Policies, Guidelines, and Mechanism for the Admission of Students with Special Needs

This policy is anchored on Republic Act No. 7277 (Magna Carta for Persons with Disabilities), Republic Act No. 1165 (N ACT INSTITUTING A POLICY OF INCLUSION AND SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION, ESTABLISHING INCLUSIVE LEARNING RESOURCE CENTERS OF LEARNERS WITH DISABILITIES IN ALL SCHOOLS DISTRICTS, MUNICIPALITIES AND CITIES, PROVIDING FOR STANDARDS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES) and DepEd Order No. 72 s. 2009 (INCLUSIVE EDUCATION AS STRATEGY FOR INCREASING PARTICIPATION RATE OF CHILDREN), AND INTERNATIONAL INCLUSIVE EDUCATION PRINCIPLES.

I. Rationale

St. Michael’s College of Iligan, Inc. recognizes its responsibility as an educational institution that upholds the values of faith, excellence, and service. Guided by national laws such as the Magna Carta for Persons with Disabilities (RA 7277), the Policy of Inclusion for Learners with Disabilities (RA 1165), DepEd Order No. 72 s. 2009, and international principles of inclusive education, the College affirms that every learner—regardless of physical, sensory, intellectual, psychological, or neurodevelopmental condition—has the right to equitable, respectful, and meaningful access to education.

This policy is therefore established to ensure that students with special needs (SSNs) are provided a safe and supportive learning environment where they can thrive academically, socially, and emotionally. It also ensures that admission procedures, accommodations, and interventions are grounded in fairness, professional assessment, and collaboration among the school, families, and specialists. By institutionalizing clear mechanisms, SMCII strengthens its commitment to inclusive practices while safeguarding essential academic standards and ensuring the quality of programs offered.

II. Purpose

The purpose of this policy is to:

  • Provide a structured, transparent, and compassionate framework for admitting Students with Special Needs across both Basic and Higher Education levels.
  • Ensure compliance with legal and regulatory mandates on inclusive education, disability support, and data privacy, including RA 7277, RA 1165, RA 10173, and relevant DepEd/CHED issuances.
  • Facilitate accurate identification and assessment of the needs, strengths, and required accommodations of SSNs through standardized and multidisciplinary evaluation procedures.
  • Guarantee the provision of reasonable accommodations—instructional, physical, technological, or behavioral—so that SSNs can participate fully in academic and campus life without compromising essential academic standards.
  • Promote collaborative planning and implementation through the development of Individualized Education Plans (IEPs) involving students, parents/guardians, teachers, and trained professionals.
  • Establish clear roles and responsibilities of administrators, faculty, guidance personnel, and parents in supporting the holistic development and success of SSNs.
  • Ensure continuous monitoring, review, and improvement of educational support services through regular progress checks, IEP reviews, and annual policy evaluations.
  • Protect the confidentiality and dignity of students by ensuring that all personal and medical information is processed securely and in accordance with the Data Privacy Act.

III. Scope

This policy applies to all incoming and continuing students of St. Michael’s College of Iligan, Inc. in both Basic Education and Higher Education Departments who are identified as having special needs. It covers:

  • Admission and enrollment processes;
  • Screening and assessment procedures;
  • Reasonable accommodations during instruction, assessment, and campus life;
  • Collaboration with parents/guardians and support agencies;
  • Monitoring and evaluation of educational progress.

IV. Definition of Terms

  • Student with Special Needs (SSN) – A learner with physical (Persons with Disabilities), sensory, intellectual, psychological, or neurodevelopmental conditions that may require additional support, modified learning strategies, or specialized educational services to enable full participation in the academic and social life of the school.
  • Reasonable Accommodation – Modifications or adjustments to academic requirements, physical environments, or learning activities that enable SSNs to participate equally, without altering the essential requirements of the program.
  • Individualized Education Plan (IEP) – A documented plan developed collaboratively by the school, the student, parents/guardians, and relevant professionals outlining specific learning goals, accommodations, and support services.
  • Special Needs Assessment – The process of identifying the student’s learning profile, strengths, and needs through medical, psychological, or educational evaluation.
  • Support Services – Counseling, tutoring, assistive technology, mobility support, or other services designed to address the student’s learning or participation needs.

V. Policy Statements

  1. SMCII is committed to providing equitable access to quality education for students with special needs in a safe, respectful, and supportive learning environment.
  2. Admission of SSNs will be guided by the principle of inclusion, provided that the school can offer the necessary support and that the program applied for can accommodate the student’s needs without compromising essential academic standards.
  3. No qualified student shall be denied admission solely on the basis of disability, except where there is a clear and documented inability of the school to provide the required support after reasonable efforts.
  4. Collaboration among the school, parents/guardians, and relevant professionals is mandatory for proper planning and provision of support.
  5. All personal and medical information of SSNs shall be treated with the highest degree of confidentiality, in accordance with the Data Privacy Act of 2012.
  6. SMCII will provide safe, inclusive, and accessible facilities for SSNs—barrier-free paths, accessible classrooms/toilets, clear signage and emergency plans, assistive technologies and quiet/assessment rooms—with yearly audits and prompt accommodations.

VI. Admission Guidelines and Mechanisms

1. Pre-Admission Stage

Application Submission – Applicants must submit standard admission requirements along with:

  • Medical or psychological evaluation reports from a licensed professional (not more than 2 years);
  • School records and any previous IEP (if applicable);
  • Parent/guardian’s written consent for special needs assessment.

Initial Interview – Conducted by the Guidance Office to gather the student’s learning history, needs, and strengths.

Preliminary Screening – Review of records and interviews to determine suitability for the program.

2. Assessment Stage (Using Guidance Office Narrative Form)

  • Multidisciplinary Evaluation – May involve the parents/guardian, guidance counselor, school nurse, special education coordinator, and program head/dean.
  • Learning Needs Analysis – Determines the level of support, classroom modifications, or assistive technology required.
  • Environmental Assessment – Reviews physical facilities for accessibility.

3. Admission Decision

  • Conditional Admission – May be granted pending the implementation of accommodations.
  • Full Admission – Granted if requirements and reasonable accommodations are in place.
  • Non-Admission – If after thorough evaluation, the school determines that it cannot provide the necessary support, with the support of the diagnostic result from a medical practitioner.

4. Post-Admission Support

  • IEP Development – Within the first month of enrollment, the school convenes an IEP Team (student, parent/guardian, teachers, counselor, special education coordinator).
  • Reasonable Accommodations Implementation – Modifications to instruction, assessment, or environment are applied immediately.
  • Progress Monitoring – Quarterly review of student performance and well-being.
  • Feedback and Adjustment – Revisions to IEP or accommodations as necessary.

VII. Roles and Responsibilities

  • School Administration – Ensures policy implementation and allocation of resources.
  • Guidance and Counseling Office – Facilitates compliance with documentation and procedures. Conducts interviews, assessments, and counseling.
  • Special Education Coordinator – Leads the preparation and monitoring of IEPs.
  • Teachers – Implement accommodations and provide feedback on student progress.
  • Parents/Guardians – Actively participate in meetings, provide updated medical or learning assessment reports.

VIII. Monitoring, Review, and Evaluation

  • Annual review of this policy by the Academic Council, Guidance Office, and SPED Coordinator to ensure compliance with updated laws, DepEd/CHED guidelines, and best practices.
  • Submission of compliance reports to relevant government agencies when required.

IX. Confidentiality and Data Privacy

All documents and information related to SSNs are secured in compliance with RA 10173 (Data Privacy Act of 2012) and shall only be accessed by authorized personnel.