RA 9442: Rights and Privileges for PWDs

• The Republic Act (RA) 9442 amends RA 7277, known as the "Magna Carta for Disabled Persons".

Privileges and Incentives for Persons with Disabilities:

• A 20% discount on services in hotels, lodging establishments, restaurants, and recreation centers.
• A 20% discount on admission fees for theaters, cinemas, concert halls, circuses, and similar leisure venues.
• A 20% discount for medicine purchases in all drugstores.
• A 20% discount on medical and dental services, including diagnostic and laboratory fees like x-rays and scans, in all government facilities, following DOH guidelines in coordination with PHILHEALTH.
• A 20% discount on medical and dental services, including professional fees, in private hospitals and medical facilities, according to DOH rules with PHILHEALTH.
• A 20% discount on fares for domestic air and sea travel.
• A 20% discount on public railways, skyways, and bus fares.
• Educational assistance for primary, secondary, tertiary, post-tertiary, vocational, and technical education in public and private schools, via scholarships, grants, financial aid, subsidies, and support for learning materials, provided persons with disability meet admission requirements.
• Continuation of benefits from GSIS, SSS, and PAG-IBIG, where applicable.
• Government may offer special discounts on basic commodities, subject to DTI and DA guidelines.
• Provision of express lanes in commercial and government establishments, or priority service.

Eligibility and Requirements:

• Privileges are for Filipino citizens with disabilities only.
• Proof of disability requires:
  • ID from the city or municipal mayor or barangay captain.
  • Passport.
  • Transportation discount fare ID from NCWDP.
• Privileges cannot be combined with higher discounts from commercial establishments or other laws.
• Establishments can claim discounts in subsections as tax deductions, included in gross sales receipts for tax purposes.

Deliverance from Vilification:

• Prohibits slanderous or abusive statements against persons with disabilities.
• Prohibits activities inciting hatred, contempt, or ridicule towards persons with disabilities, to protect their self-esteem.

Penalties for Violations:

• First violation: fine of P50,000 to P100,000, or imprisonment of 6 months to 2 years, or both.

• Subsequent violation: fine of P100,000 to P200,000, or imprisonment of 2 to 6 years, or both.

• Abusing privileges results in imprisonment of 6 months or a fine of P5,000 to P50,000, or both.

• If the violator is a corporation, organization, or similar entity the involved officials are liable.

• If the violator is an alien, they will be deported after serving their sentence.

• Business permits of entities failing to comply may be cancelled or revoked.

• RA 7277 is amended to "Magna Carta for Persons with Disability".

• "Disabled persons" is amended to "persons with disability".

• DSWD, NCWDP, and the Bureau of Internal Revenue must create implementing rules within six months of the Act’s effectivity in coordination with congressional committees.

• The Act takes effect fifteen (15) days after publication in two newspapers of general circulation.

Role of Psychology in Special Education:

• It contributes to understanding, explanation, prediction, control, and problem-solving for children with special needs.
• It applies psychology theories in understanding, explanation, prediction, control, and solving problems of special needs children, in collaboration with stakeholders in a children's bio-psycho-social system.

Behavioral Perspectives:

• Views people as controlled by their environment, the result of what has been learned.
• Concerned with how environmental stimuli affect observable behavior.
• People learn from their environment through classical and operant conditioning.
• Classical conditioning = learning by association.
• Operant conditioning = learning from the consequences of behavior.

Cognitive Perspectives:

• Concerned with mental functions like memory, perception, and attention.
• Memory comprises encoding, storage, and retrieval.
• Encoding = is where information is received and attended to.
• Storage = is where the information is retained.
• Retrieval = and retrieval (where the information is recalled).
• Key cognitive theories include Piaget's developmental theory, Vygotsky's sociocultural cognitive theory, and the information process theory.
• Piaget stated that children go through four stages of cognitive development to understand the world.

Biological Perspectives:

• States that all thoughts, feelings and behavior ultimately have a biological cause.
• Theorists in the biological perspective who consider how genes affect behavior.
• Human genome mapping may someday help understand how behavior is affected by DNA.
• Biological factors such as chromosomes, hormones, and the brain influence behavior.

Psychosocial Perspectives:

• Focuses on self-understanding, social relationships, and mental processes connecting individuals to their social world.
• Development is a product of ongoing interactions between individuals and their social environments.
• Societies guide individual growth with structures, laws, roles, rituals, and sanctions.
• Societies face problems balancing individual needs with group needs.

Assessment and Diagnosis:

• Determine if a child has a disability, is eligible for special education, and diagnose the specific nature of the student's problems or disability.

Common Steps for Assessment and Diagnosis:

• Parent consent
• Intelligence and psychometric tests
• Group intelligence or achievement tests
• Skill evaluation
• Developmental and social history
• Observational records
• Samples of student work
• Diagnosis
• Individual planning of programs or interventions
• Program monitoring
• Program evaluation

Components of the Helping Process:

Phase 1: Exploration, Engagement, Assessment, and Planning

• Explore clients' problems, gathering data about the person(s), the problem, environmental factors, and influences affecting referral.
• Establish rapport and enhance motivation.
• Formulate a multidimensional assessment, identifying systems, difficulties, and relevant resources.
• Mutually negotiate goals and formulate a contract.
• Make referrals.

Phase 2: Implementation and Goal Attainment

• Prioritize goals into general and specific tasks.
• Select and implement interventions.
• Plan task implementation, enhancing self-efficacy.
• Maintain focus and continuity within sessions.
• Monitor progress.
• Identify and address barriers to change.
• Employ appropriate self-disclosure and assertiveness to facilitate change.

Phase 3: Evaluation and Termination

• Assess when client goals have been satisfactorily attained.
• Help the client develop strategies for maintaining change and continued growth.
• Successfully terminate the helping relationship.

Clinical Approach

• Involves an alternating teach-test-teach with the teachers.
• Alternating roles between teacher and test administrator.
• Designing learning experiences appropriate to individual needs, focusing on what the child can do.
• Teaching called remediation, educational therapy, intervention, or simply good teaching.
• Procedures : diagnoses, planning teaching tasks, implementation of teaching task, evaluation of student, modification of the diagnoses.
• Clinical teaching is specifically designed for a unique student.

Task Analysis Approach

• Identified with a functional or life skills curriculum.
• Highly individualized, individually referenced model.
• Foundation for teaching complex functional and vocational skills.
• Complex behaviors are broken down and sequenced into component parts.

Behavior Modification:

• Modifies behavior using operant conditioning.
• Steps : specify behavior, instruct verbally, model desired behavior, reinforce systematically.

PECS (Picture Exchange Communication System):

• Uses concrete objects (pictures) to communicate.
• Useful when the child lacks skills like eye contact.
• Can be used instead of speech.
• It is effective in helping children develop vocabulary and functional communication.

Simulation:

• Useful strategy for illustrating complex and changing situations.
• Simulations are less complex than real situations.
• In a simulation, the learner acts and learns from feedback.

Unit Teaching Approach:

• Emphasizes a basic theme or topic decided on by the teacher.
• Includes short and long term projects.
• Provides instruction in daily living skills like health and safety.
• Goals and activities are grouped by chronological age or developmental level.

Direct Instruction:

• Teacher-led approach that emphasizes maximizing the quantity and quality of instruction.
• Explicit teaching using lectures or demonstrations.
• Usually deductive, presents rule/generalization then illustrates with examples.

Peer Mediated instruction

• Teaches children who are socially withdrawn and have limited social skills.
• Peer teaching is performed between peers or known as peer tutoring
• Partnered students are given instructional material to learn.
• It should be reciprocal; all students have opportunities to be both the teacher and the learner.

Cooperative Learning:

• Classroom instruction employs small or large groups.
• Students collaborate to achieve academic and social skill development goals.

4 Basic Elements of Cooperative Learning:

• Positive interdependence-each student in the group agree on: The answer and the process to solving the task.
• Individual accountability- is determined if each member in the group have mastered the process or demonstrate the skills necessary for accomplishing.
• Collaborative skills- emphasize student support for one another, enthusiasm for group work and contributions to the groups effort.
• Processing- requires that the group evaluate how well they worked together and what they could do in the future to be an even more effective group member or group.

Cognitive Strategies:

• Simplest form is the use of mind (cognition) to solve a problem or complete a task.
• Instructional approach that emphasizes thinking skills and processes.

Applied Behavior Analysis:

• Structured approach to teaching and behavior management.
• Employs direct observation and charting of student behavior.

Role of Teacher:

• Analyze tasks.
• Break tasks into small units.
• Sequence teaching.
• Use systematic reinforcement.
• Continuously monitor student performance.
• Record tasks.
• Instruction follows sequence, emphasizing rewarding correct responses.
• Progress is recorded to evaluate instruction effectiveness.

Explore the entitlements and privileges of Persons With Disabilities (PWDs) under Republic Act 9442, amending the Magna Carta for Disabled Persons. Understand the scope of discounts on various services, including healthcare, transportation, recreation, and education.