This document compares and contrasts the admission, curriculum, instructional methods, class sizes, and teacher qualifications for regular and special education (SPED) programs. For admission, regular programs require entrance exams while SPED uses identification and assessment involving parents, teachers, and other professionals. Curriculums also differ, with regular focusing on standard curriculum, SPED on developing adaptive skills, and modified curriculum adapting regular content for special needs. Class sizes are larger for regular programs and vary for each SPED exceptionality. Teacher qualifications also have different requirements, with regular requiring a bachelor's in education and SPED requiring specialized education and experience working with students with special needs.

1. COMPARISON
BETWEEN
REGULAR AND
SPED
CURRICULUM

2. ADMISSION:
REGULAR – ENTRANCE EXAMINATION
SPED – IDENTIFICATION AND ASSESSMENT ( ARTICLE III SECTION 1)
* IDENTIFICATION AND ASSESSMENT OF EVERY CHILD SHALL BE CONDUCTED AS EARLY
AS POSSIBLE AND USES TEAM APPROACH
*COMPOSED OF PERSONS WITH WORKING KNOWLEDGE AND UNDERSTANDING
OF CHILDREN WITH SPECIAL NEEDS:
1. PARENTS/GUARDIANS/EXTENDED FAMILIES, NEIGHBORS AND FRIENDS
2. REGULAR TEACHERS

3. ADMISSION:
3. SPECIAL EDUCATION TEACHERS
4. GUIDANCE COUNSELORS
5.SCHOOL ADMINISTRATORS
6. HEALTH WORKERS
7. SOCIAL WORKERS
8. PSYCHOLOGISTS
9. SPEECH AND PHYSICAL THERAPISTS
10. LAW ENFORCEMENT OFFICERS
11. PROBATION OFFICERS
THE SYNTHESIS OF IDENTIFICATION AND DIAGNOSTIC INFORMATION SHALL BE THE
BASIS FOR THE APPROPRIATE EDUCATIONAL PLACEMENT OF THE CHILD WITH SPECIAL
NEEDS

4. CURRICULUM: (MANDATED BY DEPED)
ARTICLE V SECTION 1 (POLICIES AND GUIDELINES)
REGULAR CURRICULUM - THE CURRICULUM PRESCRIBED FOR
REGULAR CHILDREN.
SPECIAL CURRICULUM - THE CURRICULUM FOR CHILDREN
WITH SPECIAL NEEDS AIMED PRIMARILY AT DEVELOPING SPECIAL
ADOPTIVE SKILLS TO MAXIMIZE THEIR POTENTIALS.

5. CURRICULUM:
MODIFIED CURRICULUM - THE CURRICULUM PRESCRIBED
FOR REGULAR CHILDREN WITH CERTAIN ADAPTATIONS TO
MEET THE NEEDS OF SPECIAL CHILDREN.
VISUALLY IMPAIRED: SENSORY TRAINING, SPECIAL
INSTRUCTION IN BRAILLE READING AND WRITING,
MATHEMATICS, ORIENTATION AND MOBILITY, BRAILLE MUSIC,
AND TYPING

6. HEARING IMPAIRED: COMMUNICATION AND LANGUAGE DEVELOPMENT
BASED ON THE PHILOSOPHY OF TOTAL COMMUNICATION WHICH IS TAILORED
TO MEET THE INDIVIDUAL CHILD'S COMMUNICATION, AND EDUCATIONAL
NEEDS
BEHAVIORPROBLEMS: SPECIAL ACTIVITIES AND INSTRUCTIONAL
TECHNIQUESFOR THE NORMALIZATION OF BEHAVIOR WITH EMPHASIS ON
MORAL, CIVIC AND SPIRITUAL VALUES AS WELL AS TRAINING IN LIVELIHOOD,
AND TECHNICAL AND ACADEMIC SKILLS TO PREPARE THEM FOR THE WORLD
OF WORK.
PHYSICALLY HANDICAPPED: FUNCTIONAL EXERCISES.

7. INSTRUCTIONAL MATERIALS METHODS AND
STRATEGIES:
REGULAR: DIMENSIONAL FOLLOWING THE
CURRICULUM, SET OBJECTIVES FOR LEARNING
SPED: CONSTRUCTIVISM (LEARNING BY EXPERIENCE)

8. INSTRUCTIONAL MATERIALS METHODS AND
STRATEGIES:
• APPLIES TO BOTH REGULAR AND SPED:
* USE INSTRUCTIONAL MATERIALS THAT ARE LOW COST AND
INDIGENOUS MATERIALS SHALL BE DEVELOPED FOR THE USE OF
CHILDREN
*TEACHING STRATEGIES SHALL BE CREATIVE AND MULTI-DIMENSIONAL.
THEY SHALL MAKE MAXIMUM USE OF ALL REMAINING SENSE
MODALITIES AND PROVIDE FOR ACTIVE PARTICIPATION IN THE
LEARNING PROCESS

9. NUMBER OF STUDENTS:
REGULAR : 30-45 (STANDARD)
SPED : FOR MAXIMUM EFFICIENCY, CLASS
SIZE IS GIVEN UNDER ARTICLE IV SECTION 2
OF THE GUIDELINES AND POLICIES FOR
SPECIAL EDUCATION

10. NUMBER OF STUDENTS:
Exceptionality One-grade level Multi-grade level
Gifted/ fast learner 30-35 15-20
Mentally retarded 8-15 8-10
Blind 7-10 5-6
Deaf 7-15 6-8
Behavior Problems 15-20 7-15
Orthopedically Handicapped 10-15 10-15
Multiply Handicapped 5-8 3-6
Speech Defective 10-15 10-15
Learning Disabled 7-10 5-6

11. TEACHERS:
REGULAR:
*BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION
SPED:
ARTICLE VIII SECTION 1:
FOR THE EFFECTIVE IMPLEMENTATION OF THE SPECIAL EDUCATION PROGRAM, THE EDUCATION, WELFARE
AND TRAINING OF PERSONNEL SHALL BE GIVEN HIGH PRIORITY. ALL PERSONNEL INVOLVED IN THE
EDUCATION OF CHILDREN WITH SPECIAL NEEDS SHALL HAVE ADEQUATE AND APPROPRIATEEDUCATIONAL
BACKGROUND AND TRAINING AND PERSONNEL QUALITIES.

12. TEACHERS:
EDUCATION AND WORK EXPERIENCE
FOR A SPECIAL EDUCATION TEACHER
•BACHELOR OF ELEMENTARYEDUCATION SPECIALIZING IN SPECIAL EDUCATION
•BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION,
MAJOR IN SPECIAL EDUCATION
•BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION
PLUS 18 UNITS IN SPECIAL EDUCATION IN THE GRADUATE LEVEL
•BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION
PLUS 16 UNITS IN SPECIAL EDUCATION WITH 4 YEARS OF VERY SATISFACTORY
EXPERIENCE IN THE REGULAR SCHOOLS

13. TEACHERS:
•BACHELOR OF SCIENCE IN ELEMENTARYOR 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
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

14. THANK YOU!!!
PREPARED BY:
GOLDY JANE ARONG-PUSA