IDEA Categories

 

IDEA Categories

Infants and Toddlers, birth through age two: Under the IDEA, “infants and toddlers with disabilities“ are defined as children from birth through age two who need early intervention services because they are experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: cognitive development physical development, including vision and hearing communication development social or emotional development adaptive development OR, have a diagnosed physical or mental condition that has a high probability of resulting in developmental delay The term may also include, if a state chooses, children from birth through age two who are at risk of having substantial developmental delays if early intervention services are not provided.” (34 Code of Federal Regulations §303.16) Children and Youth, Age Three Through Twenty-one: The IDEA lists 13 different disability categories under which 3 through 21-year-olds may be eligible for services. For a child to be eligible for services, the disability must affect the child’s educational performance. The disability categories listed in IDEA are: autism deaf-blindness emotional disturbance hearing impairment (including deafness) mental retardation multiple disabilities orthopedic impairment other health impairment specific learning disability speech or language impairment traumatic brain injury visual impairment (including blindness)

SPED

BUREAU OF ELEMENTARY EDUCATION

Special Education Division (SPED)

2/F Bonifacio Bldg., DepEd Complex, Meralco Avenue, 1600 Pasig City

Tel. nos. 631-9993, 632-1361 local 2054

Fax No. 631-9993/6337270

Email: bee@info.com.ph

Vision The State, community and the family life hold a common vision for the Filipino child with special needs: he/she could be adequately provided with basic education education should fully realize his/her own potentials for development and productivity as well as being capable of self-expression of his/her rights in the society he/she is God-loving and proud of being a Filipino

The fundamental principle of inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have (The Salamanca Statement on Principles, Policy and Practice in Special Education).

Philosophy The State shall promote the right of every individual to relevant quality education regardless of sex, age, breed, socio-economic status, physical and mental condition, social or ethnic origin, political and other affiliation. The State shall therefore promote and maintain equality of access to education as well as the enjoyment of benefits of education by all its citizens (BP Blg. 232). Every child with special needs has a right to an educational program that is suitable to his needs. Special Education shares with regular education basic responsibilities of the educational system to fulfill the right of the child to develop to his full potential.

Goals and Objectives The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. Special education shall aim to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life. The specific objectives of special education shall be the development and maximization of learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society.

 Functions

The Special Education Division has the following functions:

• Formulates policies, plans and programs for the preparation of instructional materials, and evaluation of programs in special education;
• Conducts studies and develops standards of programs and services for special learners;
• Plans for prototype in-service education programs to upgrade the competencies of administrators, supervisors, coordinators, teachers as well as the non-teaching special education personnel; and
• Establishes/strengthens linkages with agencies concerned with the education and welfare of children with special needs.
  
  

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