Country: Philippines                          
Title:    Policies and Guidelines for Special Education
Institution:       Special Education Division, Bureau of Elementary
                   Education, Ministry of Education, Culture and
                   Sports
Descriptors:       Special education.  
Full text: Article VIII

  Personnel Recruitment, Welfare and Development

  SECTION1

   For the effective implementation of the special education program,
  the education, welfare and training of personnel shall be given
  high priority.

    1.1 All personnel involved in the education of children with
  special needs shall have adequate and appropriate educational
  background and training and personnel qualities specified as
  follows:

     1.1.1 Education and Work Experience

      1.1.1.1 For a special education teacher

   - Bachelor of Elementary Education specializing in special
  education

   - Bachelor of Science in Elementary Education or Secondary
  Education, major in Special Education

   - Bachelor of Science in Elementary Education or Secondary
  Education plus 18 units in special education in the graduate level

   - Bachelor of Science in Elementary Education or Secondary
  Education plus 16 units in special education with 4 years of very
  satisfactory experience in the regular schools

   - Bachelor of Science in Elementary or Secondary Education plus 14
  units in special education with 4 years of very satisfactory
  experience in the regular schools

   - Bachelor of Science in Elementary or Secondary Education plus 12
  units in special education with 6 years of very satisfactory
  experience in the regular schools

      1.1.1.2 For Regional and Division Supervisors, coordinators,
  and administrators of special schools and centers

   - Master of Arts with 18 units in special education or any related
  field

     1.1.2 Civil Service Eligibility

   For security of tenure of all personnel, possession of an
  appropriate civil service eligibility is required.

     1.1.3 Personal Qualities

   Must demonstrate positive attitudes, desirable personal values and
  commitment toward children with special needs.

    1.2 In the absence of qualified teachers in the division,
  equivalent experience or training in handling children with special
  needs and demonstrated commitment shall be considered for
  appointment.

    1.3 Teaching and non-teaching personnel working with children
  with special needs shall be provided with on-going and various
  training opportunities to ensure staff competence.

    1.4 Training programs shall be upgraded periodically to emphasize
  early identification, screening, assessment and evaluation of
  children with special needs.  It shall include courses in
  psychology to develop the right attitudes toward handicapped
  persons.

    1.5 The hiring rate of special education teachers shall be at
  least two ranges higher than that of regular teachers.

    1.6 Incentives shall be given to special education personnel
  through the following:

     1.6.1 master teacher positions when they meet the requirements;

     1.6.2 awards for consistent outstanding performance for the last
  3 years;

     1.6.3 priority in recommendations to related scholarships and
  fellowships;

     1.6.4 attendance to conferences or observations of special
  education programs in countries with more advanced programs in
  special education.

  Article IX

  Administration and Supervision

  SECTION 1

   The Ministry of Education, Culture and Sports shall have overall
  responsibility for the administration and supervision of special
  education in the country.

    1.1 The Bureau of Elementary Education through the Special
  Education Division shall provide leadership and guidance over the
  Special Education program for learners with special needs in the
  elementary level.  The Bureau of Secondary Education and the Bureau
  of Higher Education shall likewise establish a division or unit
  that shall provide similar functions and responsibilities over
  learners with special needs in their respective levels.

     1.1.1 Until such divisions or units are established, said
  Bureaus shall send a representative to an ad hoc group based at the
  Bureau of Elementary Education to facilitate the administration and
  supervision of the special education program in these upper levels.
   The Special Education Division shall provide supervisory and
  consultative services to assist regional and division offices
  develop and expand their program and to ensure quality and
  continuity of services.  It shall meet these responsibilities
  through the following main functions:

     1.2.1 provision of a broad framework and minimum standards for
  use in establishing and maintaining field programs for children
  with special needs;

     1.2.2 supervision of programs for children with special needs. 
  It shall provide assistance in planning, establishing and
  maintaining such programs and for the interpretation of the needs
  of such programs;

     1.2.3 development and validation of prototype instructional
  materials for children with special needs; and

     1.2.4 consultation and coordination of services with other
  divisions and bureaus within the MECS and with other national,
  public and private agencies for the proper development and
  maintenance of programs in special education.

    1.3 The implementation of these four functions shall be carried
  out by the Special Education Division in the following ways:

     1.3.1 provision of a broad framework and minimum standards;

      1.3.1.1 development of policies and guidelines to serve as
  guide for the field in establishing and maintaining programs for
  children with special needs;

      1.3.1.2 cooperation with public and private agencies to insure
  the development of all services in the best interests of gifted and
  handicapped children;

      1.3.1.3 collaboration with other divisions and bureaus within
  the Ministry of Education, Culture and Sports for the proper
  development and maintenance programs;

      1.3.1.5 development and coordination of policies and procedures
  relative to the preparation and monitoring of programs/reports to
  the Director, Bureau of Elementary Education.

     1.3.2 supervision of programs for children with special needs. 
  This is basically the responsibility of the regional and division
  offices.  It shall be carried out through the following means:

      1.3.2.1 encourage schools to initiate and develop programs for
  children with special needs;

      1.3.2.2 assist schools in the identification and diagnosis of
  such children.  The Division of Special Education shall encourage
  schools to conduct vision screening programs and to follow up these
  programs by requiring that students who are identified as having
  vision problems be referred to a qualified eye specialist for
  accurate diagnosis;

     1.3.2.3 assist schools in the selection of teachers, suitable
  classroom facilities, and special instructional materials and
  equipment needed by children with special needs;

      1.3.2.4 interpret policies and regulations for the development
  and maintenance of programs;

      1.3.2.5 plan and conduct workshops for teachers, school
  administrators and other interested persons to provide an
  understanding of the program;

      1.3.2.6 serve as in-service consultant to field programs; and

      1.3.2.7 assist schools in the utilization of services available
  from other local and national agencies.

     1.3.3 development and validation of prototype instructional
  materials for children with special needs.  Such materials shall be
  managed and handled in accordance with existing rules and
  regulations; and

     1.3.4 consultation and coordination with public and private
  agencies.