavior Analysis

Applied behavior analysis (ABA) 5 uses methods based on scientific principles of
learning and behavior to build useful repertoires of behavior and reduce problematic
ones. In this approach, the behavior(s) to be changed are clearly defined and recorded.
The antecedents of the undesirable behavior(s) are analyzed, as are the reinforcers that
might be maintaining the undesirable behavior(s) or that might be used to help develop
adaptive behaviors.

Interventions based on behavioral principles are designed to develop appropriate

behaviors. Progress is assessed and the program is altered if necessary (adapted from
Perry and Condillac 2003). ABA can be used with students of every age. It can be
applied in a variety of situations, and it can be used for very limited and specific
purposes, such as the development or reduction of single behaviors. ABA can also be
used for broader purposes, such as the development or reduction of sets of behavior
(for example, to improve relaxation skills, to teach more effective social skills, or to
enhance community living skills). ABA can be used for students with ASD, and it can be
used for students who have varying degrees of intensity of ASD along a learning
continuum.

42
 ABA methods can support students with ASD in a number of ways. For example,
ABA methods can help a student to:
 develop positive behaviors (e.g., improve the ability to stay on task, improve
social interaction);
 learn new skills (e.g., comprehensive skills, including language skills, social
skills, motor skills, academic skills);
 transfer a positive behavior or response from one situation to another (e.g., from
completing assignments in a special education class to maintaining the same
performance in a regular class).
 ABA methods can also be used to limit the conditions under which problematic
behaviors occur – for example, to modify the learning environment so that
students are less likely to injure themselves.

Educators must measure an individual student's progress in the above areas by

collecting and analyzing data on an ongoing basis. Educators must use the data
collected to determine the effectiveness of the program and to alter the program as
necessary to maintain or increase a student's success. Progress should be measured in
accordance with the assessment methods used in the student's program.

Requirements
1. School boards must offer students with ASD special education programs and
services, including, where appropriate, special education programs using ABA
methods.

Under Regulation 181/98, principals are required to ensure that an IEP is

developed for each exceptional student within thirty school days of the start of the
student's placement. School boards also have the discretion to develop an IEP for
students who have not been formally identified as exceptional. Students with ASD have
a wide range of educational needs. Principals are required to ensure that ABA methods
are incorporated into the IEPs of students with ASD, where appropriate.

43
 Principals must ensure that relevant school board personnel6 and community
personnel7 who have previously worked and/or are currently working with a student with
an ASD are invited to provide input and participate in the IEP process. These personnel
are able to bring other perspectives and recommendations regarding special education
programs and services for students with ASD. In particular, the assessment information
gathered from these personnel can benefit the IEP team in planning accurate and
comprehensive interventions for the student and promote a common approach to
enhance student success.

ABA Methods in Programs for Students with ASD

Given the range of needs for students with ASD, the principal must ensure that
staff should develop a student's IEP, considering special education program and service
options that will best take into account the student's individual strengths and areas of
need in the demonstration of learning. The program selected must be based on relevant
assessment information that identifies the student's skills and needs, instructional level,
and learning style/modalities, and must incorporate relevant ABA methods, where
appropriate. Use of functional behavioral assessment8 may also help to identify a
student's strengths, needs, and learning environment.

When an alternative program is determined to be appropriate for a particular

student with an ASD, it should, wherever possible, incorporate methods of ABA and be
provided in conjunction with a program that includes accommodations as well as
modified learning expectations as necessary. Alternative program areas for a student
with an ASD could include, for example, behavioral, self-management, social, and
communication skills.

When a student with an ASD requires accommodations and/or modified

expectations, assessment and evaluation of student learning will be consistent with the
strategies outlined in the student's IEP.

44
 The principal must ensure that instructional modifications/strategies are uniquely
suited to each student's learning strengths and needs. The ministry plans to publish a
resource guide entitled Effective Education Practices for Students with Autism Spectrum
Disorders that will provide more detailed information on strategies.9

Principles of ABA Programming

The following principles underlie ABA programming that is provided to students
with ASD, where appropriate:
 The program must be individualized. Each student's specific profile and pattern of
strengths and needs must be analyzed to determine concrete learning objectives
and teaching methods. No single curriculum or teaching strategy is appropriate
for all students with ASD. Some students may require more intensive
programming. Although students' programs must be individualized, the various
supports may be provided to students either individually or in group situations.
 Positive reinforcement must be utilized. Positive reinforcement techniques are
often helpful to motivate students with ASD.
 Data must be collected and analyzed. Reliable data must be collected and
analyzed on an ongoing basis to measure student progress in the acquisition of
new behaviors and skills, and to identify skills or behaviors that need to be
taught.
 Transfer, or generalization, of skills should be emphasized. Each student should
be taught to transfer skills acquired in one context to different contexts or
settings. For example, a student should be encouraged to apply a newly acquired
positive behavior in a wide variety of environments, and to learn to use a wide
variety of related or similar behaviors in a variety of contexts. The ultimate goal is
to enable the student to develop increasing independence.

2. School board staff must plan for the transition between various activities and
settings involving students with ASD.

45
 Transition planning is an important process for all students, but especially for
students with ASD. Principals are required to ensure that a plan for transition is in place
for students with ASD. Transitions may include: entry to school; transition between
activities and settings or classrooms; transitions between grades; moving from school to
school or from an outside agency to a school; transition from elementary to secondary
school; transition from secondary school to postsecondary destinations and/or the
workplace.

Transition into school is of particular importance for students with ASD. Relevant
ABA methods must be used to support transition, where appropriate. Students enter
school from a range of settings, including the home and child-care or pre-school
programs. It is essential that school board staff work with parents and community
agencies to plan for a successful transition. Where a student is currently working with a
community service professional, that professional should be involved with the transition
process.

Monitoring and Reporting of Implementation

School boards are encouraged to make use of a growing body of knowledge
about educational practices that are effective for students with ASD. Relevant research
on ASD will be posted on the ministry's website to provide information on instructional
practices for students with ASD.

School boards should develop a plan to implement the policy in this

memorandum, and should consult with their Special Education Advisory Committee
(SEAC) regarding the implementation. School boards should also consult their SEAC
regarding the monitoring of the implementation of this memorandum, at least on an
annual basis.

The ministry will integrate monitoring of implementation of this memorandum into

existing reporting mechanisms. The Minister's Advisory Council on Special Education,
as well as members of the Ministers' Autism Spectrum Disorders Reference Group who

46
wish to be involved, will be consulted twice a year regarding the implementation of ABA
methods by school boards.

For further information, please contact the local regional office of the Ministry of
Education.

Reference Cited
Perry, A., and R. Condillac. 2003. Evidence-Based Practices for Children and
Adolescents With Autism Spectrum Disorders: Review of the Literature and Practice
Guide. Toronto: Children's Mental Health Ontario.

Resources
 Web Links for Selected Ontario Government Publications
 Ministry of Education
 Education for All: The Report of the Expert Panel on Literacy and
Numeracy Instruction for Students With Special Education Needs,
Kindergarten to Grade 6, 2005.
 Individual Education Plans: Standards for Development, Program Planning,
and Implementation, 2000.
 The Individual Education Plan (IEP): A Resource Guide, 2004.
 The Ontario Curriculum Unit Planner: Special Education Companion, 2002.
 Planning Entry to School: A Resource Guide, 2005.
 Special Education: A Guide for Educators, 2001.
 Transition Planning: A Resource Guide, 2002.
 Ministry of Children and Youth Services
 Autism Intervention Program: Program Guidelines, 2006.
 A Shared Responsibility: Ontario's Policy Framework for Child and Youth
Mental Health, 2006.
 Additional Resources

47
  Alberto, P. A., and A. C. Troutman. 2006. Applied Behaviour Analysis for
Teachers. Upper Saddle River, NJ: Pearson Prentice Hall.
 Committee on Educational Interventions for Children With Autism, National
Research Council. 2001. Educating Children With Autism. Washington,
DC: National Academy Press.
 Cooper, J. O., T. E. Heron, and W. L. Heward. 2006. Applied Behavior
Analysis. 2nd ed. Columbus, OH : Prentice Hall.
 Heflin, L. J., and D. F. Alaimo. 2007. Students With Autism Spectrum
Disorders: Effective Instructional Practices. Upper Saddle River, NJ:
Pearson Prentice Hall.
 Simpson, R. L. 2004. Autism Spectrum Disorders: Interventions and
Treatments for Children and Youth. Thousand Oaks, CA: Corwin Press.
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-
1. In this document, school board(s) and board(s) refer to district school boards
and school authorities.
2. The term autism spectrum disorders (ASD) describes "a subset of the
Pervasive Developmental Disorders (PDDs) currently outlined in the Diagnostic
and Statistical Manual of Mental Disorders (DSM–IV). These disorders share
three common areas of concern: qualitative impairments in social skills; qualitative
impairments in verbal and non-verbal communication; restricted and repetitive
interests or behaviours. When using the term ASD, most professionals are
referring to the subset of PDDs that includes Autistic Disorder (usually referred to
as Autism), PDD-NOS (not otherwise specified) and Asperger's Disorder." From
Making a Difference for Students With Autism Spectrum Disorders in Ontario
Schools: From Evidence to Action, Report of the Ministers' Autism Spectrum
Disorders Reference Group to the Minister of Education and Minister of Children
and Youth Services, February 2007, p. 63.
3. Ibid.
4. In this document, parents refers to parent(s) and guardian(s).

48
5. Adapted from Making a Difference for Students With Autism Spectrum
Disorders in Ontario Schools: From Evidence to Action, Report of the Ministers'
Autism Spectrum Disorders Reference Group to the Minister of Education and
Minister of Children and Youth Services, February 2007, p. 62.
6. School board personnel may include, but are not limited to, the following:
principals and vice-principals; teachers; counsellors; teachers' assistants;
resource teachers; educational consultants; psycho-educational consultants;
Provincial School or Demonstration School personnel.
7. Community personnel may include, but are not limited to, the following:
occupational therapists; physiotherapists; other medical professionals; child and
youth workers; social workers; psychologists; service providers from appropriate
community agencies; autism program providers.
8. Functional behavioural assessment is a systematic process used by teachers,
parents, caregivers, and other professionals to: enhance students' strengths;
describe problematic and challenging behaviour; identify environmental factors
and setting events that have a problematic influence on behaviour or that increase
the probability that the challenging behaviour will occur; and determine what
factors may cause a student to maintain a challenging behaviour, and design
effective and efficient behaviour support plans to reduce or eliminate the
challenging behaviour.
9. Additional resources can be found in the Resources section at the end of this
memorandum.

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REPUBLIC ACT No. 4670 June 18, 1966
MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote
and improve the social and economic status of public school teachers, their living and
working conditions, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract and
retain in the teaching profession more people with the proper qualifications, it being
recognized that advance in education depends on the qualifications and ability of the
teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School
Teachers" and shall apply to all public school teachers except those in the professorial
staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance counselors,
school librarians, industrial arts or vocational instructors, and all other persons
performing supervisory and/or administrative functions in all schools, colleges and
universities operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

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Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection
and appointment of teachers shall be clearly defined by the Department of Education:
Provided, however, That effective upon the approval of this Act, the following shall
constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at
least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses, Bachelor's
degree in the field of specialization with at least eighteen professional units in
education;

(d) For teachers of courses on the collegiate level, other than vocational, master's
degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess
the minimum educational qualifications or not, be required to take competitive
examinations, preference in making appointments shall be in the order of their
respective ranks in said competitive examinations: And provided, finally, That the results
of the examinations shall be made public and every applicant shall be furnished with his
score and rank in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and
professional preparation in any school recognized by the Government, no probationary
period preceding regular appointment shall be imposed if the teacher possesses the
appropriate civil service eligibility: Provided, however, That where, due to the exigencies

51
of the service, it is necessary to employ as teacher a person who possesses the
minimum educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and shall
undergo a period of probation for not less than one year from and after the date of his
provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional

status for lack of necessary civil service eligibility shall be extended permanent
appointment for the position he is holding after having rendered at least ten years of
continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein
otherwise provided, no teacher shall be transferred without his consent from one station
to another.

Where the exigencies of the service require the transfer of a teacher from one station to
another, such transfer may be effected by the school superintendent who shall
previously notify the teacher concerned of the transfer and the reason or reasons
therefore. If the teacher believes there is no justification for the transfer, he may appeal
his case to the Director of Public Schools or the Director of Vocational Education, as the
case may be. Pending his appeal and the decision thereon, his transfer shall be held in
abeyance: Provided, however, That no transfers whatever shall be made three months
before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code of
Professional Conduct for Public School Teachers. A copy of the Code shall be furnished

52
each teacher: Provided, however, That where this is not possible by reason of
inadequate fiscal resources of the Department of Education, at least three copies of the
same Code shall be deposited with the office of the school principal or head teacher
where they may be accessible for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice

and/or by his organization, adequate time being given to the teacher for the preparation
of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard

initially by a committee composed of the corresponding School Superintendent of the
Division or a duly authorized representative who should at least have the rank of a
division supervisor, where the teacher belongs, as chairman, a representative of the
local or, in its absence, any existing provincial or national teacher's organization and a
supervisor of the Division, the last two to be designated by the Director of Public
Schools. The committee shall submit its findings and recommendations to the Director
of Public Schools within thirty days from the termination of the hearings: Provided,
however, That where the school superintendent is the complainant or an interested
party, all the members of the committee shall be appointed by the Secretary of
Education.

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Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to
the teaching profession, or during its exercise, or in the termination of services, based
on other than professional consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all
steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge
of their professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not
be required to render more than six hours of actual classroom teaching a day, which
shall be so scheduled as to give him time for the preparation and correction of exercises
and other work incidental to his normal teaching duties: Provided, however, That where
the exigencies of the service so require, any teacher may be required to render more
than six hours but not exceeding eight hours of actual classroom teaching a day upon
payment of additional compensation at the same rate as his regular remuneration plus
at least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the
contrary, co-curricula and out of school activities and any other activities outside of what
is defined as normal duties of any teacher shall be paid an additional compensation of
at least twenty-five per cent of his regular remuneration after the teacher has completed
at least six hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular remuneration.

54
The agencies utilizing the services of teachers shall pay the additional compensation
required under this section. Education authorities shall refuse to allow the rendition of
services of teachers for other government agencies without the assurance that the
teachers shall be paid the remuneration provided for under this section.

Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
criteria:

(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves
and their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than others: Provided, however,
That the general salary scale shall be such that the relation between the lowest and
highest salaries paid in the profession will be of reasonable order. Narrowing of the
salary scale shall be achieved by raising the lower end of the salary scales relative to
the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression
from a minimum to a maximum salary by means of regular increments, granted
automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum
of the salary scale shall not extend over a period of ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government, shall not
be less than those provided for teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace
with the rise in the cost of living by the payment of a cost-of-living allowance which shall

55
automatically follow changes in a cost-of-living index. The Secretary of Education shall,
in consultation with the proper government entities, recommend to Congress, at least
annually, the appropriation of the necessary funds for the cost-of-living allowances of
teachers employed by the National Government. The determination of the cost-of-living
allowances by the Secretary of Education shall, upon approval of the President of the
Philippines, be binding on the city, municipal or provincial government, for the purposes
of calculating the cost-of-living allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards peculiar
to the place of employment, as determined by the Secretary of Education, they shall be
compensated special hardship allowances equivalent to at least twenty-five per cent of
their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal
tender of the Philippines or its equivalent in checks or treasury warrants. Provided,
however, That such checks or treasury warrants shall be cashable in any national,
provincial, city or municipal treasurer's office or any banking institutions operating under
the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from
the salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, That upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered
deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be
provided free of charge for all teachers before they take up teaching, and shall be
repeated not less than once a year during the teacher's professional life. Where medical

56
examination show that medical treatment and/or hospitalization is necessary, same
shall be provided free by the government entity paying the salary of the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere
the necessary medical care with the right to be reimbursed for their traveling expenses
by the government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation For Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects of
the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the
public schools, they shall be entitled to study leave not exceeding one school year after
seven years of service. Such leave shall be granted in accordance with a schedule set
by the Department of Education. During the period of such leave, the teachers shall be
entitled to at least sixty per cent of their monthly salary: Provided, however, That no
teacher shall be allowed to accumulate more than one year study leave, unless he
needs an additional semester to finish his thesis for a graduate study in education or
allied courses: Provided, further, That no compensation shall be due the teacher after
the first year of such leave. In all cases, the study leave period shall be counted for
seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject
to the condition that the teacher takes the regular study load and passes at least
seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed one
year at the least.

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Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the
age and service requirements of the applicable retirement laws shall be given one range
salary raise upon retirement, which shall be the basis of the computation of the lump
sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and
without previous authorization both to establish and to join organizations of their
choosing, whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or coercion.
It shall be unlawful for any person to commit any acts of discrimination against teachers
which are calculated to (a) make the employment of a teacher subject to the condition
that he shall not join an organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within school
hours, and (c) to prevent him from carrying out the duties laid upon him by his position
in the organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional standards,
and in the formulation of national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days after
publication in a newspaper of general circulation and by such other means as the

58
Secretary of Education deems reasonably sufficient to give interested parties general
notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
concerning the benefits herein granted to public school teachers under the employ of
the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce
any teacher in the exercise of his rights guaranteed by this Act or who shall in any other
manner commit any act to defeat any of the provisions of this Act shall, upon conviction,
be punished by a fine of not less than one hundred pesos nor more than one thousand
pesos, or by imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the
Government service.

Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.

Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force and in
effect.

Sec. 35. This Act shall take effect upon its approval.

Approved: June 18, 1966

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