ELEMENTS:
Admission
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Initial Assessment
(Placement and IEP)
---------------------------------
CAPS and service delivery
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Continuing Assessment for
Promotion
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Staff requirements
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EARLY CHILDHOOD
-Number of students; ratio of SPED
students-severe-only 1 is
recommended; if mild-10% of the
number of students in the class;
-diagnosis from an MD and referral
of the child; to assure you that the
child has a disability or based on
the MD’s assessment you can make
adjustments.
-Age appropriateness/ admission
age
-degree of disability
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-Parental interviews
Tools and procedures to be used
-person who will administer the
Tests; focus of assessment
-Through the initial assessment
they make the IEP and the IFSP
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-Reception class/transient Class is
good for E.C levels helps in the
adjustment with other children.
-some children may feel
intimidated with children with
Physical disabilities.
-Schedule and delivery of services
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-Movement within the CAPS
-Modes of assessing
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Number of items; qualifications,
training, functions
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ELEMENTARY:
- Previous permanent records and
promotion reports.
- Health examination
-Age appropriate skills and abilities
minimum requirements
-It would help if you have checklists
of the Basic age appropriate or
grade appropriate minimum basic
abilities that children are expected
to achieve. Use that as a reference
to cross check info that is
documented by the previous
school.
-To what extent does the child’s
disability affecting the child’s
performance?
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- Tools and procedures that you will
use for;
- Persons responsible to give the
Assessments
-You takeoff from the admission
documents; who will be involved;
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-Schedule of when and how the
support services will be delivered.
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- In house professional
Development activities
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Working with parents
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DEPED policies
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Physical facilities
Other related agencies that
offer services for PWD
(School age)
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Curriculum
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Extent of parental involvement
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Follow the government policies and
laws
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-Space; indoor and outdoor areas;
accessibility for movement and play
-Community based NGO’s or other
--services that may be available for
SPED students in the EC level
-age appropriate materials
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-Age-appropriate curriculum with
accommodations and adaptations.
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- Parents as partners; parental
networking; parental shifting for
tutorial sessions
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Working with related agencies,
familiarity with the DEPED policies
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Classroom size, equipment needed
in the resource room; accessibility;
-In elementary, school aged
appropriate facilities and
equipment
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-Accessibility of the GENED
Curriculum
-Blending and the infusion of
The IEP into the GENED curriculum
-Integration
-Test accommodations- could be in
the length of the test or coverage;
this is a concern, as to what types
can we make for our special
students.
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Modifications-02/21/11-By: Bing Bachini