Timeline of the Development of SPED (Including History of SPED in the Philippines)

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November 27, 2013 EDSP 101

Timeline of the Development of Special Education

Event Date

Event Title Event Description

1817 American Asylum for the Education and Instruction of the Deaf and Dumb

First special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford.

1840 Law Mandating Compulsory Education

Rhode Island passed a law education for all children mandating compulsory. Compulsory education is education which children are required by law to receive and governments to provide.

1870 Association of the Instructors of the Blind

The School for the Deaf and the School for the Blind offer comprehensive educational programs for hearing impaired and visually impaired students.

1886 American Association on Mental Deficiency

The American Association on Intellectual and Developmental Disabilities (AAIDD) (formerly the American Association on Mental Retardation (AAMR) is formed to advocate for handicapped people's rights.

1918 Compulsory Education By 1918 all States have mandated compulsory education.

1919 Wisconsin Supreme Court, in Beattie vs. Board of Education

Schools could exclude a student who had been attending public school until the 5th grade.

1922 Council for Exceptional Children

The International Council for the Education of Exceptional Children is organized by a group of administrators and supervisors attending the summer session at Teachers College, Columbia University, and their faculty members on

August 10, 1922. The Council begins with 12 members. Elizabeth E. Farrell was the Founder and first President, 1922 26.

1930 First White Cane Ordinance

1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street.

1931 The Bradley Home The Bradley Home, the first psychiatric hospital for children in the United States, was

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established in East Providence, Rhode Island.

1933 Cuyahoga Council for Retarted Citizens

Parental Advocacy Group composed of five mothers of children with mental retardation who came in Cuyahoga, Ohio to protest their children's exclusion from public schools. Led to the establishment of a special class for their children, even though the parents sponsored the class.

1939 Cuyahoga County Court of Appeals, Ohio

Ruled that the statute mandating compulsory attendance gave state department authority to exclude certain students.

1940 Beginning of the modern Special Education Movement & National Foundation for the Blind & American Federation of the Physically Handicapped

This decade is considered the beginning of the modern Special Education Movement. During World War II, many young soldiers sustained injuries that resulted in lifelong disabilities. The need for educational and employment opportunities and services for these young men created legislation that would precede Special Education legislation. *National Foundation for the Blind is formed and advocate for white cane laws and input from the blind on a variety of programs. *American Federation of the Physically Handicapped is formed- advocated for the end-of-job discrimination.

1943 Classification of Autism The classification of Autism was introduced by Dr. Leo Kanner of John Hopkins University.

1945 Public Law 176: National Employ the Handicapped Week

Public Law 176 created more awareness for possibilities for employment of the "handicapped."

1946 Cerebral Palsy Society The Cerebral Palsy Society is formed by parents in NYC.

1947 Perkins Brailler Developed The Perkins Brailler is developed; printing of large type books is initiated.

1950 National Association for Retarded Citizens (ARC)

ARC was founded in 1950. It helped identify children with disabilities and mental retardation and bring them out of their houses.

1951 First institution for research for exceptional children

The first institution for research on exceptional children opened at the University of Illinois.

1953 At-Home Attendant Care Provided

Los Angeles County provided at-home attendant care to adults with polio as a cost- saving alternative to hospitalization.

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1954 Brown vs. Board of Education and Social Security Act Amendment

In this milestone decision the Supreme Court ruled that separating children in public schools on the basis of race unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the "separate but equal" principle set forth in the 1896 Plessy v. Ferguson case *Social Security Act of 1935 was amended by PL 83-761 to include a freeze provision for workers who were forced by disabilities to leave the workforce. This protected their benefits by freezing their retirement benefits at their pre-disability level.

1955 Council for the Exception Children's Journal

Council for the Exception Childrens Journal made a case for ending the segregation of disabled students.

1956 Social Security Amendment of 1956

Social Security Amendments of 1956 created the Social Security Disability Insurance (SSDI) program for disabled workers aged 50 to 64.

1960 States started their own Special Education

In the 1960s states started setting up their own special education programs.

1961 President's Panel on Mental Retardation

President John F. Kennedy appointed a special President's Panel on Mental Retardation.

1963 Association for Children with Learning Disabilities

Parents first joined forces at a national conference held in Chicago in 1963. There they formed the Association for Children with Learning Disabilities.

1964 Civil Rights Act Made discrimination based on race, religion, sex, national origin, and other characteristics illegal .

1965 Elementary and Secondary Education Act (ESEA) & Amendments

*President Johnson's legislative plan termed, "War on Poverty". As Daniel Schugurensky states the act "was developed under the principle of redress, which established that children from low-income homes required more from low-income homes required more Educational Inequalities) The act proved to be a

catalyst for future educational legislation. A few of the pivotal acts that derived from the Elementary and Secondary Education Act (ESEA) include the Individuals with Disabilities Education Act, the Bilingual Education Act, and the Goals 2000: Educate America Act. *ESEA Amendments First Federal grants to states schools for the education children with disabilities.

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1966 Elementary and Secondary Education Act Amendments of 1966

Transferred authority from the Director of OEO to the U.S. Commissioner of Education (Department of Health, Education and Welfare) Federal grants to local schools. Not less than 10 percent nor more than 20 percent reserved for special projects and teacher training (Sections 309 b and c) National Advisory Council on Adult Education and Bureau of Education for the Handicapped established.


Established programs to improve special education.$100,000 was provided as the base for the state allotment and Private non-profit agencies added as eligible local grant recipients.


Established a core grant program for local education agencies. Revised statement of purpose to include adults who had attained age 16 and had not graduated from high school, State allotment base raised to $150,000, Special emphasis given to adult basic education, Presidentially appointed National Advisory Council on Adult Education established, 5 percent administrative cost authorized.

1971 Pennsylvania Association for Retarded Children (PARC) cs. Pennsylvania

*Pennsylvania Association for Retarded Children, along with parents of children with mild to severe disabilities, sued the state and won their case to establish a free and appropriate education (FAPE) for all children with mental retardation between the ages the ages of 6 and 21 in Pennsylvania.

1972 Mills vs. District of Columbia Board of Education

The Mills suit brought on behalf of over 18,000 children in the District, based on the 14th amendment and claimed that children with disabilities were excluded from public education without due process.

1973 Rehabilitation Act The Rehabilitation Act prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving

Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors. The standards for determining employment discrimination under the Rehabilitation Act are the same as those used in title I of the Americans with Disabilities Act. Rights of the handicapped in employment and education are ensured through section 504 of the Rehabilitation Amendments.

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Appropriate education for all children with disabilities. Community school program was added, State allotment revised, State plan expanded to include institutionalized adults, Cap on adult secondary education at 20 percent, Provided for bilingual adult education, 15 percent for special projects and teacher training, Special projects for the elderly, State advisory councils could be established and maintained, National Advisory Council on Adult Education to include limited English-speaking members.

1975 Education for All Handicapped Children Act

Specific learning disabilities was recognized and added as a new disability category in The Education for All Handicapped Children Act of 1975. The EAHCA was intended to provide administrators with proof of compliance, teachers with formalized plans, parents with a voice, and students with an appropriate education. Along with assurances of nondiscriminatory evaluation, individualized educational planning, and education in the least restrictive environment.

1976 Kurzweil Reader Raymond Kurzweil develops Kurzweil Reader that translates material into synthesized speech.

1978 Journal of Special Technology

First Issue of Journal of Special Education Technology.

1979 Armstrong vs. Kline & NECC Conference

*Armstrong- extended school year. *First NECC conference is held.

1981 Espino vs. Besteiro *S-1 vs. Turlington

* Espino-Cube within a classroom-U.S. District concluded that placement in a "cube" was not the maximum extent appropriate to achieve peer interaction nor was the placement to the maximum extent practicable. *S-1-discipline

1982 Board of Education of Hendrick Hudson Central School District vs. Rowley

In the Rowley case the court ruled, "once a court determines that the requirements of the act have been met, questions of methodology are for the resolution by the state." Parents do not have a right to compel a school district to provide specific programs. The Rowley case is often cited by school districts for the general proposition that the school district or municipality need not provide "optimum" services, and need only provide services which are "appropriate."

1983 Education for All *The title of the act was changed by

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Handicapped Children Act of 1983 Roncker vs. Walter

amendments in 1983 This law allows for federal funding to create parent training and information centers (PIC) so that parents could learn how to protect the rights that PL 94-142 guarantees their child. PL 98-199 also provided financial incentives to expand services for children from birth to age 3 and the initiatives for transition services from school to adult living for students with disabilities. *Critical Analysis of Segregated Placements- "Roncker Test" whether segregated placement could be modified and provided in a mainstream classroom.

1984 Hurry vs. Jones & Irving ISD vs. Tatro

*Hurry- Door to Door transportation. State must give free door to door transportation service to the education program in which he is enrolled. *Irving- Related Services. Medical Services are only excluded if they have to be administered by hospital or physician. Developed two-step analysis to determine related services.

1985 Aguilar vs. Felton & Burlington School Committee vs. Dept. of Ed. Of Massachusetts

*New York City uses federal funds received under the Title I program of the Elementary and Secondary Education Act of 1965 to pay the salaries of public school employees who teach in parochial schools in the city. That program authorized federal financial assistance to local educational institutions to meet the needs of educationally deprived children from low- income families. *Burlington- Tuition reimbursement for private school placement.

1986 Education for All Handicapped Children Act of 1986 & Alama Heights ISD vs. State Board of Education & Max M. vs. Illinous State Board of Education & Regular Education Initiative

*In 1986, an amendment to the EHA, extended the purpose of EHA to include children ages 0-5 and included: To extend the guarantee to a Free and Appropriate Public Education (FAPE) to children with disabilities, ages 3-5. To establish Early Intervention Programs (EIP) for infants and toddlers with disabilities, ages 0-2. To develop an Individualized Family Service Plan (IFSP) for each family with an infant/toddler

with disabilities. *Alama Heights ISD vs. State Board of Education (Year Round Services) The School District is required to provide a "free appropriate public education." The some-educational-benefit standard does not mean that the requirements of the Act are satisfied so long as a handicapped child's progress, absent summer services, is not brought "to a virtual standstill." Rather, if a child

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experiences severe or substantial regression during the summer months in the absence of a summer program, the handicapped child may be entitled to year-round services. *Max M v. Illinois Board of Education (Psychological Services and Counseling.) The district court opinion dealt with the substantive issue of whether "psychotherapy" was a related service. The holding was in the affirmative, along with the lines of the Garret. F. case. The court simply asked whether the service was capable of being delivered by a non-physician;

answer was yes. The district had to reimburse the parents at the cost level of a non-physician. *Regular Education Initiative established.

1987 A.W. vs. Northwest R-1 School District & Talking Textwrite

*A.W. vs. Northwest R-1 School District (Cost as a Consideration) Congress provided limited resources to the states to implement the policy of educating all disabled students, and the sufficiency of that education must be evaluated in light of the available resources. *Talking text write created.

1988 Lachman vs. Illinios State Bd. Of Ed. & Honig vs. Doe & Spielberg vs. Henrico

*Lachman-District Determines Methodology. School System didn't want to place student in mainstream classroom. Court quotes Rowley case- question of methodology are ruled by the state. *Honig v. Doe "stay put" provision prohibits schools from excluding students from classrooms for misconduct that is due their disability. *Spielberg-Change of Placement.

1989 Daniel R. R. vs. State Board of Education & Timothy W. vs. Rochester, NH School District & Hendricks vs. Gilhool & Goals 2000 Summit

*Daniel R.R- When segregated placement is appropriate. Determines the least restrictive environment. *"Zero Rejection" States must give free appropriate public education and doesn't ask any level of achievement be derived from an individual's education.

*Hendricks- Comparable facilities. Special Education classrooms have to be comparable to facilities available for children in regular classrooms. *Goals 2000 Summit

1990 Education for All Handicapped Children Act of 1990 & Americans with Disabilities Act

*EHA named changed to Individuals with Disabilities Act (IDEA). It guarantees equal opportunity for individuals with disabilities in employment, public accommodations,

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transportation, State and local government services, and telecommunications. *P.L. 101- 336 Americans with Disabilities Act prevents discrimination based on ability.

1991 Kids Pix

1993 Oberti & Rachel H. & Florence County S.D. four vs. Carter & Zobrest vs. Catalina Foothills S.D.

*Oberti and Rachel H. (Educating in regular classrooms) The central issue in this case concerns the appropriateness of an IEP which recommended placement of the child in a "segregated" program outside the child's "home" district. Cases are proponents of the least

restrictive environment. *Florence County-Tuition Reimbursement *Zobrest-Establised clause in parochial schools.

1994 Parents of Student W. Parents of Student W.-Due Process: Ten Day Rule. When a student poses a potential threat to others he may be suspended for up to 10 days. When suspension totals more than 10 days, this constitutes a change in placement. In addition, schools will have to judge whether handicapping condition is the cause and if so whether the student's current program and placement is appropriate.

1995 Poolaw vs. Bishop Poolaw - Requirement that schools provide Individualized programs tailored to the needs of each child with disabilities must be balanced.

1996 Telecommunications Act of 1996 & Seattle School District No. 1 vs. B.S. & Fulginiti vs. Roxbury Township Public Schools & K.R. vs. Anderson Community School

*Section 255 of the Telecommunications Act of 1996 mandates that telecommunications equipment and services - including cell phones and plans - are provided so that someone with a disability can use them. *Seattle School District, No. 1 vs. B.S. (placement of students) Whether the District failed to provide FAPE. The facts at hearing support a finding that the IEP as developed on April 17, 2003 contained measurable goals in

the areas of math, interpersonal skill, and study skills. The Parent agreed at hearing that the goals were measurable. Parents arguments to the contrary in closing arguments were not persuasive. The District met its burden to state measurable goals in the areas identified as necessary for the Student to receive FAPE. *K.R. Private Schools *Fulgrini The court especially focused on the

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tracheotomy tube, which required constant monitoring and clearing of mucus. At first, the public school provided a full-time nurse to provide services to Carissa while at school. The school determined that it was not required by law to provide the services due to the "medical nature" of these provisions. The Court ruled in favor of the school - they were not required under IDEA to provide medical services to the student.

1997 Individuals with Disabilities Education Act Amendments of 1997 & Morton Community Unit School District No. 709 vs. J.M. & Hartmann vs. Loudon County B of Ed.

*This most recent legislation to address students with disabilities amends and reauthorizes IDEA. One change was parent participation. Parents right to be involved in

decision making was significantly expanded-Prior to IDEA 97, parents were only guaranteed to be part of the group that developed their childs IEP. However, with IDEA 97 Congress further strengthened and specified parents role

in their childs IEP.

1999 Cedar Rapids Community School District vs. Garret F.

Cedar Rapids- Nursing as a related service. Medical services are those offered by a physician. Services that can be provided in school by a nurse or layperson are excluded as medical services.

2000 Children's Health Act A long term study of children's health and development.

2001 No Child Left Behind Act & President's Commission of Excellence in Special Education & Navin vs. Park Ridge S.D. & September 11th

*On October 3, 2001, President George Bush established a Commission on Excellence in Special Education to collect information and study issues related to Federal, State, and local special education programs with the goal of recommending policies for improving the education performance of students with disabilities. *On January 8, 2002, President George Bush signed the No Child Left Behind Act (NCLB). This act reauthorized and amended federal education programs established under the Elementary and Secondary Education Act (ESEA) of 1965. *Navin- Non-custodial parents have the right to participate in IEP meetings. Septermber 11:Terrorists attack the World Trade Center

2003 War in Iraq 2003 U.S goes to war with Iraq

2004 Assisstive Technology Act *The "Tech Act," as it is sometimes called, funds

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& Individuals with Disabilities Education Improvement Act

56 state programs designed to address the assistive technology needs of individuals with disabilities. *IDEA is reauthorized and aligned with NCLB. The revision included early assessment, early intervention, Universal Design for Learning, and discipline procedures.

2005 Schaffer vs. Weast & Hurricane Recovery Act

*Schaffer-Party seeking due process bears the burden of proof - this is seen as a victory for school boards. *Due to Hurricane Katrina the Hurricane Education Recovery Act was established to educate those displaced by the hurricane.

2006 Arlington Central S.D. vs. Murphy

Arlington- No reimbursement for the cost of experts (eg. Witnesses, consultants) under IDEA

2007 Winkleman vs. Parma City S.D. & NYC Board of Education vs. Tom F.

*Winkleman-Parents cannot legally represent their children in court. * Tuition reimbursement is guaranteed for enrollment of students with disabilities in private institutions.

Highlights in the History of Special Education in the Philippines

Date Event

1907 Delia Delight Rice sailed from the United States to Manila on May 2007. Shortly after her arrival, she found out the she has no students. But instead of leaving, she looked for students in the provinces and found Paula Felizardo first. More students enrolled in the School for the Deaf and the Blind (SDB) after she successfully taught Paula in a few months.

Jan 1991

Silent Worker, an international publication for the hearing impaired, acknowledged that SDB transferred to a new building.

1911 Ms. Rice married Ralph Webber. Although the marriage ended in 1913, her

official records were filed under her married name.

Feb 1912

Ms. Rice wrote an article in the Silent Worker and Wisconsin Times about SDBs new building.

1914 Rogelio Lagman, an SDB graduate who studied for a year in California, came back and was in-charge of classes for the blind in SDB. He later left in 1920 to establish a carpentry shop that employs the blind.

1915 The Public Welfare Board was created to see social services. It was later

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abolished in 1921 and replaced by the Bureau of Public Welfare, under the Bureau of Public Instruction.

1916 Ms. Rice worked on the possibility of sending Jose Servilles, an SDB student, as the first Filipino Gallaudet University student.

1917 Gallaudet University President Percival Hall informed Ms. Rice that Jose Servilles failed the Gallaudet University admission test.

Jan 1917

The Home for the Orphaned and Destitute Children was built. It was later called Unit A and became one of the eight Welfareville Institutions under Act 3203, the first socialized law the Philippines ever had under the American regime.

1920 Pedro Santos, another SDB graduate, studied in California for a year before going to Gallaudet University.

Dec 1925

Welfareville, also known as the Childrens Village, was established in a forty-hectare lot in Mandaluyong.

1926 Pedro Santos went back to the Philippines and established the Philippine Association for the Deaf.

1949 The Philippine Foundation for the Rehabilitation of the Disabled started to help in the rehabilitation of people with disabilities. Later on, they facilitated teacher training in special education.

1955 Dr. Matilde Valdes interest in special education was ignited when she was inadvertently hospitalized at the National Orthopedic Hospital.

May 1956

Ms. Amelita Lita Servando established the Special Child Study Center in Manila, the first special school for children with mental retardation in the Philippines.

1959 Special Child Study Center began to systematically train. They began with two-month summer workshops which culminated their co-sponsorship of the First Institute in Education and Training of the Mentally Retarded. The other co-sponsors were the Bureau of Public Schools and Philippine Mental Health.

Mar 1959

Bureau of Public Schools issued a memorandum that called for the development of classes for educable students with mental retardation.

1959 Thirty-two first-year high school students were selected from several schools using competitive tests and were put together in one class. They became the first batch of the Manila Science High School in 1963.

1961 The SDB historical marker was unveiled during the honorary dinner for Delia Delight Rice which she attended.

1962 The First National Seminar in Special Education was held in the historic

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School for the Deaf and the Blind from November 29 to December 5.

July 1998

Centers for Excellence (CENTEX) schools for poor but bright children opened in Manila.

1998 Teaching Filipino Children with Autism, the first reference book on autism in the Philippines, was published.

Aug 2002

A National Workshop reviewed the accomplishments of the Asian Decade of the Disabled.

2003 The Philippine Decade of Persons with Disabilities started and ended in 2012.

2007 UP-SPED publishes Anno B? an annotated bibliographies in Special Education.

2007 Year-long centennial celebration of special education in the Philippines.

Disability Legislation from the National Council on Disability Affairs

(Formerly National Council for the Welfare of Disabled Persons)

Date Event

1954 RA 1179 - An Act to Provide for the Promotion of Vocational Rehabilitation of the Blind and Other Handicapped Persons and Their Return to Civil Employment

1963 RA 3562 - An Act to Promote the Education of the Blind in the Philippines

1965 RA 4564 - An Act Authorizing the Philippine Charity Sweepstakes Office to Hold Annually Special Sweepstakes Race for The Exclusive Use of the Office of Vocational Rehabilitation, Social Welfare Administration, in its Development and Expansion Program for the Physically Disabled Throughout the Philippines

1969 RA 5250 - An Act Establishing A Ten-Year Training Program for Teachers of Special and Exceptional Children in the Philippines and Authorizing the Appropriation of Funds Thereof

1989 RA 6759 - An Act Declaring August One of each Year as White Cane Safety Day in the Philippines and for Other Purposes

1991 RA 7277 - An Act Providing for the Rehabilitation, Self-Development and Self-Reliance of Disabled Persons and their Integration into the Mainstream of Society and for Other Purposes

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Executive Orders (EO)

1987 EO 232 - Providing for the Structural and Functional Reorganization of the National Council for the Welfare of Disabled Persons and for other Purposes

1993 EO 385 - Creating a Task Force to Address the Concerns of the Persons with Disabilities

2005 EO 417 - Directing the Implementation of the Economic Independence Program for Persons with Disabilities (PWDs)

2005 EO 437 - Encouraging the Implementation of Community-Based Rehabilitation (CBR) for Persons with Disabilities in the Philippines

Administrative Orders (AO)

2002 AO 35 - Directing all Departments, Bureaus, Government-Owned and/or Controlled Corporations, Government Financial Institutions, Local Government Units, State Universities/Colleges and Schools, and Other Government/Instrumentalities to Promote and Conduct Relevant Activities During the Annual Observance of the National Disability Prevention and Rehabilitation Week

Proclamations

1965 Proclamation 465 - Declaring the Last Week of February of Every Year as Leprosy Control Week

1974 Proclamation 603 - Child and Youth Welfare Code

1975 Proclamation 1385 - Designating the Period from February 14 to 20, 1975, and Every Year Thereafter, as Retarded Childrens Week

1979 Proclamation 1870 - Declaring the Third Week of July every Year as the National Disability Prevention and Rehabilitation Week

1991 Proclamation 829 - Declaring the Period from November 10-16 of Every Year as Deaf Awareness Week

1993 Proclamation 125 - Proclaiming the Nationwide Observance in the Philippine of the Asian and Pacific Decade of Disabled Persons, 1993-2002

1994 Proclamation 452 - Declaring the Second Week of October of Every Year as National Mental Health Week

1996 Proclamation 711 - Declaring the Third Week of January as Autism Consciousness Week

2000 Proclamation 361 - Declaring the Third Week of July as the National Disability Prevention and Rehabilitation Week which shall Culminate on the Birthdates of the Sublime Paralytic: Apolinario Mabini on July 23 Each Year

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2001 Proclamation 92 - Declaring the Third Week of August of Every Year as Brain Attack Awareness Week

2002 Proclamation 157 - Declaring the Month of February as National Down Syndrome Consciousness Month

2002 Proclamation 240 - Declaring the Period from the Year 2003 to the Year 2012 as the Philippine Decade for Persons with Disabilities

2002 Proclamation 230 - Declaring the First Week of September of Every Year as the National Epilepsy Awareness Week

2003 Proclamation 472 - Declaring the Third Week of October of Every Year as National Attention Deficit/Hyperactivity Disorder (AD/HD) Awareness Week

2004 Proclamation 588 - Declaring the Period from September 16 to 22, 2004 and Every Year thereafter as Cerebral Palsy Awareness and Protection Week

2004 Proclamation 657 - Declaring the Year 2000-2010 as the Bone and Joint Decade

2004 Proclamation 658 - Declaring the Third Week of October of Every Year as Bone and Joint (Musculo-Skeletal) Awareness Week

2004 Proclamation 744 - Declaring the Last Monday of March of Every Year as Women with Disabilities Day

2006 Proclamation 1157 - Declaring December 3, 2006 and Every Year Thereafter as International Day of Persons with Disabilities in the Philippines

References:

De Torres, M. S. (2008). One hundred years of special education in the

Philippines, 1907-2007. An unpublished Masteral thesis, College of

Education, University of Education, Diliman, Quezon City.

Impact of disability on learning and development. (2008). Retrieved November

22, 2013 from http://impactofspecialneeds.weebly.com/

uploads/3/4/1/9/3419723/timeline_ _the_history_of_special_education.

Inciong, T.G, Quijano, Y.S., Capulong, Y.T., Gregorio, J.A., & Gines, A.C. (2007).

Introduction to special education. Manila: Rex Book Store

Documents

Timeline of the Development of SPED (Including History of SPED in the Philippines)