Professional education, Summaries of Professional Communication

Download Professional education and more Summaries Professional Communication in PDF only on Docsity! Course Title: Foundation of Special and Inclusive Education Course Code: Profed 6 Course Description: This course shall deal with philosophies, theories and legal bases of special needs and inclusive education, typical and atypical development of children, learning characteristics of students with special educational needs (gifted and talented, learners with difficulty in seeing, learners with difficulty in hearing, learners with difficulty in communicating, learners with difficulty in walking/moving, learners with difficulty in remembering and focusing, learners with difficulty with self-care) and strategies in teaching and managing these learners in the regular class. Course Credits: 3 units Contact Hours: 3 hours/week LESSON 1 Brief History on Special Education in the Philippines     1902 - The interest to educate Filipino children with disabilities was expressed through Mr. Fred Atkinson, the General Superintendent of Education. 1907 - Special Education was formally started in the country by establishing the Insular School for the Deaf and Blind in Manila. 1927 - The government established the Welfareville Children’s Village, a school for people with mental retardation in Mandaluyong. 1945 - The National Orthopedic Hospital School for the Crippled Children and Youth is established. 1949 - Quezon City Science High School was inaugurated for gifted students. 1950 - PAD opened a school for the children with hearing impairment 1953 - The Elsie Gaches Village was established in Alabang to take care of the abandoned and orphaned children and youth with physical and mental handicaps. 1956 - Special classes for the deaf in regular class were implemented. 1957 - The Bureau of Public Schools of the Department of Education and Culture created the Special Education Section of the Special Subjects and Service Education. 1960 - Some private college and universities started to offer special education courses on graduate school curriculum 1963 - With the approval of R.A. No. 3562, the training of DEC teacher scholars for blind children started at the Philippine Normal University. 1965 - Marked the start of training programs for school administrators on the supervision of special classes held at UP 1969 - Classes for socially maladjusted children were organized at the manila Youth Reception Center 1970 - Training of teacher for Children with behavior problems started at the University of the Philippines 1973 - The juvenile and domestic Relations Court of Manila established the Tahanan Special School for the socially maladjusted children and youth. 1975 - The Division of Manila City Schools implemented the Silahis Concept of Special Education in public elementary schools. 1979 - The Bureau of Elementary Education Special Education unit conducted a two-year nationwide survey if unidentified exceptional children who were in school. 1980 - The School for the Crippled Children at the Southern Island Hospital in Cebu City was organized. 1990 - The Philippine institute for the Deaf, an oral school for children with hearing impairment was established. 1992 - The summer training for teacher of the visually impaired started at the Philippine Normal University 1993 - DECS issued Order No. 14 that directed regional officers to organize the Regional Special Education Council (RESC) 1995 - The summer training for teachers of the hearing impaired was held at Philippine Normal University 1998 - DECS order No. 5 “Reclassification of Regular teacher and principal items to SPED teacher and special school’s principal item" 1999 - DECS order no. 33 “Implementation of administrative order no. 101 directing the Department of Public Works and highways, the DECS and the CHED to provide architectural facilities or structural feature for disabled persons in all state college, universities and other buildings 2000 - DECS Order No. 11, s. 2000 - Recognized Special Education (SPED) Centers in the Philippines 2002 - An ongoing mobile teacher–training program by the Department of Education and the University of the Philippines trains regular and special education teachers on how to educate children with special needs. 2007- Special Education Act of 2007 identifies ten groups of Children with Special Needs 2009 - DepEd under its wing had 217 SPED Centers that cater to the needs of children with special abilities. The department issued Braille textbooks to help especially visually impaired children. 2010 - Special Education Act of 2010, An act establishing at least one Special Education center for each school division and at least three Special Education centers in big school divisions for children with special needs, guidelines for government financial assistance and other incentives and support 2012 - DepEd has increased the funding for its Special Education program and is set to open new centers 2013 - DepEd organized a National Conference for SPED Teachers to sharpen their skills. persons with disabilities. Batas Pambansa Blg. 344 An Act to Enhance the Mobility of Disabled Persons” requires cars, buildings, institution, establishments and public utilities to install facilities and other devices for persons with disabilities. Republic Act No. 6759 (1989) The law declared August 1 of each year as “White Cane Safety day in the Philippines.” The Legal Foundations of Special Education in the Philippines: Care and protection of Disabled Children (C.A. 3203)  The rights of every child to live in an environment conducive to his physical, moral and intellectual development and the duty of the government to promote the full growth of every child.  The magna Carta for Disabled Persons (R.A 7277) – affirms the full participation and total integration of persons with disabilities into the mainstream of our society by giving them equal opportunities to develop their skills and potentials and affording them to equal access to the basic services extended by the government.  The State shall take into consideration the special requirements of disabled persons in the formulation of the educational policies and programs. It shall encourage learning institution to consider the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements, and other pertinent consideration.  The State shall promote the provision by learning institution, especially higher learning institutions, of auxiliary services that will facilitate the learning process for disabled persons. otherwise known as “The Newborn Screening Act of 2004 is based on the premise that a retarded child could have been normal. The Legal Foundations of Special Education In the Philippines: 1. Care and protection of Disabled Children (C.A. 3203)== The rights of every child in the Philippines to live in an environment conducive to his physical, moral and intellectual development and the duty of the government to promote the full growth of every child. The Magna Carta for Disabled Persons (R.A. 7277)=== affirms the full participation and total integration of persons with disabilities into the mainstream of our society by giving them equal opportunities to develop their skills and potentials and affording them equal access to the basic services extended by the government. The State shall take into consideration the special requirements of disabled persons in the formulation of the educational policies and programs. It shall encourage learning institution to take into account the special needs of