CHED Guidelines in Admission of PWDs 090826

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Guidelines in the Admission of Students with Disabilities in Higher Education and Post-Secondary Institutions in the Philippines
Commission on Higher Education Technical Education and Skills Development Authority National Council on Disability Affairs
GUIDELINES IN THE ADMISSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION AND POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
CONTENTS
I.
Foreword ------------------------------------------------------------------ 3
II.
Introduction ---------------------------------------------------------------- 4
III.
Guidelines in the Admission of Students with Disabilities in Higher Education and Post-Secondary Institutions in the Philippines: A. Deaf and Hard of Hearing Students ----------------------- 6 B. Students with Learning Disabilities, Autism Spectrum Disorder, and Attention Deficit/Hyperactivity Disorder --------- 11 C. Students with Physical Disabilities ----------------------- 17 D. Students with Visual Impairments ------------------------ 19
IV.
Annexes A. General Guidelines on the Admission of Trainees/ Students with Disabilities in Post-Secondary Institutions in the Philippines ----------------------------- 22 B. Glossary ---------------------------------------------------------- 24 C. List of Resource Centers ----------------------------------- 27 D. Relevant References ----------------------------------------- 29 E. List of Participating Agencies in Workshops and Meetings ------------------------------------------------------ 62
FOREWORD
In the Asia-Pacific International Seminar on Education for Individuals with Special Needs held in Yokohama, Japan in December 2007, the participants held in consensus that the Education for All (EFA) goals on inclusive education for children and youth with special needs be implemented by all countries worldwide. In developing countries like the Philippines, however, there are still instances of persons with disabilities not being admitted in colleges and universities due mainly to seemingly lack of information and preparation by the school administrators and teachers alike on how to handle students with disabilities, thus resulting to loss of opportunity to enjoy their right to education. This prompted the then National Council for the Welfare of Disabled Persons, now the National Council on Disability Affairs (NCDA) through its Sub-Committee on Education, to initiate the development of Guidelines in the Admission of Students with Disabilities in Higher Education and PostSecondary Institutions. This initiative aims to generate useful information that school personnel can use to respond to the needs of students with disabilities. To further enrich these outputs, a series of consultative writeshops were held involving the members of the Sub-Committee and resource persons on different types of disability and from the academic community. The enriched outputs are now compiled into this publication with a big hope that its end-users will be able to put it to good use every time they will have a student with disability in their schools. This set of guidelines contains basic information on how to make the learning environment both convenient and beneficial to students with disabilities as well as to school personnel. It also has a list of resource centers catering to different types of disability, which can be referred to in order to meet the needs of students with disabilities. This publication is a fruit of hard labor. It was produced to respond to the continuing pursuit of making persons with disabilities become productive individuals and partners in nation building. Putting this into reality lies greatly on the hands of the people who will use it and will take pride in taking part in the noble advocacy that goes with it.
INTRODUCTION
When the United Nations (UN) declared the International Year of Disabled Persons in 1981, universal policies on special education (SPED) for children and youth with special needs were adopted to suit their needs. These efforts of the UN gradually advanced and moved towards the attainment of a barrier-free, inclusive and rights-based society for persons with disabilities for their full participation, equality and protection of their human rights, including their right to education. In 1990, the United Nations Educational, Scientific and Cultural Organization (UNESCO) declared and launched the Education for All movement through an International Conference held in Jomtien, Thailand. The movement recognizes that every child, youth and adult has the right to meet their basic learning needs, in the best and fullest sense of the term that include learning to know, to do, to live together and to be. One hundred fifty seven (157) governments throughout the world subscribed to the vision of this Declaration. Ten years later, a World Education Forum was held in Dakar, Senegal where 182 countries affirmed their commitment to support in achieving the goals of Education for All by the year 2015. In 2007, special education experts on higher education viewed the following provisions of the UN Convention on the Rights of Persons with Disabilities (CRPD) that will ensure maximum independence and ability of persons with disabilities, such as: (1) countries are to provide comprehensive habilitation and rehabilitation services in the areas of health, employment and education (Article 26), and (2) that member states shall ensure equal access of persons with disabilities to primary and secondary education, vocational training, adult education and lifelong learning (Article 24). In the Philippines, the following laws and policies were crafted to ensure and safeguard the protection of the rights of persons with disabilities to have access to education: a. 1987 Constitution of the Philippines. Under Article XIV, Section 1, thereof, it clearly provides that The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all; b. Republic Act No. 7277 or the 1992 Magna Carta for Disabled Persons. As stipulated under Chapter 2, Section 12, thereof it clearly provides that The State shall ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop their skills. It shall take appropriate steps to make such education accessible to all disabled persons. It shall be unlawful for any learning institutions to deny a disabled person admission to any course it offers by reason of handicap or disability. Furthermore, it states that The State shall take into consideration the special requirements of disabled persons in the formulation of educational policies and programs. It shall encourage learning institutions to take into account 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 also promote th e provision by learning institutions, especially higher learning institutions, of auxiliary services that will facilitate the learning process for disabled persons.
c.
Republic Act No. 9442, An Act Amending Republic Act No. 7277, Otherwise Known as the Magna Carta for Disabled Persons. Under Chapter 8, Section 32, letter h, thereof, it clearly provides that Educational assistance to persons with disability, for them to pursue primary, secondary, tertiary, post tertiary as well as vocational or technical education, in both public and private schools, through the provision of scholarships, grants, financial aids, subsidies and other incentives to qualified persons with disability including support for books, learning materials and uniform allowance to the extent feasible: Provided, That persons with disability shall meet minimum admission requirements; CHED Memorandum Order (CMO) No. 23, Series of 2000. titled Quality Education for Learners with Special Needs. The Commission on Higher Education (CHED) in its commitment to raise the level of educational attainment of persons with disability in the Country. Foremost, it urges higher educational institutions to: 1. Admit learners with special needs; 2. Inclusion of SPED programs for teacher training institutions; and 3. Facilities and equipments be modified to ensure quality education is made accessible to learner with special needs
d.
Even though the number of students with disabilities is observed to be increasing, especially in tertiary/post-secondary education, still very few persons with disabilities have the opportunity to go to college. In international estimates, barely 2% of 400M have a chance for education. In the Philippines, the Department of Education reported that there are 156,270 children with special needs who enrolled for School Year 20042005. The CHED on the other hand, reported that a total of 352 PWDs nationwide have availed of the Private Education Student Financial Assistance (PESFA) Scholarship Program for school year 2006-2007 to pursue tertiary education. The issue of persons with disabilities getting an education is not only a matter of making them be admitted to schools but more importantly, it is all about the lifelong educational experience of the person in school. These experiences may include making the classroom accessible and setting-up reasonable accommodations on activities, services and other programs for easier access and full enjoyment of persons with disabilities. These may also extend to the kind of attitudes administrators, faculty, students, and other school personnel must have towards students with disabilities. Through concerted efforts, the learning environment of students with disabilities may be arranged in a variety of creative ways so that available opportunities for learning that would eventually help them succeed in life can be fully achieved.
DEAF AND HARD OF HEARING STUDENTS

A. Meet the Learner The deaf and hard of hearing students have the same range of talents, potentials and abilities as any other person, but they often have limited or no access to adequate opportunities for developing these talents. Barriers exist particularly in having access to information whether information comes through direct interaction with other people who do not know or use sign language, or from sources that are intended to reach many people at once, e.g. mass media.1 The spoken and written language acquisition of Deaf and hard of hearing students is affected by various factors related to hearing loss, e.g. onset and degree of hearing loss, communication method used, types of educational programs attended2. This affects the reading and writing skills of deaf and hard of hearing students. It is necessary then that to provide full support to the deaf and hard of hearing students, it is important that understanding the nature and extent of the hearing loss and how it affects the student is imperative in providing appropriate accommodations.3 Providing the deaf and hard of hearing students the necessary accommodations through appropriate support services in educational settings can help create conditions under which they can maximize their potentials up to the highest degrees of academic qualifications. Primary to this support is that qualified and well-oriented school personnel (both teaching and non-teaching) understands the uniqueness of deaf and hard of hearing people as individuals and as members of a bigger Deaf community with its own linguistic identity4 (thus the capital D in Deaf); and that they have rights to have full access to information and learning opportunities through sign language interpreters, assistive devices and other support detailed below. With full support, the school personnel will be instrumental in substantially improving the educational situation and the life circumstances of the deaf or hard of hearing students.
B. School Admission: The deaf and hard of hearing High School graduates, including those who passed and qualified in the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted in any higher/post secondary educational institution provided they pass the admission requirements of the school given reasonable accommodations.
Deaf People and Human Rights, by Ms. Hilde Haualand and Mr. Colin Allen for the World Fed eration of the Deaf and the Swedish National Association of the Deaf, 2009 2 Deafness 101, by Peggy Brooks funded by the PostSecondary Education Consortium for the University of Tennessee, Knoxville, USA, 1999 3 Ibid 4 Article 24 (3b) of the UN Convention on the Rights of Persons with Disabilities
A crucial aspect of accommodation is the presence of a qualified sign language interpreter who shall ensure all spoken instructions during testing are adequately interpreted to the deaf or hard of hearing students. The following are the suggested admission requirements and procedures for reasonable accommodation: 1) A deaf or hard of hearing applicant may apply in any course he/she chooses as long as he/she meets the qualifying requirements of the course. 2) Assessment tools and procedures necessary for the course are the means to determine the qualification and readiness of an applicant. There are many ways to achieve these. Below are some suggestions that may be used independently or in combination: a. Give the standard entrance tests given to other applicants; b. Undergo diagnostic exams designed specifically for the deaf or hard of hearing students; and c. Conduct one on one interview or panel interview that may also involve assessment of specific skills. 3) Other regular admission procedures for hearing students apply to deaf or hard of hearing students. However, the college or university has the option to adopt their own implementing guidelines and procedures that are in accordance with the law. C. Auxiliary Aids and Services In order to facilitate the learning of the deaf or hard of hearing students, they may need/require sign language interpreters and/or note takers, whom the school can provide and/or arrange with concerned professionals. The choice of what sign language to use depends on the discussion of the concerned institution and the deaf or hard of hearing students who will need such assistance. The students, most especially those with secondary or additional disability may also have their personal assistant (who can either be a family member, relative or a volunteer) to go with them for any assistance, subject to prior arrangement with the school authorities. It is important that sign language interpreters inside the classroom should be stationed clearly and conveniently visible to the deaf or hard of hearing students who will need such assistance. As for note takers, they may sit within accessible distance to the students concerned.
D. Student Support Services The deaf or hard of hearing students shall need the following support services which the school shall provide or arrange with concerned resource centers, outside the school: 1. An Office, a unit in charge of special needs, whereby the designated head is equipped with sign language skills and can perform the following functions: Attends to all inquiries pertaining to the programs of the school Coordinates with the different offices of the school Coordinates with the teachers of deaf students for any concerns Works hand-in-hand with the different department heads where the deaf or hard of hearing students are enrolled in for academics and extra-curricular activities Meets regularly with the students Schedules loads of interpreters and note-takers and monitors them Visits/Provides information to different schools for the deaf to market the program Meets with prospective applicants and parents within the school year regarding the program Assists students with their academic work by providing group tutorials Attends to the needs and queries of students Coordinates with parents of the deaf or hard of hearing students. 2. Guidance & Counseling Services including access to career planning. It is necessary that these services will be provided by staff who can communicate in sign language. Full access, participation and inclusion of curricular/extra-curricular, socialization activities. students in co-
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Facilitation of student interaction and networking among the deaf or hard of hearing students. Facilitation of open communication between school/teachers and parents
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E. Physical Plant, Equipment and Facilities The school may provide the following equipment and facilities proven beneficial to deaf or hard of hearing students: 1. All audio-related signals for particular purposes (e.g announcements, emergencies, call attention) should have a counter part flashing visual/light signal
2. 3. 4.
Adequate classrooms with acoustical treatment A well-lit classroom Facilities for closed-caption devices.
F. Research and Development It is highly encouraged that the universities and colleges include in their institutional research agenda the understanding of the uniqueness and needs of deaf and hard of hearing students in post-secondary education. Efforts towards this direction will help expand the body of knowledge needed to increase understanding of Deaf and hard of hearing students in post-secondary education and the improvement of services that they need to gain full access and fully benefit from the learning opportunities.
G. Special Training/Skills of Teachers and support providers 1. Teachers and support providers (such as Guidance Counselors, note takers, tutors, and interpreters) dealing with the Deaf or hard of hearing students should have sufficient orientation of the following: Deaf Awareness particularly their visual language, culture and uniqueness Access and Equity in the education of Deaf and hard of hearing students (e.g. learning styles, strategies in information access in the classroom, etc) Basic Sign language (this can be given to faculty, staff, student peers to help facilitate greater acceptance and integration of Deaf and hard of hearing students in the school community) In-service training for teachers to ensure that teachers and educators understand the learning needs of the Deaf or hard of hearing students. Suggested topics for in-service training are as follows: Teaching methodologies Laws and Mandates such as the UN Convention on the Rights of People with Disabilities, Deaf people and Human Rights, Universal Design in Education Nature and characteristics of Deaf and hard of hearing students Learning and Communication Styles of the Deaf or hard of hearing students Availability of experts and information on the above-stated topics can be coordinated with appropriate agencies, both from the private and public sectors and other resource centers.
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In order to best serve Deaf or hard of hearing students, teachers concerned are also encouraged to have the know-how and eventually master the following teaching strategies: Maximization of the use of visuals/multi-media, provision for handouts and special sitting arrangement for students who are deaf or hard of hearing; Peer interaction programs like: Partner Learning, Cooperative Group Learning Systems, Peer Buddy System, Peer Tutoring, Learning Circles and Circle of Friends; Instructional Variables like: Reinforcement, Mastery Learning, Graded Homework, and Time on Task; Program Variables like: Reading training, Cognitive Strategies, and special programs (accelerated training); and Use of Technological Devices such as Real Time Cap Timing Devices, Computer-Aided Instruction (CAI), and Telecommunications for the students who are Deaf or hard of hearing.
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STUDENTS WITH LEARNING DISABILITIES (LD), AUTISM SPECTRUM DISORDER (ASD), AND ATTENTION DEFICIT/HYPERACTIVITY DISORDER (AD/HD)
A. Meet the Learner Individuals with these conditions may manifest some learning, sensorial, emotional and behavioral characteristics that need modifications which may include not only adaptations in their learning context but also educational and social accommodations in the classroom setting. They may posses strengths similar to individuals without these conditions but in different manifestations that can be enhanced through various levels of intervention. A.1 The Learner with Learning Disabilities (LD) Diagnostic and definitional issues abound in learning disabilities. These are as follows: 1) the IQ-achievement discrepancy wherein poor academic achievement exists in an individual with adequate intelligence; 2) there are different types of learning disabilities often accompanied by attention disorders and problems in the social and emotional domains; 3) and that learning disability reflects unexpected low achievement with failure to respond to validated intervention. (Wolraich et. al., 2008). Individuals with learning disabilities may exhibit different core cognitive characteristics like problems in word reading, accuracy and fluency, comprehension, math computation problems, mathematics fact retrieval, procedural skills and problem solving. These students often require task analytic instruction, which is organized, explicit and provides opportunity for review. A.2 The Learner with an Autism Spectrum Disorder (ASD) Autism Spectrum Disorder or ASD is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a childs educational performance. Other characteristics are often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or in daily routines, and unusual responses to sensory experience. The term does not apply if the childs educational performance i s adversely affected because the child has an emotional disturbance. The underlying premise of this term is that there is a continuum or spectrum of autistic conditions which includes a range of characteristics from extremely withdrawn and low functioning cases at one end to socially aware, articulate and intelligent individuals who nevertheless share the core social and communicative impairments that are the hallmark of autism. This discussion however, is limited to Asperger Syndrome (AS) or High Functioning Autism (HFA) categories as they are more likely to enter post secondary education and higher institutions. 11
The neurocognitive profiles in both groups (AS and HFA) are very uneven. In the older adolescent or young adult pursuing higher education, there will be specific deficits in verbal comprehension or general understanding of both verbal and nonverbal concepts and relative strengths in visual motor and visual spatial processing. Academic problems related to inattention and lack of focus, an inability to complete homework, and weak areas in problem solving, abstract conceptual learning and generating creative solutions to complex problems have been described (Prior, 2003). However, what often remains neglected are the social impairments and poor understanding of social situations where rules of social conduct are not appreciated. They may make inappropriate comments on others looks, behavior and may intrude on other peoples privacy or conversations giving an impression of being rude, inconsiderate or spoiled (Attwood, 1998) A.3 The Learner with Attention Deficit/Hyperactivity Disorder (AD/HD) The diagnosis of AD/HD in the adolescent or young adult entering post secondary education hinges primarily on reports of functioning during childhood. (Barkley, 2006) Apart from the core symptoms of AD/HD, which include inattention, hyperactivity and impulsivity, there should be clear impairment across many domains. Adults with AD/HD are also prone to suffer from a wide range of co morbid conditions some of which are secondary to AD/HD related frustration and failure. Many psychiatric disorders are also observed like various forms of depression, anxiety disorders and obsessive-compulsive disorder. AD/HD is considered a biologically based, educational disability where there is a problem of sustaining attention, effort and motivation and inhibiting behavior in a consistent manner over time. Hence, deficits in specific skill areas (academic, social and organizational) are common among students with AD/HD. It is often harder for students with AD/HD to do the same academic work not because they lack the skill but because they lack the structure and exhibit the same social behavior expected of other students.
B. School Admission Individuals with learning disabilities, including those who passed and qualified in the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted in any higher/post-secondary educational institution based on the following considerations: 1. Pass the admission requirements of the school given appropriate reasonable accommodation, such as but not limited to the following: Flexibility in terms of time (additional time to answer) and rules (may be allowed to stand up once in a while or get out of the room) to address the problems of inattention and hyperactivity. 12
2. Upon passing the admission test, the School/University: Require a medical and developmental assessment and clearance from a medical professional (i.e. developmental pediatrician, child and adolescent psychiatrist, neurologist) Require further assessment by the schools licensed guidance counselor and to present a more accurate psycho-educational assessment or psychological assessment of the student with learning disabilities from certified psychologist. Organize a conference to be attended by student with learning disabilities and his/her advocates (which may include his family, medical professional developmental pediatrician/neurologist, child and adolescent psychiatrist, SPED consultants, regular educators and/or therapist) to discuss strategies on how to further support the student The usual practice is for the parent to write the school about their childs condition. The letter usually comes with the neuro-developmental assessment from developmental pediatrician and/or psychological assessment from certified psychologist. Further assessment can be done by a licensed guidance counselor and a case conference will be an ideal scenario. Aside from the assessment of the student upon admission, the school should require the parents for their child to undergo regular (per semester or per year) psychological assessment from a clinical psychologist to check on how the student is coping with and adjusting to college life. Screening for depression and other co-morbidities coming from a clinical psychologist should be foremost. C Auxiliary Aids and Services The school will be given reasonable time to offer and/or to advise the students to avail of the following services whenever and wherever available: a. Non-teaching Staff Nurse Certified Psychologist Physical therapist Occupational therapist Speech pathologist/therapist Special Education (SPED) consultants Medical professional (Psychiatrist, Neurologist, Family Physician) Developmental Pediatrician Licensed Guidance Counselors b. Reasonable Accommodations in the School Library Ready assistance to locate reference books and access to the computer database.
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Permission to take home reference materials on a longer time schedule. Students may present person with disability identification card if available, for the purpose. Availability of a list of students with learning disabilities to make them aware of the special considerations that should be provided to them. c. Provision of job placement referral services to assist in the vocational exploration and career placement of students with learning disabilities. In cases when the school cannot yet provide any of the abovementioned services, a networking and referral system should be established initially to assist students with learning disabilities. D. Student Support Services a. The school must have an active guidance and counseling program on a regular (semestral/yearly) basis geared specifically to cater to the needs of students with learning challenges, which may include a team conference in tandem with concerned academic departments at the beginning and end of term to provide key assistance points, and evaluate such assistance to students with learning disabilities. b. There must be a center for students with learning disabilities which would serve as a venue to access and coordinate necessary services to cater to their special needs, such as any of the following, but not limited to: Therapy and other assessment services; Tutorial, support group and peer counseling; On-the-job training; and Medication services in consultation with developmental pediatrician, neurologist, and child and adolescent psychiatrist Guidance counselors may also assign a coach for the student to remind them of important dates and deadlines and to check on the students activities. The coach can be a friend of the student who is knowledgeable about his/her condition. c. Likewise, the center can also serve as a Resource Room/Library extension where especially developed materials are kept for special instructions. A Data Banking Center where records on assessment and developmental progress of students with learning disabilities should be kept with utmost confidentiality unless disclosure is deemed necessary and beneficial to the students cause. d. The school should provide and/or conduct periodic or annual sensitivity training for all concerned school personnel and students on how to deal with or assist a student with learning disabilities.
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E. Curriculum and Learning Program Basic Guidelines that underpin more targeted individual strategies include the following (Prior, 2003): A highly structured learning environment in which teachers take prime responsibility for minimizing distractions Using clear unambiguous language to tell the learner or student on what he or she is supposed to do Checking the learners understanding of instructions Providing visual strategies Providing opportunities for revision Using behavior management strategies Considering time extensions for completion of work or assignments Arranging for a collaborative, practical approach between parents and school staff. Specific Curricular guidelines When necessary, curricular modifications should be done in one or several of the following areas: mode of instruction, course requirement, mode of evaluation and needed tools and equipment as well as time and space in the course of study of students with learning disabilities. Consideration for submission of course works and requirements must be agreed upon to accommodate students with learning disabilities within a reasonable period of time prior to grading. Contract setting with the students may be arranged to avoid abuse of the accommodations. The school should offer parallel subjects/courses for those determined inappropriate for students with learning disabilities to comply with the minimum curriculum requirement. Faculty are encouraged to explicitly write in the syllabus reasonable modifications to accommodate students with disabilities. The school shall provide reasonable accommodation to students with disabilities, in terms of modified residency requirement and lesser academic load to be determined together with the parents, teachers, and professionals concerned. There should be frequent monitoring of school programs so that evaluations can be done formatively with response of students assessed continuously.
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F. Research and Development The school should foster an environment that encourages faculty to initiate and participate in research-related activities to create new knowledge that can be utilized to develop pertinent instructional materials, programs and projects that will assist students with learning disabilities to attain their optimum potentials. G. Teacher Education, Training and Support For General education teachers: Have necessary exposure and training being provided by professional organizations and established institutions though courses in special education for specific learning challenges under his/her care. Have an open and positive attitude towards students with learning disabilities. Have initiative to design and apply curricular approaches and strategies that would facilitate the education of students with learning disabilities. Willingly engaged in the process of working with students with learning disabilities Able to provide strategies for both education and behavior (social skills) purposes. Persons with other types of mental impairments such as those with down syndrome, given reasonable accommodations shall likewise be admitted to school/training center and/or program like vocational courses wherever he/she deemed fit to study, in consultation and coordination with the parents of the student/s, faculty and school/training center administrators, and other concerned professionals.
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STUDENTS WITH PHYSICAL DISABILITIES

A. Meet the Learner Students with physical disabilities (with mobility impairments as a result of accidents, diseases, (congenital disability/impairment) and heredity), can be easily accommodated in higher educational/post-secondary institutions provided school authorities properly address architectural barriers within the campus. Batas Pambansa Blg. 344, also known as the Accessibility Law, requires that all establishments be made accessible to enhance mobility of persons with disabilities. While, proper implementation of the prescribed measurements for ramps, handrails, and toilets are originally aimed to address the access needs of persons with mobility impairments, it has been noted that such features equally benefits the general population by providing greater conveniences and safety particularly to elderly, children, pregnant women and the rest. There are many shining examples of people with physical disabilities who excel in their fields after gaining opportunity to pursue or finish higher education. However, it is also quite alarming that there are still few people with physical disabilities who are not able to enter higher/post-secondary educational institutions because of lack of support from the administration in providing special in-campus accommodations for them.
B. School Admission Individuals with physical disabilities, including those who passed and qualified in the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted in any higher/post secondary educational institution provided they pass and comply with the admission requirements of the school and/or training center given reasonable accommodations.
C. Auxiliary Aids and Services Students with physical disabilities may have personal assistant/s, given appropriate training and orientation, from the school or family.
D. Student Support Services In order to provide the best help to students with physical disabilities, the school should establish a Disability Services Unit (DSU) within the Office of Student Affairs that will: Provide access to all available programs and services in school and when feasible the provision of accessible dormitories, transport, etc.
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Initiate and institutionalize a referral program to address their special needs such as appropriate PT and OT services, repair/purchase of assistive devices, and social services for needy students. The DSU should link with a competent physician who will held them to institute a schoolbased PT and OT services, including training of teachers and personnel. Conduct special programs to encourage students to participate in various school activities, be duly recognized and awarded; and Conduct special training for counselors on guidance and counseling of persons with disabilities in coordination with the school s guidance center.
E. Physical Plant, Equipment and Facilities Rest rooms, libraries, and other facilities must be in compliance with the universal designs. These may include parallel bars and sofa beds at the student lounge for therapeutic and/or relaxation purposes. F. Curricular Program The school/teachers should adopt curricular programs to enable the students to comply with the academic requirements. G. Research and Development The school, through its Research Development Center should consider pursuing research works on: 1) Piloting of Disability Service Office; 2) Establishment of an Institute on Disability Studies; and other areas deemed relevant and necessary. H. Special Skills Training for Teachers Teachers who have students with physical disabilities should have an orientation: On accessibility and other policies affecting persons with disabilities; and sensitivity training in providing assistance; and On how to deal with students with physical disabilities.
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STUDENTS WITH VISUAL IMPAIRMENTS

A. Meet the Learner Students with visual impairments can adjust to the existing learning environment, whether tertiary or post-secondary given reasonable accommodations. Visually Impaired learners may be totally blind, low vision, color blind or those with light perceptions. Totally blind learners are those whose only access to information is via tactile and descriptive audio. Low vision may still benefit on enlarged prints and so with the color blind. Those with light perception are as print disabled as the totally blind only that they are more mobile since they may still perceive images and pathways.
B. School Admission Visually impaired students, including those who passed and qualified in the Accreditation Equivalency Test being administered by the Bureau of Alternative Learning System of the Department of Education shall be admitted in any higher/post secondary educational institution in accordance with the general admission requirements of the School given reasonable accommodation such as the administration of test in Braille format or in oral-type.
C. Auxiliary Aids and Services In order to facilitate the learning of students with visual impairments, they may have qualified readers to go with them in school upon arrangement with the teacher and other concerned school personnel. They may also bring with them other educational assistive devices such as Braille N Speak, recorder/player, and/or laptop computers. Students with visual impairments may prefer or to some extent require other educational materials such as books and other references in taped, CD, and/or Digital Accessible Information System (DAISY) format. Production and availability of these materials can be arranged in advance through the National Library (Library for the Blind division), which is based in Manila and through other non-government organizations like the Resources for the Blind and other affiliates. Tests or other examinations to be administered for students with visual impairments may be prepared in soft/electronic copy. Considerable time to finish the test to be administered for students with visual impairments may likewise be provided.
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The following open source/links once accessed may be useful to facilitate the education of students with visual impairments: free screen reader thunder (http://www.screenreader.net/) jaws (http://www.freedomscientific.com) window eyes (http://www.gwmicro.com/) webAnyWhere Screen reader on the go (http://webanywhere.cs.washington.edu/) Dolphin Home (www.dolphinuk.co.uk/) NVDA www.nvda-project.org/ - Orca - GNOME Live! http://live.gnome.org/Orca Macintosh operating system (www.apple.com/accessibility/voiceover/)
D. Student Support Services Students with visual impairments may seek counseling, medical and health, referral and job placement assistance and other services during their stay in school. The Office of Student Affairs and Services shall consider organizing a group of volunteers to serve as readers for students with visual impairments and render other forms of assistance. E. Physical Plant, Equipment and Facilities
The Accessibility Law or Batas Pambansa Blg. 344 requires the provision of rough or corrugated pathways and other access features for the visually impaired, however, with appropriate orientation and mobility training, students with visual impairments can already manage themselves independently.
F. Curriculum Program
Given reasonable accommodations, students with visual impairments can do adaptations to fulfill the requirements of the prescribed curriculum for every course. Teachers are encouraged to be more descriptive in delivering lessons for every subject, like visual aids for the seeing, tactile aids materials that could be touched for visualization and ebooks/audio books that could enhance learning of students with visual impairment. Physical Education (PE) subjects in every curriculum may be modified to enable students with visual impairments to comply with requirements.
Revisions in the methodology shall be done from time to time according to the needs of the visually impaired students.
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G. Research and Development The school can initiate applications and development of research projects on the development of material appliances and technical aids for learners with visual impairment as provided for in Section 17 of the Magna Carta for Persons with Disabilities (RA7277) and on problems students with visual impairments experience while in school. Research areas/legal bases relevant to students with visual impairments can also be obtained from various sources such as among others the Salamanca Statement on Education, Biwako Millennium Framework for Persons with Disabilities, mandates relevant to education of UNESCO, UN ESCAP, and other UN and ASEAN organizations.
H. Special Training/Skills of Teachers Teachers who are handling students with visual impairment should have recognized the dynamics of a visually impaired person and should be conversant about disability-related policies like the Accessibility Law or Batas Pambansa Blg. 344 and the Magna Carta for Disabled Persons (RA 7277), including its amendments as provided for in RA 9442 through an appropriate orientation that can be coordinated with and provided by concerned government and non government organizations. Teachers shall undergo training or at least have an overview of Braille reading and writing, any computer screen reading soft wares, DAISY materials, and other learning aids and assistive devices such as but not limited to Closed-Circuit Television or CCTV.
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GENERAL GUIDELINES ON THE ADMISSION OF TRAINEES/STUDENTS WITH DISABILITIES IN POST-SECONDARY INSTITUTIONS IN THE PHILIPPINES
POST SECONDARY EDUCATION (Non-Degree) is the stage of formal education following the secondary level covering non-degree programs that have varying duration for three (3) months to three (3) years concerned primarily with developing strong and appropriately trained middle level skilled manpower possessing capabilities supportive of national development. The potential/target clienteles of tech-voc programs includes primarily the high school graduates, secondary school leavers, college undergraduates and graduates who want to acquire competencies in different occupational fields, displaced workers who lost their jobs because of closure of establishments, retrenchment or laying-off of workers, returning Overseas Filipino Workers (OFW), currently employed persons and Persons with Disabilities (PWDs) who want to learn new skills and knowledge and/or upgrade their skills. ENROLMENT POLICIES All students who want or are interested to enroll in technical vocational education under post secondary programs either in a private or public institution must have completed their secondary education. Students with physical disabilities or have special needs should be accepted in any courses or qualifications preferred by the applicant. However, the acceptance shall be made only after clear assessment and concurrence by all parties concern on the potential and peculiar problems that may be encountered by the student in fulfilling the demand and rigors during the actual learning process. ASSESSMENT TOOLS AND PROCEDURES All persons/students who want to pursue technical vocational courses must undergo the assessment procedures required by the learning/training institution. The assessment process may include the use of assessment tools and/or other procedures the school/institution may require. It should be made clear that the result of the assessment should not be used by the institution to declare or classify if the applicant to have passed or failed in his application. Rather, it should be used merely as reference to guide or find out what particular career, course or qualification would best fit based on the capacity, interest, and inclinations revealed by the result of the assessment instrument used.
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In the absence of an internal assessment tool, the learning/training institution should secure copy of the applicants National Career Assessment Examination (NCAE) administered by Department of Education. Or, asked them to undergo the Youth Profiling for Starring Career (YP4SC) being used by TESDA to assess its applicants. THE USE OF RECOGNITION OF PRIOR LEARNING (RPL) Each training institution should establish a committee purposely to review and deliberate to give due recognition on the applicants skills, knowledge, expertise and technical skills based on evidences. The Recognition of Prior Learning (RPL) is an assessment process which gives accreditation or recognition of a persons technical skills and knowledge acquired through exposure to relevant work experiences related to the course/qualification being applied. PROGRAM/COURSE QUALIFICATION Any post-secondary TVET courses or qualifications must be submitted for accreditation under the Unified TVET Program Registration and Accreditation System (UTPRAS) of TESDA before it is offered to the public by the institution. Once found to have complied with the requirements prescribed in the Training Regulations, a Certificate of Program Registration (CoPR) is issued. METHODOLOGY/DELIVERY MODE OF INSTRUCTION All post-secondary TVET courses/qualifications should adopt the Competency-Based Training (CBT) mode. The CBT offers a clearly defined set of competencies that should be acquired by the learner. More importantly, it provides a built-in flexibility to respond on the capacity and learning need of its student/trainee.
MANDATORY ASSESSMENT The school/training center shall adopt the policy of mandatory skills assessment to all trainee/students as a prerequisite to graduate from any post-secondary technical vocational course/qualification. The mandatory assessment must be conducted by an accredited and independent assessor in the said qualification. The conduct of mandatory assessment provides both the institution and the student to measure the level of knowledge and skill learned/acquired by student/trainee using a TESDA sanctioned assessment instrument and procedures. However, the result of said assessment should not preclude the student/trainee to be considered as graduate after completion and compliance to its requirement. 23
GLOSSARY
Accommodations is aptly described in the Teaching Students who have disabilities Resource and Guidebook (1995) Developed by the Advisory Committee on Campus and Program Accessibility by the Disabled of Brocke University Surgite, Ontario, Canada5
Accommodations are alterations made in the way information is presented, in the deadlines students have to complete requirements, or in the manner in which their knowledge of course material is examined. Accommodations are recommended to enable students with disabilities to demonstrate knowledge, without the interference of disability, to the extent that this is possible. Accommodations are meant to create a fair academic setting for students with disabilities, when compared to the others in their classes, fair does not always mean equal, and they need accommodations to be able to learn and to demonstrate their knowledge. Thus, accommodations to remove barriers of communication and to facilitate academic participation can make a difference in the students ability to fulfill course requirements
Attention Deficit/Hyperactive Disorder - the essential feature of AttentionDeficit/Hyperactivity Disorder is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. (DSM-IV) Autism Spectrum Disorder Note: Autism spectrum disorders and pervasive developmental disorders are used synonymously . IDEA 2004 Definition of Autism. A developmental disability significantly affecting verbal and nonverbal communication and social interaction, usually evident before age 3 that adversely affects a childs educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or in daily routines, and unusual responses to sensory experiences. The term does not apply if the childs educational performance is adversely affected because the child has an emotional disturbance. References. Lerner,J.W. (2005). Learning Disabilities:
Theories, diagnosis and teaching strategies.(10 ed.). Boston:Houghton Mifflin and Smith, D. (2007). Introduction to Special Education. Boston:Allyn and Bacon.
th
Blind - those who have a visual acuity of 20/200 of 6/60 or less in the better eye after maximum correction or who have a visual field which subtended an angle of 20 degrees or less in the widest diameter Cerebral Palsy - a static encephalopathy caused by an insult to the premature brain, leading to a global dysfunction, which always includes problems with motor function (movements).
http://www.cosc.brocku.ca/Faculty/Radue/disabilities/default.html
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GLOSSARY
Communication - includes languages, display of text, Braille, tactile communication, large print, accessible multimedia as well as written, audio, plain-language, human-reader and augmentative and alternative modes, means and formats of communication, including accessible information and communication technology (UN-CRPD) Deaf - a person who has an audiological impairment that makes him/her unable to hear. Disability - an evolving concept and that disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others. (UNCRPD) Discrimination on the basis of disability - any distinction, exclusion or restriction on the basis of disability which has the purpose or effect of impairing or nullifying the recognition, enjoyment or exercise, on an equal basis with others, of all human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. It includes all forms of discrimination, including denial of reasonable accommodation. (UNCRPD) Hard of hearing - a person who can understand words only if spoken very loud or close to the ear and has severe difficulties if there are other sources of noise. Inclusive education - a developmental approach to the learning needs of all children, youth and adults, especially those who are vulnerable to marginalization and exclusion. The principle of inclusive education was adopted at the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, 1994), restated at the World Education Forum (Dakar, Senegal, 2000) and supported by the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities. Language - includes spoken and signed languages and other forms of non spoken languages. (UNCRPD) Learning Disability - (note: in IDEA, the term used is Specific Learning Disability) IDEA 2004 Definition. General. The term means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. Disorders not included. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage. A
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GLOSSARY
learning disability can cause a person to have trouble learning and using certain skills. (Lerner, 2005) References. Lerner,J.W. (2005). Learning Disabilities: Theories,
diagnosis and teaching strategies.(10th ed.). Boston:Houghton Mifflin and Smith, D. (2007). Introduction to Special Education. Boston:Allyn and Bacon.
Learning Disorder - is diagnosed when the indi viduals achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. (DSM-IV) Limb Deficiency - any musculo-skeletal abnormalities in which the arms, hands and legs are absent or missing. It may manifests with following characteristics: 1) Clubfoot a child born with one or both feet deformed looking like a golf club; 2) Club hand a child born with one or both hand deformed; 3) Polydactylism a child born with extra fingers and toes; and 4) Syndactylism a child born with webbed fingers or toes. Low Vision - those who have significantly reduced vision with visual acuity of less (worse) than 20/60 or 6/18 in the better eye or visual fields is less than 20 degrees in diameter. After treatment or with refractive correction, vision cannot be corrected to normal. It also includes color blindness. Peripheral Nerve Injury - an injury of a peripheral nerve caused by complete or partial transection or compression resulting to weakness or paralysis and sensory abnormalities of the affected extremity. Poliomyelitis - an acute viral infection of the spinal cord, resulting in weakness or paralysis, and decrease in muscle size and bulk of the affected extremity. Sensation and bladder function is usually normal. Potts Disease - also known as tuberculosis of the spine, which is caused by a bacterial infection and may result in partial or complete paralysis. It may be accompanied by spinal deformity (kuba). Reasonable accommodation means necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms (UNCRPD) Universal design - the design of products, environments, programmes and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Universal design shall not exclude assistive devices for particular groups of persons with disabilities where this is needed. (UNCRPD)
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RESOURCE CENTERS
AD/HD Society of the Philippines Rm. 210 Center for Social Policy Social Development Complex Ateneo de Manila University Katipunan Road, Loyola Heights, Quezon City Tel. No.: 927-3463; 426-6001 loc. 4649 Autism Society Philippines, Inc. Rm. 307 M.L. Building 47 Kamias Road, Quezon City Tel. No.: 926-6941 E-mail : autism@edsamail.com.ph Website : www.autismphils.org Cerebral Palsied Association of the Philippines, Inc. # 7 Santan Street, La Colina Subdivision Barangay Fortune, Marikina City Tel. No.: 448-9640 Telefax : 413-2083 E-mail : cpap_2003@yahoo.com Commission on Higher Education Office of Student Services Higher Education Development Center Building Carlos P. Garcia Avenue, University of the Philippines Diliman, Quezon City Tel. No.: 928-3561; 426-9891 Website : www.ched.gov.ph De La Salle-College of Saint Benilde School of Deaf Education and Applied Studies 2544 Taft Avenue, Manila Tel. No.: 5267441 local 131 Telefax : 895-9642 Email: SDEAS.OPD@gmail.com Website: www.dls-csb.edu.ph Down Syndrome Association of the Philippines, Inc. 2nd Floor 6372, Agrifina Building Camia corner Meleguas Streets Guadalupe Viejo, Makati City Tel. No.: 895-3606 Telefax : 895-9642
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RESOURCE CENTERS
Philippine Society for Developmental and Behavioral Pediatrics Room No. 6 Philippine Children's Medical Center Bldg. Quezon Avenue, Diliman, Quezon City Tel. No.: 924-6601 to 25 loc. 273 Fax. No.: 924-0840 Philippine Childrens Medical Center Quezon Avenue, Diliman Quezon City Tel. No. : 924-6001 to 25 Philippine Federation for the Deaf #27C Masikap Street Barangay Piahan Quezon City Tel. No.: 435-1198 Resources for the Blind. Inc, 4th Floor, COTI Building 623 EDSA, Cubao Quezon City Tel. No.: 726-3021-24 Fax No.: 727-0077 E-mail : info@blind.org.ph Website : www.blind.org.ph The National Library (Library for the Blind Division) T.M. Kalaw Street Ermita, Manila Tel. No.: 524-0498 Fax. No.: 524-2329
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RELEVANT REFERENCES
BIWAKO Millennium Framework for Action Towards an Inclusive, Barrier-Free and Rights-Based Society for Persons with Disabilities in Asia and the Pacific
C. Early detection, early intervention and education 1. Critical issues 24. Available evidence suggest that less than 10 percent of children and youth with disabilities have access to any form of education. This compares with an enrolment rate of over 70 per cent for non-disabled children and youth in primary education in the Asian and Pacific region. This situation exists despite international mandates declaring the education is a basic right for all children and calling for the inclusion of all children in primary education by 2015. Governments should ensure the provision of appropriate education, which responds to the needs of children with all types of disabilities in the next decade. It is recognized that there is wide variation in the response which Governments in the Asian and Pacific region have made in providing education for children with disabilities, and that children are currently educated in a variety of formal and informal educational settings, and in separate and inclusive schools. 25. The exclusion of children and youth with disabilities from education results in their exclusion from opportunities for further development, particularly diminishing their access to vocational training, employment, income generation and business development. Failure to access education and training prevents the achievement of economic and social independence and increases vulnerability to poverty in what can become a self perpetuating, inter-generational cycle. 26. Infants and young children with disabilities require access to early intervention services, including early detection and identification (birth to four years old), with support and training to parents and families to facilitate the maximum development of the full potential of their disabled children. Failure to provide early detection, identification and intervention to infants and young children with disabilities and support to their parents and caretakers results in secondary disabling conditions which further limit their capacity to benefit from educational opportunities. Provision of early intervention should be a combined effort of Education, Health and/or Social Services. 27. Currently education for children and youth with disabilities is predominantly provided in special schools in urban centers and is available to limited numbers of children in many countries of the Asia and Pacific region. The Salamanca Statement and Framework for Action on Special Needs Education recommend that inclusive education, with access to education in the regular local neighborhood or community school, provides the best opportunity for the majority of children and youth with disabilities to receive an education, including those in rural areas. Exceptions to this rule should be considered on a case-by-case basis where only education in special school or establishment can be shown to meet the needs of the individual child. It is acknowledge that in some instances special education may be considered to be the most appropriate form of education for some children with disabilities. The education of all children, including children with disabilities, in local or community schools assists in breaking down barriers and negative attitudes and facilitates social integration and cohesion within communities. The involvement of parents and the local community in community schools further strengthens this process.
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28. Major barriers to the provision of quality education for children with disabilities in all educational contexts include the lack of early identification and intervention services, negative attitudes, exclusionary policies and practices, inadequate teacher training, particularly training of all regular teachers to teach children with diverse abilities, inflexible curriculum and assessment procedures, inadequate specialist support staff to assist teachers of special and regular classes, lack of appropriate teaching equipment and devices, and failure to make modifications to the school environment to make it fully accessible. These barriers can be overcome through policy, planning implementation of strategies and allocation of resources to include children and youth with disabilities in all national health and education development initiatives available to non-disabled children and youth. 29. Governments in collaboration with other stakeholders need to provide sport, leisure and recreational activities and facilities for persons with disabilities, as the fulfillment of their basic rights to the improvement of life. 2. Millennium development goal 30. In this priority area the millennium development goal is to ensure that by the year 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education. 3. Targets Target 6. Children and youth with disabilities will be an integral part of the population targeted by the millennium development goal of ensuring that by 2015 all boys and girls will complete a full course of primary schooling. Target 7. At least 75 per cent of children and youth with disabilities of school age will, by 2010, be able to complete a full course of primary schooling. Target 8. By 2012, all infants and young children (birth to four years old) will have access to and receive community-based early intervention services, which ensure survival, with support and training for their families. Target 9. very early age. Governments should ensure detection of childhood disabilities at a
See General Assembly resolution 48/96 of 20 December 1993 on Standard Rules on the Equalization of Opportunities for Persons with Disabilities, annex, rules 6. Education, para. 8. 4. Action required to achieve targets 1. Governments should enact legislation, with enforcement mechanisms, to mandate education for all children, including children with disabilities, to meet the goals of the Dakar Framework for Action and the millennium development goal of primary education for all children by 2015. Children with disabilities need to be explicitly included in all national plans for education, including national plans on education for all the Dakar Framework for Action.
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2. Ministries of Education should formulate educational policy and planning in consultation with families and organizations of persons with disabilities and develop programmes of education, which enable children with disabilities to attend their local primary schools. Policy implementation needs to prepare the school system for inclusive education, where appropriate, with the clear understanding that all children have the right to attend school and that is the responsibility of the school to accommodate differences in learners. 3. A range of educational options should be available to allow the selection of a school that will best cater for individual learning needs. 4. Adequate public budgetary allocation specifically for the education of children with disabilities should be provided within the allocation budget. 5. Governments in collaboration with others should collect comprehensive data on children with disabilities, from birth to 16 years old, which should be used for planning appropriate early intervention and educational provision, resources and support services, from birth through school age. 6. Five years targets should be set for the enrolment of children with disabilities in early intervention, pre-school, primary, secondary and tertiary (post-school) education. Progress towards meeting these targets should be closely monitored with a view to achieving the goal of 75 per cent of children with disabilities in school by 2012. 7. Ministries of Health and other concerned ministries should establish adequate early detection and identification services in hospitals, primary health care, center and community-based health care services, with referral systems to early interventions services for all disabled infants and children (birth to four years old). Governments should routinely screen high-risk pregnancies and high-risk newborn babies for early detection of disabilities at birth or soon thereafter. 8. Ministries of Health and Education should establish early intervention services, in collaboration with other concerned ministries, self-help organizations, NGO and community-based agencies, to provide early intervention, support and training to all disabled infants and children with disabilities (birth to four years old) and their families. 9. Governments, including Ministries of Education, should work in partnership with NGOs at the national and local level to conduct public awareness campaigns to inform families of children with disabilities, schools and local communities, of the right of children and youth with disabilities to participate in education at all levels, in urban and rural areas, and with particular emphasis on the inclusion of girls with disabilities where there is a gender imbalance in school attendance. 10. The following measures should be taken, where appropriate, by Governments in the region to improve the quality of education in all schools, for all children, including children with disabilities, in special and inclusive educational contexts: (a) conduct education and training for raising the awareness of public officials, including educational and school administrators and teachers, to promote positive attitudes to the education of children with disabilities, increase sensitivity to the rights of children and youth with disabilities in regular schools; (b) provide comprehensive pre- and in-service teacher training for all teachers, with methodology and techniques for teaching children with diverse abilities, the development of flexible curriculum, teaching and assessment strategies; (c) encourage suitable candidates with disabilities to enter the teaching
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profession; (d) establish procedures for child screening, identification and placement, child-centered and individualized teaching strategies and full systems of learning and teaching support, including resource centers and specialists teachers, in rural and urban areas; (e) ensure the availability of appropriate and accessible teaching materials, equipment and devices, unencumbered by copyright restriction; (f) ensure flexible and adaptable curriculum, appropriate to the abilities of individual children and relevant in the local context; (g) ensure assessment and monitoring procedures are appropriate for the diverse needs of learners. 11. Governments should implement a progressive programme towards achieving barrier-free and accessible school transport by 2012. 12. Government should encourage programmes of research at tertiary institutions to develop further effective methodologies for teaching children and youth with diverse abilities. 13. Organizations of and for disabled persons should place advocacy for the education of children with disabilities as high priority item on their agenda. 14. Regional cooperation needs to be strengthened to facilitate the sharing of experiences and good practices and to support the development of inclusive education initiatives.
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RELEVANT REFERENCES
UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES
Article 24 Education 1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to: (a) The full development of human potential and sense of dignity and selfworth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; (b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; (c) Enabling persons with disabilities to participate effectively in a free society. 2. In realizing this right, States Parties shall ensure that: (a) Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; (b) Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; (c) Reasonable accommodation of the individuals requirements is provided; (d) Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; (e) Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion. 3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: (a) Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;
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(b) Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; (c) Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development. 4. In order to help ensure the realization of this right, States Parties shall take appropriate measures to employ, teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative mode, means and formats of communication, educational techniques and materials to support persons with disabilities. 5. States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.
Note: Full text of the UN-CRPD may be accessed through the following website: http://www.ncda.gov.ph
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RELEVANT REFERENCES
MAGNA CARTA FOR DISABLED PERSONS AND ITS IMPLEMENTING RULES AND REGULATIONS (Republic Act No. 7277)
Chapter 2 Education SECTION 12. Access to Quality Education The State shall ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop their skills. It shall take appropriate steps to make such education accessible to all disabled persons. It shall be unlawful for any learning institution to deny a disabled person admission to any course it offers by reason of handicap or disability. The State shall take into consideration the special requirements of persons in the formulation of educational policies and programs. encourage learning institutions to take into account the special needs of persons with respect to the use of school facilities, class schedules, education requirements and other pertinent consideration. disabled It shall disabled physical
The State shall also promote the provision by learning institutions, especially higher learning institutions, of auxiliary services that will facilitate the learning process for disabled persons. SECTION 13. Assistance to Disabled Students. The State shall provide financial assistance to economically marginalized but deserving disabled students pursuing post secondary or tertiary education. Such assistance may be in the form of scholarship grants, student loan programs, subsidies, and other incentives to qualified disabled students in both public and private schools. At least five percent (5%) of the allocation for the Private Education Student Financial Assistance Program created by virtue of R.A. 6725 shall be set aside for disabled students pursuing vocational or technical and degree courses. SECTION 14. Special Education. The State shall establish, maintain and support a complete, adequate and integrated system of special education for the visually impaired, hearing impaired, mentally retarded persons and other types of exceptional children in all regions of the country. Toward this end, the Department of Education, Culture and Sports shall establish special education classes in public schools in cities and municipalities. It shall also establish, where viable, Braille and Record Libraries in provinces, cities or municipalities. The National Government shall allocate funds necessary for the effective implementation of the special education program nationwide. Local government units may likewise appropriate counterpart funds to supplement national funds. SECTION 15. Vocational or Technical and Other Training Programs . The State shall provide disabled persons with training in civics, vocational efficiency, sports and physical fitness, and other skills. The Department of Education, Culture and Sports shall establish in at least one government-owned vocational and technical school in every province a special vocational and technical training program for disabled persons. It shall develop and implement sports and physical fitness programs specifically designed for disabled persons taking into consideration the nature of their handicap.
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SECTION 16. Non-Formal Education. The State shall develop non-formal education programs intended for the total human development of disabled persons. It shall provide adequate resources for non-formal education programs and projects that cater to the special needs of disabled persons. SECTION 17. State Universities and Colleges. If viable and needed, the State Universities or State College in each region or province shall be responsible for (a) the development of material appliances and technical aids for disabled persons (b) the development of training materials for vocational rehabilitation and special education instructions: and (c) the research on special problems, particularly of the visuallyimpaired, speech-impaired, and orthopedically-impaired students, mentally retarded, and multi-handicapped and others, and other elimination of social barriers and discrimination against disabled persons, and (d) inclusion of the Special Education for Disabled (SPED) course in the curriculum. The National Government shall provide these state universities and colleges with the necessary special facilities for visually-impaired, hearing-impaired, speechimpaired, and other orthopedically-impaired students. It shall likewise allocate the necessary funds in support of the above. RULE III SECTION 1. Quality Education for Learners with Special Needs 1.1 Learning institutions under this rule shall admit all learners with special needs whether in academic, vocational or technical courses and other training programs except in the following instances: a) If the learning institutions have already accepted learners with special needs and further acceptance will render the teaching personnel and facilities less affective. b) If the learning institutions do not meet the criteria set by the Bureau of SPED and are not included in the financial assistance program except for government and state owned learning institutions shall be encouraged and provided necessary assistance to comply with the requirements of this rule and shall be subject to monitoring, supervision and assessment. c) Teacher training institutions are enjoined to include basic SPED courses at the undergraduate and graduate levels of education and in other related areas. These courses shall equip teachers with the skills needed to modify content and the teaching approaches used in ordinary classrooms so as to give curriculum access to learners with special needs and in working with parents and the specialists shall also be developed. d) Teaching institutions shall offer scholarships programs to SPED teachers in coordination with the Department of Education, Culture and Sports, Commission on Higher Education and other government and non-government agencies. These programs can be provided through alternative training models to include but not limited to short term courses, distance education, mobile training, and module instruction. 1.2 Formal Education To provide learners with special needs to access to basic education, learning institutions shall offer integrated education.
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In order to ensure that quality education is accessible, the following components namely, curriculum, educational programs, teaching methods and services shall be given importance by learning institutions: 1. For persons with visual impairment in the preparatory, elementary and early secondary levels modified curriculum shall include but not limited to, sensory training, special instruction in braille reading and writing, mathematics, orientation and mobility, music and typing. Preparation for integration and mainstreaming must be worked out in the early years of schooling at the elementary level to assure that visually impaired children just like other children with special needs except those possibly with mental retardation are educated with their nonhandicapped peers to the fullest extent possible. For post secondary vocational to tertiary levels they shall be integrated and mainstreamed and undergo the regular curriculum. Learners with visual impairment in these levels shall be given the necessary service such as: reading, writing braille, record library services, orientation and mobility, optical and medical services, counselling and other assistance. 2. For persons with hearing impairment, modified curriculum shall emphasize communication and language development which is tailored to meet the learners educational needs. The curriculum shall include special instruction in speech, speechreading, auditory training and rhythm using total communication, multisensory and other approaches. They shall be referred to such support personnel as sign language interpreters, audiologists, otologists, speech therapists, auditory trainors and others as needed. 3. For persons with orthopedic handicaps, quality education shall be given in the same manner as those in the regular education except that school facilities and physical environment shall be in compliance with B.P. Blg. 344 and they shall be allowed to attend classes in the ground floors of the school buildings whenever possible. Class schedule and other pertinent considerations shall be made to suit their learning requirements. 4. For persons with mental retardation, modified curriculum shall emphasize training in self-care, socialization, motor, pre-vocational, vocational and other daily living skills. For those with severe retardation, emphasis shall be on the development of self-care skills. 5. For all types of learners with special needs, teaching strategies shall be creative, multi-dimensional, multi-sensorial and shall involve active participation of the learners. 6. For other types of learners with special needs: a) Those with behavior problems including those with autism, those with learning disabilities and those with multiple handicaps, modified curriculum shall include special activities and instructional techniques for the normalization of behavior, functions and technical, academic skills to prepare them for the world of work. b) For disabled gifted persons, the curriculum should emphasize the development of communication skills, positive self-concept, high level abstract thinking, social skills and independent living using creative teaching principles and interdisciplinary approaches.
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7. All SPED personnel involved in the education of learners with special needs
shall be technically trained. The DECS shall continuously review the possibility of providing incentives to these personnel to attract others to join this profession and prevent the fast turnover of the SPED teachers to high paying jobs. With the above considerations, learners with special needs shall be afforded appropriate types of special education programs suited to their needs to maximize their potentials. 1.3 Non formal Education Alternative special delivery systems to complement formal education shall include but not limited to community-based, hospital-based, and other non-school based programs and services for learners with special needs. Radio, TV video, print and other distance teaching approaches shall be utilized to reach out to those who cannot avail of institution-based programs and services. The participation of persons with special needs, their parents and the community in the delivery of programs and services to this special group must be enhanced through the establishment of peer counseling, volunteerism, community awareness and church support. SECTION 2. Program Modification and Eligibility for Financial Assistance 2.1 Modified Facilities and Equipment for Learners with Special Needs The following shall be the minimum requirements, which shall facilitate the learning process of persons with disabilities: a) For Academic Institutions 1. For persons with visual impairment sensory and tactile materials, braille books and record materials, Braille writing, printing and reading machines, orientation and mobility equipment. 2. For persons with hearing impairment group or individual hearing aids, speech trainers, tape recorders and speech or language kit containing auditory and language training materials. 3. For persons with orthopedic handicaps the requirements provided for by B.P. 344 shall be complied with including adjustable desks or chairs and adapted physical education apparatuses. 4. For persons with mental retardation facilities, equipment and instructional materials for developing skills in self-care, socialization, motor, cognitive and pre-vocational and vocational training. 5. Other types of learners with special needs: those with behavioral problems including those with autism, those with learning disabilities and those with multiple handicaps instructional devices and equipment for behavioral modification, perceptual motor training, daily living skills, language and speech and cognitive skills development.
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b) Vocational and Technical Schools and Centers for Learners with Special Needs To equip learners with special needs with vocational skills for gainful employment, on the job or hands-on training and apprenticeship programs shall be encouraged. 1. For persons with visual impairment tools and machineries used must have Braille marks and sound identifying features and other adaptations. 2. For persons with hearing impairment signal lights, signs and other adaptations shall be incorporated in the tools and machineries. 3. For persons with orthopedic handicaps tools and machineries shall have adapted devices which include but is not limited to the following: Hand control for learners with special need s with non-functioning legs and feet; control panels for those with non-functioning hands; and mouth control device for those with non-functioning limbs. Height and size of the machines shall be considered in making adaptations in the teaching-learning environment. 4. For persons with mental retardation appropriate sheltered workshops, work centers and other similar arrangements. 5. For other types of learners with special needs those adaptations mentioned in numbers 1,2,3 and 4 as needed. c) Special Education Centers for Learners with Special Needs SPED Centers shall be established nationwide based on needs assessment and in consultation with leaders of the disabled sectors. 2.2 Eligibility for Financial Assistance a) Only those academic institutions and entities, vocational and technical schools and centers and those offering other training programs with modified facilities and equipment mentioned in Section 1 a and b of Rule III shall be eligible for financial assistance under this rule. b) All learners with special needs regardless of disability, age, sex, religion and creed, shall be qualified for a financial assistance program provided they are Filipino citizens and must have met the requirements set by the Bureau of SPED in accordance with Section V and Rule IV. SECTION 3. Scope A. B. C. The rules shall apply to all government agencies, national or local Learners with special needs Learning institutions, public or private, including rehabilitation agencies, sheltered workshops, day care centers, and other institutions and entities of similar nature. With regard to government agencies, it is the accountability of the concerned public official directly involved in the formulation and approval of programs in the province, city o r municipality and the head of agencies and bureaus of the National Government.
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SECTION 4. Enforcement The Department of Education, Culture and Sports shall be responsible for the implementation of these provisions in coordination with the Local Government Units, Commission on Higher Education and Technical Education and Skills Development Authority.
Republic Act No. 9442 AN ACT AMENDING REPUBLIC ACT NO. 7277, OTHERWISE KNOWN AS THE MAGNA CARTA FOR DISABLED PERSONS AND FOR OTHER PURPOSES CHAPTER 8. Other Privileges and Incentives (h) Educational assistance to persons with disability, for them to pursue primary, secondary, tertiary, post tertiary as well as vocational or technical education, in both public and private schools, through the provision of scholarships, grants, financial aids, subsidies and other incentives to qualified persons with disability including support for books, learning materials and uniform allowance to the extent feasible: Provided, That persons with disability shall meet minimum admission requirements;
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RELEVANT REFERENCES
CHED MEMORANDUM ORDER
No. 23 Series of 2000 TO : All CHED Regional Directors Presidents/Heads of Public and Private Higher Education Institutions QUALITY EDUCATION FOR LEARNERS WITH SPECIAL NEEDS
SUBJECT
X-------------------------------------------------------------------------------------------------------X In accordance with the provisions of Republic Act (RA) no. 7722, otherwise known as the "Higher Education Act of 1994," and in compliance with the urgent request of the National Council for the Welfare of Disabled Persons (NCWDP) chaired by the Honorable Vice President Gloria Macapagal Arroyo, proper implementation of the provisions of the Magna Carta for Disabled Persons and its Implementing Rules and Regulations embodied in RA 7277, by all higher education institutions is hereby adopted: 1. Public higher education institutions (HEIs) shall admit all learners with special needs whether in academic, vocational or technical courses and other training programs, except those which have already accepted but whose facilities do not warrant additional enrolees. Private HEIs meanwhile, are encouraged to do the same as part of their educational service to qualified tertiary level students with special needs. 2. Teacher training institutions are enjoined to include Special Education (SPED) courses at the undergraduate and graduate levels of education and in other related areas, and to offer scholarship programs to qualified SPED teachers whenever possible, in coordination with the Commission on Higher Education and other government and non-government agencies. 3. To ensure that quality education is accessible to all learners with special needs and to facilitate their learning process, the following modified facilities and equipment shall be given importance by all HEIs as minimum requirements specified in RA 7277. a) For persons with visual impairment sensory and tactile materials, Braille books and record materials, Braille writing, painting and reading machines, orientation and mobility equipment. b) For persons with hearing impairment group or individual hearing aids, speech trainers, tape recorders and speech or language kit containing auditory and language training materials. c) For persons with orthopedic handicaps the requirements provided for on Rule II of Batas Pambansa Bldg. 344 re: Accessibility Law, shall be complied with
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including adjustable desks or chairs and adopted physical education apparatuses. d) For persons with mental retardation facilities, equipment and instructional materials for developing skills in self-care, socialization, motor cognitive and prevocational and vocational training. e) Other types of learners with special needs: those with behavioral problems including those with autism, those with learning disabilities and those with multiple handicaps instructional devices and equipment for behavior modification, perceptual motor training, daily living skills, language and speech and cognitive skills development. 4. In compliance thereof, CHEDROs are directed to closely monitor the implementation of the aforecited provisions on quality education for learners with special needs, a semestral report of which shall be submitted to the Commission, through the Office of Student Services, 3/F NEC Bldg., UP Campus, Diliman, Quezon City. 5. Full support and cooperation are enjoined.
Pasig City, Philippines, August 11, 2000 (SGD.) ESTER ALBANO GARCIA
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PARTICIPATING AGENCIES
AD/HD Society of the Philippines Association of Christian Schools, Colleges and Universities Autism Society Philippines, Inc. Bible Institute for the Deaf Bureau of Alternative Learning System (Department of Education) Bureau of Elementary Education (Department of Education) Bureau of Secondary Education (Department of Education) Catholic Educational Association of the Philippines CAP College Foundation Centro Escolar University Cerebral Palsied Association of the Philippines, Inc. College of Physical and Occupational Therapy Commission on Higher Education - Office of Student Services Cupertino Center for Special Children De La Salle - College of Saint Benilde Department of Science and Technology Down Syndrome Association of the Philippines Ilaw ng Lipunan Inc. (Baras, Rizal) Life Haven, Inc. LINK Center for the Deaf Manila Christian Computer Institute for the Deaf Foundation Metro Manila Federation of Agencies for the Deaf Miriam College-Southeast Asian Institute for the Deaf (MC-SAID) Miriam College
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National Anti-Poverty Commission PWD Sector National Vocational Rehabilitation Center NOH-School for Crippled Children Parents Advocates for Visually Impaired Children Philippine Academy of Rehabilitation Medicine Philippine Association of State Universities and Colleges (PASUC) Philippine Childrens Medical Center Philippine Council of Cheshire Homes for the Disabled Philippine Deaf Resource Center, Inc. Philippine Federation for the Deaf Philippine National School for the Blind Philippine Normal University Philippine Registry of Interpreters for the Deaf Philippine School for the Deaf Philippine Society for Developmental and Behavioral Pediatrics Rehabilitation Sheltered Workshop Resources for the Blind, Inc. Tahanang Walang Hagdanan Technical Education and Skills Development Authority The National Library (Library for the Blind Division) Trichet Learning Center Trinity University of Asia University of the Philippines Special Education Area UP- College of Allied Medical Profession Women with Disabilities Leap to Economic Progress 63

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CHED Guidelines in Admission of PWDs 090826

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DEAF AND HARD OF HEARING STUDENTS

STUDENTS WITH PHYSICAL DISABILITIES

STUDENTS WITH VISUAL IMPAIRMENTS

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