Imbalance

Between
Demand and
Supply for
SPED-Trained
Personnel
GUZMAN, BRIAN LERRY L.
TAYAG, RHUSSEL
BASED ON THE JOURNAL
 The relationship between
teacher supply and demand has
been described as a “puzzle”
based on “the interaction
between quality and quantity”
(Smith-Davis & Billingsley,
1993).
 It is widely recognized that there
has long been an imbalance
between the demand for SETs and
the supply of SETs, thereby
resulting in serious shortages (e.g.,
Smith-Davis & Billingsley, 1993;
Council for Exceptional Children,
2000; McLeskey, Tyler, & Flippin,
2004; Boe & Cook, 2006).
 One positive development in special
education is the implementation of
Republic Act 7277, otherwise known
as the Magna Carta for Disabled
Person, an act providing for the
rehabilitation, self-development and
self-reliance of disabled person and
their integration into the mainstream
society.
The following are some of the
concerns in setting the SPED
programs which have been
correspondingly addressed:
1. Inadequate Special
Education Services
Throughout the Country
2. Limited Facilities,
Materials and Equipment for
Systematic and Scientific
Early Identification and
Screening Procedure
3. Early Intervention Program
Is Not Sufficient
4. Fat Turn-Over of Special
Education Teachers
5. Imbalance Between the
Demand and Supply for SPED-
Trained Personnel
6. Attitudinal Barrier
7. Lack of Coordination among
Government Agencies in the
Provision of Programs and
Services
8. Dearth of Researches and
Studies are Children Special
Needs
5. Imbalance Between the
Demand and Supply for
SPED-Trained Personnel
 It was stated here that
institutionalization of the
SPED program in regular
schools was mandated
through DECS Order No.
26, s. 1997.
It was also stated here that
through the directive a
school divisions throughout
the country are required to
organize at least one SPED
center in each school
division.
 Recently, the Special Education
Division in collaboration with
Christoffel Blindenmission
International conducted training
workshops by cluster regions in
Luzon to train trainers on IE who
will turn take the role of training the
regular teachers within their
localities.
 Similarly, other NGOs like the Resources
for the Blind, inc. (RBI), Philippine
Foundation for the Rehabilitation of the
Disabled (PFRD), Katipunan ng
Maykapansanan sa Pilipinas, Inc (KAMPI)
and the Personnel Managers Association of
the Philippines (PMAP) take active role in
the exercise of capability building and
preparing our teachers especially the
regular teachers in handling children with
special needs.
According to the
SPED personnel's
that we interviewed
…
In the Philippines, the shortage
of special education teachers
and professionals is present.
The lack of special education teachers
is a direct results of higher turnover,
recruitment challenges and the lure of
opportunities abroad.
 There is also a shortage of SPED
teachers items in DepEd. Most of the
SPED teachers serving in the public
schools are Teacher I item holders.
We do really have
SPED personnel's but ...
1.Teachers/Person 2.Mismatch of
nel's are migrating work (SPED
abroad because of teachers to
the good salary Regular teachers)

3.Teachers are not

prepared to
handle students
with special needs
4.Lacking support
of the school
administration for
the facilities,
equipment etc.

5.Sensitive
Parents
THE END