1.
Early Foundations (1900s – 1950s)
The early years were characterized by the establishment of specialized institutions, often under
American influence.
1902: Interest in educating children with disabilities was first expressed by Fred Atkinson, the
General Superintendent of Education.
1907: Insular School for the Deaf and Blind was established in Manila (now the Philippine
School for the Deaf).
1927: Welfareville Children’s Village was founded in Mandaluyong to cater to children with
mental disabilities and social maladjustment.
1945: The National Orthopedic Hospital established a school for crippled children and youth.
2. Expansion and Professionalization (1950s – 1970s)
This era saw the government taking a more formal role in training teachers and creating specific
divisions for SPED.
1957: The Special Education Section was created under the Bureau of Public Schools.
1963: Republic Act No. 3562 was passed, providing for the education of the blind and the
training of SPED teachers at the Philippine Normal University.
1975: Presidential Decree No. 603 (Child and Youth Welfare Code) was enacted, specifically
stating the rights of "emotionally disturbed or retarded" children to education.
1975: The Silahis Concept was introduced in Manila, which began placing SPED classes within
regular elementary schools.
3. The Shift to Inclusive Education (1980s – Present)
International movements (like the 1994 Salamanca Statement) pushed the Philippines toward
"Inclusion"—the idea that children with disabilities should be in the same classrooms as their
peers.
1987 Philippine Constitution: Mandated that the State shall provide adult education, and
"out-of-school youth... and disabled persons with training in civics, vocational efficiency and
other skills."
1992: Republic Act No. 7277 (Magna Carta for Disabled Persons) was passed, providing for the
rehabilitation, self-development, and self-reliance of PWDs.
1997: The Department of Education (DepEd) officially adopted Inclusive Education as a
philosophy through various orders.
2009: DepEd Order No. 72, s. 2009 formalizes "Inclusive Education as a Strategy for Increasing
Participation Rate of Children" in the Philippine basic education system.
2022: Republic Act No. 11650 (Instituting a Policy of Inclusion and Services for Learners with
Disabilities in Support of Inclusive Education Act) was signed, mandating that all schools (public
and private) must be inclusive.
Reliable Sources for Your Assignment:
DepEd Orders: Specifically DepEd Order No. 72, s. 2009 and DepEd Order No. 44, s. 2021.
Philippine Laws: RA 7277 (Magna Carta for PWDs) and RA 11650 (Inclusive Education Act
of 2022).
International Frameworks: The Salamanca Statement (1994) and the UN Convention on
the Rights of Persons with Disabilities (CRPD).
The first Special Education in the Philippines
● SPED in the Philippines started in 1908 where the school for deaf (in Harrison, Pasay
City) was established and marked the official government recognition of obligations
towards the education of the handicapped children.
● Special Education was formally started in the country by establishing the Insular School
for the Deaf and Blind in Manila. The Philippine Association for Deaf was founded. The
government established the Welfare Ville Children's Village, a school for people with
mental retardation in Mandaluyong.
Rep. Act No. 3562 (June 1963)
● An Act of Promoting the EDUCATION of the blind in the Philippines which established a
teacher training course and Philippine National School for the Blind.
● Philippine Normal College offered courses in Sped for teaching the blind in 1964 wherein
14 elementary teachers were selected for training
● In 1952, a pilot school for the SPED (at the Phil, Women's University) of mentally
handicapped children was started. All children from this school were transferred to the
Special Child Study Center in Cubao, Q.C. in 1957
Rep. Act No. 7277
● AN ACT PROVIDING FOR THE REHABILITATION, SELF-DEVELOPMENT AND
SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION INTO THE
MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.
Rep. Act No. 5250
● AN ACT ESTABLISHING A TEN-YEAR TRAINING PROGRAM FOR TEACHERS OF
SPECIAL AND EXCEPTIONAL CHILDREN IN THE PHILIPPINES AND AUTHORIZING
THE APPROPRIATION OF FUNDS THEREOF.