1A.SBM-TEEP-IE

PowerPoint Presentation: 

Third Elementary Education Program (TEEP)

PowerPoint Presentation: 

Figure 1. TEEP-SBM-IE time spheres (1997-2006) 1997 TEEP 2001 SBM 2003 SPED-IE

The Philippine government in its continuing effort to improve the quality of education in the country launched the Third Elementary Education Program (TEEP) in 1997. : 

The Philippine government in its continuing effort to improve the quality of education in the country launched the Third Elementary Education Program (TEEP) in 1997.

This nine year project was aimed at improving the quality of primary education by means of decentralizing governance at the elementary school level (DepEd,2006b): 

This nine year project was aimed at improving the quality of primary education by means of decentralizing governance at the elementary school level (DepEd,2006b)

The passage of Republic Act 9155 in 2001 provided the Department of Education (DepEd) the legal mandate to reorganize governance in basic education.: 

The passage of Republic Act 9155 in 2001 provided the Department of Education (DepEd) the legal mandate to reorganize governance in basic education.

With such directive, school-based management (SBM) became the framework for making institutional changes to improve elementary school students’ learning (DepEd, 2006d).*1: 

With such directive, school-based management (SBM) became the framework for making institutional changes to improve elementary school students’ learning (DepEd, 2006d).*1

PowerPoint Presentation: 

SPED-IE Special Education – Inclusive Education

Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person.: 

Special education started in the Philippines in 1907 with the establishment of the Insular School for the Deaf and Blind. The school started with 92 deaf persons and one blind person.

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).: 

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.: 

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.

However, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project.: 

However, many children with learning disabilities, mental retardation, and autism remain unidentified in public schools (DepEd, 2006a). The inclusion of children under these three categories of special cases were among the major concerns of the TEEP-SBM-Inclusive Education (IE) project.

Three years into the implementation of SBM, DepEd included Special Education- Inclusive Education (SPED-IE) among the TEEP schools. Inclusive education programs are closely linked to providing quality programs for all students. Improving educational programs should be seen not in terms of ‘defective students’ but in how educators can improve school programs and practices to meet the needs of all students (Porter, 1997).: 

Three years into the implementation of SBM , DepEd included Special Education- Inclusive Education (SPED-IE) among the TEEP schools. Inclusive education programs are closely linked to providing quality programs for all students. Improving educational programs should be seen not in terms of ‘defective students’ but in how educators can improve school programs and practices to meet the needs of all students (Porter, 1997).

(1) Empowered school Leaders- SIP/AIP (2) Stakeholder participation (3) School management and instructional reform (4) Resource management (5) School performance accountability process: 

(1) Empowered school Leaders- SIP/AIP (2) Stakeholder participation (3) School management and instructional reform (4) Resource management (5) School performance accountability process Promote -Access -Quality -Participation II. Capacity Building -Teacher effectiveness -Better Management III. Making SPED-IE sustainable -Parent and LGU participation SBM Dimensions of Practice TEEP-Inclusive Education Figure 2. Link of school-based management and inclusive education