Major Programs of the SID

Special Education Program (SPED)

Program Description

Special Education is the education of learners with disabilities. They may be physically, mentally, emotionally, socially, or culturally different from the so-called "normal" individuals that they require modification of school practices/services. The educational services for learners with disabilities are individually planned and systematically monitored arrangement of physical settings, special equipment and materials, teaching procedure and other interventions designed to help the learners achieve the greatest possible self-sufficiency and success in school and community.

Goals

Special Education Program shall make education accessible to learners with disabilities through provision of adequate and relevant education programs and services, support mechanisms and accommodations that would address their unique conditions and needs.

  • develop the maximum potential of learners with special education needs to enable them to become independent and self-reliant;

  • ensure the acquisition and maximization of learning competencies, as well as the inculcation of values to make them productive and effective members of society; and

  • gear towards providing the opportunities for a full and happy life through adequate and appropriate support mechanisms and accommodations.

Program Objectives

  • equip learners with disabilities adequate skills, values and attitudes to prepare them for employability;

  • enhance access of learners with disabilities to special education programs and services;

  • provide adequate and appropriate programs and services, support mechanism, and accommodations that will address the learners with disabilities’ unique conditions and needs;

  • strengthen partnerships and linkages to LGUs and other stakeholders to support programs of learners with disabilities; and

  • raise the SPED operations in all levels of governance

Philosophy

  • equip learners with disabilities adequate skills, values and attitudes to prepare them for employability;

  • enhance access of learners with disabilities to special education programs and services;

  • provide adequate and appropriate programs and services, support mechanism, and accommodations that will address the learners with disabilities’ unique conditions and needs;

  • strengthen partnerships and linkages to LGUs and other stakeholders to support programs of learners with disabilities; and

  • raise the SPED operations in all levels of governance

Mission and Vision

Mission

The Program’s mission is to make education accessible to every Filipino learner. This includes the special learners whose full potential needs to be developed in a child-centered and value driven teaching-learning environment.

Vision

It envisions that a child with special needs is adequately provided with basic education that fully realizes one’s potentials for development and productivity as being capable of self-expression of his/her rights in the society. More importantly, he/she is Godloving and proud of being a Filipino

Legal Bases

  • RA 9442 or An Act Amending Republic Act No. 7277, Otherwise Known as the “Magna Carta for Disabled Persons, and for Other Purposes” mandates the provision of 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.

  • Republic Act (RA) 10533 or The Enhanced Basic Education Act of 2013-prioritizes the inclusiveness of enhanced basic education through “the implementation of programs designed to address the physical, intellectual, psychological, and cultural needs of learners” (Section 5).

  • The 1987 Philippine Constitution and PD 603

Madrasah Education Program (MEP)

Program Description

Education among Muslim learners is one of the solutions that addresses the problems like historical injustice, marginalization, terrorism and violent extremism, alienation, poverty and others. Thus, the Madrasah Education Program (MEP), a comprehensive program for Muslim learners in public and private madaris (schools) aims to provide the Muslim Filipino learners with appropriate and relevant education opportunities within the context of cultures, customs, traditions and interests through the integration of the Arabic Language and Islamic Values Education (ALIVE) in public schools and K to 12 Curriculum in private madaris in the basic education program. the situational analysis highlights the following gaps/needs: In the SY 2021 to 2022 around 1,572,008 Muslim learners were enrolled in Public Schools, but only 179,665 Muslim learners were enrolled in the ALIVE classes nationwide. Thus, there are 1,392,343 (11.42%) Muslim learners that are still to be mapped out and encouraged to enroll in ALIVE classes. Also, among the registered ALIVE teachers (asatidz) only 12.44% are LET passers which posts a program for bringing in qualified teachers to ensure quality education in Basic Education.

Goals and Objectives

Goal

  • address the needs of Bangsamoro (ethnolinguistic groups) Muslim learners in public and private schools and foster Inclusive Education (IE)

Program Objectives

  • Muslim learners in public schools are able to demonstrate knowledge, skills, and attitudes through the K to 12 compliant ALIVE Program; and

  • Private Madrasah learners are able to develop their knowledge, skills, and attitudes through K to 12-compliant curriculum.


Major Programs and Services of MEP

ALIVE in the K to 12 Curriculum

The program is fully institutionalized in Kinder to Grade 6 6 in public schools which aims to provide Arabic Language and Islamic Values Education subjects on top of the K to 12 Curriculum to enable them to read and understand the Holy Qur’an and help learners acquire the desired Islamic values expected of them to demonstrate. It is anchored on the Core Values of the Department: Maka-Diyos, Makatao, Makakalikasan, at Makabansa. The ALIVE Curricula for Junior and Senior High School are in progress which is targeted to implement on SY 2022-2023.

Support to Private Madaris

It is a subsidy program given to private madaris to assist them improve operational capabilities in implementing the DepEd-mandated curriculum.

MEP Training Programs

For Teachers

Language Enhancement and Pedagogy (LEaP)—a training on English proficiency, teaching pedagogy, lesson planning, teaching and assessment for ALIVE teachers entering the public school system.

For Non-Teaching Personnel

Arabic Emergent Reading and Cultural Awareness (AERCA) - a capacity building program for implementer to acquire basic knowledge on Arabic Language and Culture essential for instructional supervision, promotion of respect and understanding of Muslim culture.

National Musabaqah (Incorporated in National Festival of Talents)

This is a culminating activity of learners and an avenue to showcase the skills acquired through various MEP programs.

Legal Bases

  • 1987 Philippine Constitution

  • RA 9155 entitled Governance of Basic Education Act of 2001

  • 1996 Peace Agreement with the Moro National Liberation Front

  • RA 6734 or An Organic Act for the Autonomous Region in Muslim Mindanao

  • RA 10533 or the Enhanced Basic Education Act of 2013

Special Curricular Programs (SCPs)

Program Description

The Special Curricular Programs (SCPs) are designed for learners with special interest or potential talents in specific discipline, area of set of skills, such as but not limited to sports, performing arts, foreign languages, science, technology and engineering, livelihood education and entrepreneurship.

Goals and Objectives

Goal

  • Prepare learners toward relevant and quality careers by providing them opportunities based on their interest or potential talents in specific disciplines or set of skills

Program Objective

  • Provide opportunities for learners to enhance or further develop their talents/skills in a specific discipline or area, showcase their unique talents/skills in different levels of skills exhibition/competition, and prepare them for better and relevant career path choices after Junior High School (JHS).

Major Programs under SCP

Special Program in Technical-Vocational Education

The Special Program in Technical-Vocational Education (SPTVE) is the updated version of Strengthened Technical-Vocational Education Program (STVEP). The 282 tech-voc schools which are already implementing the Strengthened Technical Vocational Education Program (STVEP) since 2008 shall continue to operate based on their existing mandate and are therefore considered as stand-alone tech-voc high schools.

SPTVE SPECIALIZATION OFFERINGS

  • Electrical Installation and Maintenance (EIM)

  • Shielded Metal Arc Welding (SMAW)

  • Domestic Air condition and Refrigeration (DOM-RAC)

  • Plumbing

  • Machine Shop

  • Furniture and Cabinet Making (FCM)

  • Electronics Product Assembly and Servicing (EPASS)

  • Computer System Servicing (CSS)

  • Technological Drafting

  • Fish Capture

  • Aqua Culture

  • Chicken and Poultry Production

  • Hogs and Swine

  • Ruminants (small & large)

  • Agri crop Production


Science, Technology and Engineering / Special Science Elementary School (STE / SSES) Program

Special Program in Science – Curricular pro-gram enriched in science, mathematics and technology designed for learners with aptitude and interest in science and mathematics to pre-pare them for higher education or work in the areas along science, technology, and engineering. The program was formerly known as Engineering and Science Education Project was piloted in coordination with the Department of Science and Technology. It initially catered to secondary school learners which were subsequently expanded to cover learners in the elementary level through the Special Science Elementary Schools.


Special Program in Journalism

The Special Program in Journalism is a program that addresses the needs of learners with talent in writing and broadcasting. It aims to enrich the experiences, hone the journalistic skills and competencies of learner-writers, and strengthen free and responsible journalism and fair and ethical use of social media.


Special Program in Foreign Language

The Special Program in Foreign Language is designed for learners with special interest in foreign languages. The SPFL helps learners develop skills in listening, reading, writing, speaking, and viewing that are fundamental in acquiring communicative competence in a second foreign language.

This program aims to enhance the ability of learners to engage in meaningful interaction in a linguistically and culturally diverse global workplace. More importantly, the SPFL looks to further develop learners’ understanding and appreciation of other people’s language and culture.

The SPFL envisions a multilingual Filipino learner who is globally competitive and equipped with 21st Century skills in a culturally diverse environment while preserving his/her national identity.


Special Program in the Arts (SPA)

The Special Program in the Arts (SPA) is a nationwide program for students who have demonstrated talent or potential in the arts. This policy shall apply to all learners in both public and private schools who are artistically gifted and with good academic performance in the following art specializations:

  • Dance

  • Media Arts

  • Visual Arts

  • Music (Vocal and Instrumental

  • Theater Arts

  • Creative Writing

The Department of Education as the prime mover in building the nation has a direct responsibility in overseeing the effective and full implementation of the Basic Education Curriculum (BEC) that is closest to the learner’s growth and development.


Special Program in Sports (SPS)

It is a program that addresses the needs of talented and skilled learners along different sports disciplines and to identify and create a pool of athletes who will be trained to compete in national and international sports competitions. Talents and skills of learner-athletes will be enhanced through different delivery modalities. It is envisioned to equip SPS completers to be ready for the competencies required in the Senior High School-Sports Track, or higher learning in the field of sports and related areas. It provides opportunities for talented and skilled learners to harness their potentials through varied and selected cognitive and physical training/activities.


Gifted and Talented Program

The program provides appropriate educational services, train teachers, administrators and supervisors on the early identification of gifted and talented, develops an enriched curriculum that nurtures, challenges and hones the multiple intelligences of these leaners, imbued with desirable values.

Goals and Objectives

  • Assists each gifted & talented child to develop his intellectual abilities and talents in the arts & sciences, mathematics, history or in any creative & productive endeavor through varied and enriched activities;

  • Stimulate social situations in which each gifted child undergoes experiences that develop knowledge, skills and attitudes contributive to responsible leadership;

  • Help the gifted child become a morally upright and socially competent citizen who is sensitive to the needs and rights of his fellowmen;

  • Provide activities which train the gifted child to become scientifically minded and help develop to the limits of his potentials.

The Programs and Services for the Gifted and Talented Learners

Acceleration- designed to mole gifted learners through school more rapidly than usual. Administrative practices under acceleration include early admission, grade skipping, advanced placement, telescoping of grade levels and credits by examination.

Types of acceleration

  • Grade acceleration /Grade Skipping

  • Grade Telescoping

Types of Ability Grouping

  • Special Class/self- Contained Class

  • Modified Special Class

  • Pull-out Program

  • Special Schools

  • Enrichment


STATUS OF THE GIFTED PROGRAM ON PROGRAM IMPLEMENTATION

2008 to present – the Headstart Program for the Gifted and Talented Kindergarten was piloted to 48 schools in Regions III, V, VI, VIII, XII and NCR and expanded to all the regions in succeeding years.

On Capacity Building of Teachers

193 teachers were trained under the Institution – Based Summer Training Program at the Philippine Normal University, Cebu Normal University and University of Southeastern, Davao.

On Curriculum and Development

The Bureau of Curriculum Development reviewed competencies from existing specialized curriculum (Learning Competencies for the Gifted (LCG)

On enrollment of the Gifted and Talented Learners

78,814- only in the elementary level (Source BEIS 2019-2020)