"No cause is more worthy than the cause of human rights... they are what makes a man human. Deny them and you deny man's humanity."

Jose W. Diokno

 

I. BACKGROUND

“There is no such thing as bobo”. This is the new trend in the Philippine educational system in aiding children with special educational needs to cope with their peers. Special Education’s concern is the optimum development of the individual child to become a skillful, free and purposive person, able to plan and manage his own life and attain his highest potential in society.1

The definition of the term “special education needs” could be adopted from UK legislation under the Education Act, which refers to children who have learning difficulties or disabilities that prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.2

Under the same legislation, a child is considered with disability if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.3

Finally under Philippine legislation, person with disability is referred to as persons suffering from restriction or different abilities, as a result of a mental, physical or sensory impairment, to perform an activity in the manner or within the range considered normal for a human being.4

Currently, there are eleven (11) senate bills and seven (7) house bills aiming to provide and improve accessibility to special education programs in the country. Once these these bills have been enacted into law, SpEd Centers or Special Education Centers shall be established throughout the country. There shall be one SpEd Center for every small school district, and three for every large school district. However, with the continually increasing number of Filipino children who have special learning needs, an amendment to revise the strategy on accessibility and availability of these services is proposed in support of these bills.

 

II. SIGNIFICANCE

Education is highly significant in the lives of people. It is fundamental in honing their knowledge, skills, values and attitude that could help improve the quality of life of and possibly accelerate social progress. It gives assistance in developing their potential thus ensuring their integration in the society.5

The trend in the education of children with special educational needs is towards the promotion of integration and participation as against segregation.6 The establishment of SpEd Centers in strategic places to be able to provide accessible services for children with special needs gives equal opportunities to these exceptional children that could help them achieve the same goals of a regular education: the optimal development of the student as a skillful, free, and purposeful person, able to plan and manage his or her own life and to reach his or her highest potential as an individual and as a member of society.7

According to the Diagnostic and Statistical Manual of American Psychiatric Association, learning disabilities are different from intellectual disabilities. Children with intellectual disabilities are those children with an IQ test result of seventy or below, while those with learning disabilities have an IQ test result of at least average. When not diagnosed correctly, children with learning disabilities can go through life thinking of themselves as stupid. They may carry this perception into adulthood (Dr. Ramos, 2012).8

“When you talk of a special child, you have to look long-term, not piece by piece.” This is what Dr. Edilberto Diaz states regarding what the government programs on education should aim for when it comes to children with special educational needs. In the end, when special people start getting into education, they eventually transit into work opportunities. The community will have to provide work opportunities for such people so that they will be reassured of a future (Dr. Diaz, 2011).9

 

III. CURRENT SITUATION

Out of 84.4 million Filipinos, approximately 5.486 million (13%) are individuals with special needs. Around 4.8% are provided with appropriate educational services, but the 95.2% of those with exceptionalities are unserved.10 In 1995 to 1996 about 80,000 special needs children enrolled. In the year 2000, 50% of 80 million Filipinos are children and youth. 12% of these children and youth have special learning needs: 2% are gifted learners, while 10% have disabilities. Of the over 5 million children with special needs, only 2.6% or 136,523 were provided proper educational services.11 By school year 2004-2005, the number of children increased to 156,270; 77,152 were mentally gifted and 79,118 were children with disabilities:12

        Children With Disabilities                     

40, 260          Learning Disabilities

11,597             Hearing Impaired   

2,670              Visually Impaired

12,456             Intellectually Disabled

5,112               Behavior Issues

760                 Orthopedically Disabled

5,172               Children with Autism

912                  Speech Defectives   

142                  Chronically Ill

32                    Children with Cerebral Palsy                   

Table 1.0- Composition of the 1995-1996 statistic on children with disabilities

 

Under the proposed house bill, these are all considered under the category “children with special needs.”

A. International

Foreign countries such as the United States has also maintained a policy of protecting children with disabilities from discrimination in accessing their right to education. The Education for all Handicapped Children Act, later amended to be Individuals with Disabilities Education Act (IDEA), is a federal law of the US requiring states to provide care and special education to children with disabilities, aged 3-18 or 21. It provides the minimum standard for each state to enact and guarantee a Free Appropriate Public Education. Parents shall be involved in forming the Individualized Education Program for the child in a Least Restrictive Environment. Each district shallprovide for such services so long as the state where the former is located has a law pursuant to IDEA.13

In America alone, children today are more likely to have a disability than the children 10 years ago. The number of children from the year 2001-2002 increased by 16.3% as compared from the results in the year 2009-2010. Physical disabilities decreased within this time frame, while mental health disabilities comprised most of the incidents. Moreover, children living in poverty experienced the highest rates of disability at both time periods.14 It must be noted that this happened four years ago and in a developed country with a binding law and enough resources for implementation. One can imagine what the Philippines need to address an issue that a developed country struggles with.

The Disability Standards for Education 2005 (the Standards) are part of the national disability anti-discrimination legislation as it applies to education. The Standards apply to all education providers in Australia.15 The Standards seeks to ensure that the students with disabilities are able to access and participate in education and training free from discrimination and harassment. Under the Standards, they will be treated on the same basis with other students.16

At the same time, the Standards also state the obligations of education and training providers for students with disabilities. They must make reasonable adjustments to accommodate a student with a disability. However, in instances when this would impose “unjustifiable hardship” on the education and training providers, they exempted from making these adjustments.17

The priority needs of children with disability are not special, they are basic. These children need food, shelter, love and affection, protection and education.18 Thus, the Save the Children which is one of the company in United Kingdom made a guideline which aim to support a process whereby schools become more accessible to disabled children and responsive to their needs. Accessibility is not simply about disabled children attending school, it means they should also be able to benefit from schooling and access the curriculum. Furthermore, the school environment needs to be flexible and supportive so that it can respond to the needs of individual children, rather than assuming that the child should adapt to the education provision available.19

Education can offer the practical skills and knowledge, needed to break out of the cycle of poverty. But the inclusive education goes further by giving an opportunity to disabled children and adults to challenge, prejudice, become visible, and gain the confidence to speak for themselves and build their own future within the mainstream of society.20

B. Local

According to Ms. Simeona T. Ebol, for the past two decades, the trend in the education of children with special needs is towards the promotion of integration and participation as against segregation.21

To help enhance participation rate among children with special needs, inclusive education has become the main thrust in the education of children with special needs in the Philippines. There are approaches identified to make inclusive education work in regular schools.22

One that was cited by Ms. Ebol is the Establishment of a SpEd Center which will function as a Resource Center to perform the following tasks:

a. Support children with special needs enrolled in regular schools;

b. Assist in the conduct of in-service trainings for regular teachers administrators and prospective SPED teachers;

c. Conduct continuous assessment of children with disabilities and their referral; and

d. Produce appropriate teaching materials.

From the years 1994 to 2000, statistics show that there is a continuous increase in the number of children with special needs enrolling in schools. To be more specific in the year 1994 there were already 85,025 students and by the year 2000 there are already 125,283 enrollees. Ms. Ebol claims that this may be attributed to availability of teachers trained in special education.

Of the 92.1 million household population in the country, 1,443 thousand persons or 1.57 percent had disability, based on the 2010 Census of Population and Housing (2010 CPH). The recorded figure of persons with disability (PWD) in the 2000 CPH was 935,551 persons, which was 1.23 percent of the household population.23

Aiming to reach out to more children with special education needs, the Department of Education has increased the funding for its Special Education program and opened new centers in 2012. Education Secretary Armin Luistro said this week that the state has allocated 56 percent more funds for SpEd than in the past, allotting P180 million compared to P115 million in 2011. DepEd is also set to open 69 new SpEd Centers in 2012, increasing the number of specialized learning centers from 276 to 345. SpEd Centers cater to the education needs of gifted children and those with learning disabilities. The Centers employ specially trained teachers who employ teaching methods designed for optimum learning of students with special needs.24

 

IV. LEGAL BASIS

A. Constitutional Basis

Here are the laws that recognize the vital role of the youth in nation building:

In the 1987 Philippine Constitution, Article II, Sections 13, 17, 22, 24 state the following: 25 Section 13. provides that the State recognizes the vital role of the youth in nation-building and shall promote and protect their physical, moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth patriotism and nationalism, and encourage their involvement in public and civic affairs.”

Section 17. provides that the State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.

Section 24. provides that the State recognizes the vital role of communication and information in nation building.

Section 26. provides that the State shall guarantee equal access to opportunities for public service and prohibit political dynasties as may be defined by law.

Furthermore, Article XIV, Section 1 of the Philippine Constitution states 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.”

While under Article III, Section 1 and 13 of the Philippine Constitution state that:

Section 1. “The Congress shall give highest priority to the enactment of measures that protect and enhance the right of all the people to human dignity, reduce social, economic, and political inequalities, and remove cultural inequities by equitably diffusing wealth and political power for the common good.

Section 13. “The State shall establish a special agency for disabled person for their rehabilitation, self-development, and self-reliance, and their integration into the mainstream of society

B. Local Laws

Civil Code of the Philippines (Articles 356 and 359) provides that every child has the right to live in an atmosphere conducive to his physical, moral and intellectual development.

Republic Act 3562 also known as “An Act to Promote the Education of the Blind in the Philippines” which was passed in 1963 established the Philippine National School for the Blind, a training program to train teachers of the blind and the Philippine Printing House for the Blind, and likewise launched the integrated program of education for the blind.

Republic Act 5250 also known as “An Act Establishing a Training Program for Teachers of Special and Exceptional Children in the Philippines” provided for the training of teachers for the mentally retarded, the crippled, the deaf and hard of hearing, speech defective, the socially and emotionally disturbed and the gifted. It was passed in 1968.

Sometime in the early 1980’s this special law was terminated. Its special provision was taken over by the MECS Integrated Scholarship Program.

Republic Act 7277 also known as the “Magna Carta of Disabled Persons” as amended by Republic Act 9442 providing for the rehabilitation, self-development, self-reliance, their integration, right to access, grant of rights and privileges and other incentives. This also known as "An Act Providing for the Rehabilitation, Self-Development and Self-Reliance of Disabled Person and Their Integration" provides for the right to access to Quality Education of disabled persons and Special Education of the law which mandates:

Section 2, (A). Disabled persons are part of the Philippine society, thus the Senate shall give full support to the improvement of the total well-being of disabled persons and their integration into the mainstream of society.

Section 2, (E). To facilitate integration of disabled persons into the mainstream of society, the State shall advocate for and encourage respect for disabled persons. The State shall exert all efforts to remove all social, cultural, economic, environmental and attitudinal barriers that are prejudicial to disabled persons

Section 12. The State shall ensure that disabled persons are provided with 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 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 the provision by learning institutions, especially higher 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 the provision by learning institutions, especially higher learning institutions of auxiliary services disabled persons.

x x x

Section 14. 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 type of exceptional children in all regions of the country. Towards this end, the Department of Education, Culture and Sports shall establish special education classes in public schools in cities, or 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.

It must also be noted that Republic Act 9442, the amendatory law of R.A. 7277, gave emphasis that “disabled persons” shall be referred to as “persons with disabilities.” The amedatory law changed its title from “Magna Carta of Disabled Persons” to “Magna Carta for Persons with Diabilities”.

SEC. 4. The title of Republic Act No. 7277 is hereby amended to read as the “Magna Carta for Persons with Disability”, and all references on the said law to “Disabled persons” shall likewise be amended to read as “persons with disability”.

C. Presidential Decree

The Department of Education, under its then-Secretary Ricardo T. Gloria promulgated DECS ORDER No. 26, s. 1996 dated March 7, 1997 , in compliance with Republic Act 7277 or the Magna Carta for Disabled Persons, for the institutionalization of Special Education (SpEd) programs in all Schools. The Institutionalization aims to provide access to basic education among children with special needs, namely, the gifted or talented, the mentally retarded, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the speech defectives, the children with behavior problems, the autistic children and those with health problems through the formal system and other alternative delivery services in education.26 Unfortunately, this Department Order lasted only from year 1997-1998.

Moreover, DECS Order No. 11, s. 2000 entitled “Recognized Special Education (SpEd) Centers in the Philippines” basically involves the establishment of Center which aims to provide access to basic education among children with special needs, namely: the gifted/talented, the mentally retarded, the visually impaired, the hearing impaired, the orthopedically handicapped, the learning disabled, the speech defectives, the children with behaviour problems, the autistic children and those with health problems through the formal system and other alternative delivery services in education. The Center shall also function as a Resource Center for Inclusive Education which shall support children with special needs integrated in regular schools, assist in the conduct of school-based in-service training, produce appropriate teaching materials, and conduct continuous assessment of children with special needs.

In Presidential Decree 603 also known as The Child and Youth Welfare Code, Section 174, also provides for Training and Opportunities for Disabled Children. It states that the "Specialized educational services shall be expanded and improved to provide appropriate opportunities for disabled children. Vocational rehabilitation and manpower conservation agencies shall train disabled children for specialized types of jobs, services and business which could be learned only by them and shall help provide opportunities for their future occupational placement."

In Republic Act 7610 also known as Anti-Child Abuse Act provides for Other Acts of abuse, penalizing any person who shall commit any other acts of child abuse, cruelty or exploitation or to be responsible for other conditions prejudicial to the child's development. Lack of proper education for children especially those with special needs is a form of Child abuse.

D. International Laws/ Conventions

Universal Declaration of Human Rights

Under Article 26 of the Universal Declaration of Human Rights, everyone has the right to education. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.

UN Convention on the Rights of the Child

The UN Convention on the Rights of the Child mandates that State Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child’s active participation in the community. These disabled children have the right to a special care. They shall also have the right to access and to receive education in a manner conducive to the child’s achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development.

The Convention states that:

“Art. 2 –

1. States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.

x x x xxx

Article 23 -

1. States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.

2. States Parties recognize the right of the disabled child to special care and shall encourage and ensure the extension, subject to available resources, to the eligible child and those responsible for his or her care, of assistance for which application is made and which is appropriate to the child's condition and to the circumstances of the parents or others caring for the child.

3. Recognizing the special needs of a disabled child, assistance extended in accordance with paragraph 2 of the present article shall be provided free of charge, whenever possible, taking into account the financial resources of the parents or others caring for the child, and shall be designed to ensure that the disabled child has effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development

4. States Parties shall promote, in the spirit of international cooperation, the exchange of appropriate information in the field of preventive health care and of medical, psychological and functional treatment of disabled children, including dissemination of and access to information concerning methods of rehabilitation, education and vocational services, with the aim of enabling States Parties to improve their capabilities and skills and to widen their experience in these areas. In this regard, particular account shall be taken of the needs of developing countries.”

UN Convention on the Rights of Persons with Disabilities

Another basis is the UN Convention on the Rights of Persons with Disabilities which states “the importance of accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms.”

In fact Article 24 of the Convention provides for the right to education of persons with disabilities:

(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:

1. the full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

2. the development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

3. enabling persons with disabilities to participate effectively in a free society.

(2) In realizing this right, States Parties shall ensure that:

1. 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;

2. 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;

3. reasonable accommodation of the individual’s requirements is provided;

4. persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

5. 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:

1. 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;

2. facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

3. 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 modes, 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 an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.’

UNESCO Salamanca Statement

The Philippines, as a signatory of the Salamanca Statement of Action on Special Needs Education, recognizes the principle of equal educational opportunities for “all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions” (Salamanca Statement, 1994). This framework was adopted in the Philippines through the Department of Education Culture and Sports (now DepEd) Order no. 26 which institutionalized inclusive education. The order required the organization of at least one SpEd Center in each division and implementation of SpEd programs in all school districts where there are students with special needs .27

 

V. PROPOSAL and RECOMMENDATION

It has been highlighted in this petition the current situation, in both international and local scene, as to how education is provided for children with disability. In international scene, countries such as the US who have enacted the IDEA to make sure that these children are provided education for their special needs.28 Their government implemented such laws in order to find a long-term solution that could uphold the rights of these children with disability.

As for the country, we are still in the process of enacting laws. Despite the enactment of the Magna Carta of for Persons with Disabilities and its express provisions as to the right to be given equal opportunity in education, such has been a band-aid that covers the wound. What the country needs is for a law, and its proper implementation, which could make sure that the wound is properly treated.

This petition aimed to present why establishing SpEd Centers is an important step towards providing access to mainstream education for children with special learning needs. Private schools such as De La Salle University – College of St. Benilde, among others, have started seeing the potential of persons with disabilities. An example would be Ana Kristin who graduated magna cum laude in 2009.29 What if this kind of intelligence is honed starting at their basic education? This could give children with disabilities an earlier start to determine and see their potentials. By enacting a law addressing the public schools to establish their own SpEd Centers could widen the scope and give opportunity to those who are unable to do so.

As mentioned earlier, there are eleven (11) Senate Bills and seven (7) House Bills pending, these include the SB No.961 as sponsored by Senator Manny Villar which is “An Act Providing for the Creation of Municipal Special Education Centers for Deaf-Mute and Blind Children Appropriating Therefor, and for Other Purposes.30” Such laws can support the need of children who would want to study but are unable to do so due to limitations as to resources. However, it must be emphasized that the label “deaf-mute” is inaccurate since deaf and hard of hearing people generally have functioning vocal chords.31 The said bill therefore refers to deaf and hard of hearing and blind children.

Nevertheless establishing currently proposed laws are not alone the answer. These laws must be studied well having the primary consideration of the child with disability’s best interest. With such, the legislative must also take into consideration the institutions that would be fit to provide their special needs. Also, budget allocations for this purpose should be studied in order to make sure that the funds are placed in its proper position. On the last note, further studies for the purpose of what would be the best system fit to cater to the need of these children should be given primary consideration.

 

VI. CONCLUSION

If we would talk about giving opportunities to children with disabilities the best example would be the story of Helen Keller and her teacher Anne Sullivan. Helen Keller was a child who was blind and deaf, and a lot had given up on the dream that such child could at least know the name of each objects she touches. Until she met her teacher Anne Sullivan who made sure that this child would be able to do great things. She opened different opportunities when she was able to teach Helen how to identify “water”. It was a door opened for Helen Keller to be able to learn and start her journey to greatness. 32

Similarly, what children with disabilities in our country need is a breakthrough, an education that could cater to their needs, and an opportunity the law may open for them. If a child without vision and hearing was able to do great things because education was provided for her by a teacher who attended her special needs, then how many are there who could have a similar fate if we enact a law to establish a special education centers for children with disability within mainstream educational institutions.

 

_________________________________________

Footnotes:

1 Pascual, D., Gregorio, A. (1988). A case study on Special Education in the Philippines. April 5, 2014. Retrieved from http://unesdoc.unesco.org/images/0008/000809/080922eb.pdf.

2 Section 312, Education Act 1996.

3 Section 17 (11), Children Act 1989.

4 Section 4 (a), Magna Carta for Disabled Persons. R.A. No. 7277.

5 Simeona T. Ebol. Philippines. Retrieved April 5, 2014 from http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d-175/d-175_1_10.pdf.

6 Ibid.

7 Council for Exceptional Children. Special Education in the Schools. Retrieved at http://www.cec.sped.org/Policy-and-Advocacy/CEC-Professional-Policies/Special-Education-in-the-Schools

8 Dr. Ramos, R. (2012, June 3). Interaksyon.com: No such thing as “bobo”: Dealing with learning disabilities. Retrieved April 5, 2014, from http://www.interaksyon.com/article/33676/no-such-thing-as-bobo-dealing-with-learning-disabilities.

9 Ilagan, K.A.M. ( 2011, January 11). A future in pieces. Retrieved April 5, 2014, from http://pcij.org/stories/a-future-in-pieces/.

10 Retrieved from http://eduphil.org/special-education-in-the-philippines.htmlR

11 Sta. Ana, M. (n.d.) Education of Children with Multiple Disabilities in the Philippines. Retrieved April 5, 2014, from http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d-228/d-228_18.pdf.

12 Ibid.

13 National Center for Learning Diabilities. What is IDEA? Retrieved from http://www.ncld.org/disability-advocacy/learn-ld-laws/idea/what-is-idea

14 American Academy of Pediatrics. (2013). Child Disability Rate Climbs 16% Over Last 10 Years. Retrieved from: http://www.disabled-world.com/disability/statistics/rate.php

15 Disability Standards for Education. Retrieved April 5, 2014, from http://www.cda.org.au/disability-standards-for-education.

16 Disability Standards for Education. Retrieved April 5, 2014, from http://education.gov.au/disability-standards-education.

17 Supporting Students with Disability. Retrieved April 5, 2014, from https://life.curtin.edu.au/health_wellbeing/accommodating_students_with_disabilities.htm.

18 Schools For All. Including Disabled Children In Education. (2002). Retrieved from http://www.eenet.org.uk/resources/docs/schools_for_all.pdf.

19 Ibid.

20 Schools For All. Including Disabled Children In Education. (2002). Retrieved from http://www.eenet.org.uk/resources/docs/schools_for_all.pdf.

21 Retrieved from Senior Education Program Specialist Special Education Division, BEE Department of Education (DepEd)

22 Retrieved from http://www.nise.go.jp/kenshuka/josa/kankobutsu/pub_d/d-175/d-175_1_10.pdf

23 Persons with Disability in the Philippines (Results from the 2010 Census), Retrieved April 5, 2014, from http://www.census.gov.ph/content/persons-disability-philippines-results-2010-census.

24 DepEd widens reach of special education program. Retrieved April 5, 2014 from http://newsinfo.inquirer.net/173037/deped-widens-reach-of-special-education-program

25 1987 Philippine Constitution

26 Institutionalization of SPED Programs in All Schools. Retrieved April 5, 2014 from http://www.affordablecebu.com/load/philippine_government/institutionalization_of_sped_programs_in_all_schools/5-1-0-852

27 Yap, Ingrid and Adorio, Mercedes. (2008, December) School- Based Management: Promoting Special Education Programs in Local Schools. Retrieved April 5, 2014 from http://journals.upd.edu.ph/index.php/edq/article/viewFile/1564/1513.

28 Supra. 29 Deaf student graduates with a magna. Retrieved April 5, 2014 from http://newsinfo.inquirer.net/inquirerheadlines/metro/view/20091128-239026/Deaf-student-graduates-with-a-magna

30 Senate Bill 967. Retrieved April 5, 2014 from http://www.senate.gov.ph/lisdata/52254593!.pdf

31 Creighton, Nancy. What is Wrong With the Use of The Terms: 'Deaf-mute', 'Deaf and dumb', or 'Hearing- impaired'?

“The problem lies with the fact that to successfully modulate your voice, you need to be able to hear your own voice. Again, because deaf and hard of hearing people use various methods of communication other than using their voices, they are not truly mute.”

32 Retrieved April 5, 2014 from http://helen-keller.freeservers.com/bio.htm