* The 1987 Constitution: This foundational document guarantees the right to education for all Filipinos, including those with disabilities. Articles XIII and XIV specifically mention the state's responsibility to protect and care for the disabled and provide them with opportunities for a meaningful life. This provides the overarching legal basis for special education.
* Republic Act No. 7277 (Magna Carta for Disabled Persons): This law mandates the full integration of persons with disabilities into mainstream society, including access to education. It promotes equal opportunities and prohibits discrimination. While not solely focused on education, it heavily influences the legal context for providing special education services.
* Republic Act No. 10533 (Enhanced Basic Education Act of 2013): This law reformed the basic education system and indirectly supports special education by expanding access to early childhood care and development, as well as inclusive education programs within the K-12 system. It aims to integrate students with disabilities into regular classrooms whenever feasible.
* Department of Education (DepEd) Orders and Memoranda: The DepEd issues numerous orders and memoranda outlining specific guidelines, policies, and programs related to special education. These documents detail the implementation of inclusive education, the provision of support services, teacher training, and assessment procedures. These are constantly updated, so finding the most current versions is crucial.
* Presidential Decrees and other Executive Issuances: Various presidential decrees and executive issuances over the years have also touched upon issues related to disability and the rights of persons with disabilities, thereby indirectly shaping the special education landscape.
In short: The legal framework for special education in the Philippines is decentralized and found in various documents. Finding specific details requires researching DepEd orders and related government issuances. The overall principle is towards inclusive education, integrating students with disabilities into regular classrooms whenever appropriate, while also providing necessary support services. However, the practical implementation and accessibility of these services can vary across regions and schools.