special instruction in Braille reading and writing, mathematics, orientation and mobility, music and typing. Preparation for integration and mainstreaming must be worked out in the early years of schooling at the elementary level to assure thatvisually impaired children just like other children with special needs except those possibly with mental retardation are educated worth their nonhandicapped peers to the fullest extent possible. For post secondary vocational to tertiary levels they shall be integrated and mainstreamed and undergo the regular curriculum. Learners with visual impairment in these levels shall be given the necessary service such as: reading, writing Braille, record library services, orientation and mobility, optical and medical services, counseling and other assistance. 2. For persons with hearing impairment, modified curriculum shall emphasize communication and language development which is tailored to meet the learner’s educational need. The curriculum shall include special instruction in speech, speech reading, auditory training and rhythm using total communication, multi-sensory and other approaches, They shall be referred to such support personnel as sign language interpreters, audiologist, otologist, speech therapist, auditory trainors and others as needed. 3. For persons with orthopedic handicaps, quality education shall be given in the same manner as those in the regular education except that school facilities and physical environment shall be in compliance with B.P. Blg. 344 and they shall be allowed to attend classes in the ground floors of the school buildings whenever possible. Class schedule and other pertinent considerations shall be made to suit their learning requirements. 4. For persons with mental retardation, modified curriculum shall emphasize training in self-care, socialization, motor, pre-vocational, vocational and other daily living skills. For those with severe retardation, emphasize shall be on the development of self-care skills. 5. For all types of learners with special needs, teaching strategies shall be creative, multidimensional, multi-sensorial and shall involve active participation of the learners. 6. For other types of learners with special needs: a) Those with behavior problems including those with autism, those with learning disabilities and those with multiple handicaps, modified curriculum shall includes special activities and instructional techniques for the normalization of behavior, functions and technical, academic skills to prepare them for the world of work. b) For disabled gifted persons, the curriculum should emphasize the development of communication skills, positive self-concept, high level abstract thinking, social skills and independent living using creative teaching principles and interdisciplinary approaches. 7. All SPED personnel involved in the education of learners with special needs shall be technically trained. The DECS shall continuously review the possibility of providing incentives to these personnel to attract others to join this profession and prevent the fast turnover of the SPED teachers to high paying jobs. With the above considerations, learners with special needs shall be afforded appropriate types of special education programs suited to their needs to maximize their potentials. 1.3 Nonformal Education Alternative special delivery systems to complement formal education shall include but not limited to community-based, church-based, hospital-based, and other non-school based programs and services for learners with special needs. Radio, TV video, print and other distance teaching approaches shall be utilized to reach out to those who cannot avail of institution-based programs and services. The participation of persons with special need, their parents and the community in the delivery of programs and services to this special group must be enhanced through the establishment of peer counseling, volunteerism, community awareness and church support. SECTION 2. Program Modification and Eligibility for Financial Assistance 2.1 Modified Facilities and Equipment for Learners with Special Needs a) For Academic Institutions 1. For persons with visual impairment – sensory and tactile materials, Braille books and record materials, Braille writing, printing and reading machines, orientation and mobility equipment.