Suhz’;Foundations of Special Education

1. Learning knows no boundaries FOUNDATIONS OF SPECIAL EDUCATION BY ANN VITUG

2. OUTLINE • OBJECTIVES OF SPECIAL EDUCATION • CATEGORIES OF EXCEPTIONALITIES •

INDIVIDUAL PROGRAMS AND PLANS (IEP)

3. INDIVIDUAL WITH DISABILITIES EDUCATION IMPROVEMENT ACT

4. SPECIAL EDUCATION • An educational program/service designed to meet the needs of children with
special needs who cannot profit from general or regular education because of disabilities or exceptional
abilities.

5. PHILOSOPHICAL FOUNDATION All the efforts to uphold the rights and dignity of children with
disabilities primarily root from the philosophical understanding of man.

6. Special Education Division Philippines Memorandum: Special education refers to the education of
persons who are GIFTED OR TALENTED and those who have PHYSICAL, MENTAL, SOCIAL OR
SENSORY IMPAIRMENT AND CULTURAL DIFFERENCES so as to require modifications of the school
curricula, programs and special services and physical facilities to develop them to their maximum capacity
These persons may be gifted/talented, fast learner, mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically handicapped, with special health problems, learning
disabled, speech impaired or multiply handicapped.

7. PHILOSOPHICAL FOUNDATION - should have the rights as normal children do - must NOT be
isolated nor be looked down - must be treated as persons of dignity - needs should be provided

8. BASIC PHILOSOPHY OF SPECIAL EDUCATION “Every child with special needs has a right to an
educational program that is suitable to his needs.” “Special education shares with regular education basic
responsibilities of the educational system to fulfill the right of the child to develop to his full potential.”

9. OBJECTIVE OF SPECIAL EDUCATION To develop the maximum potential of the child with special
needs to enable him to become self-reliant and shall be geared towards providing him with the
opportunities for a full and happy life.

10. SPECIFIC OBJECTIVE OF SPECIAL EDUCATION The development and maximization of learning
competencies, as well as the inculcation of values to make the learners with special needs as useful and
effective members of society.

11. ULTIMATE GOAL OF SPECIAL EDUCATION The integration or mainstreaming of learners with
special needs into the regular school system and eventually into the community.

12. EXCEPTIONALITY An individual or a child who has an exceptionality has some area of functioning in
which he or she is significantly different from an established norm. This definition includes both students
with disabilities and those with special gifts or talents. •learning disabilities •developmental delays
•emotional and behavioral disorders •communication disorders •hearing disabilities •visual impairments
•physical disabilities

13. 13 LEGAL CATEGORIES FOR EXCEPTIONALITIES 1. Autism 2. Deaf-blindness 3. Deafness 4.

Emotional Disturbance 5. Intellectual Disability 6. Hearing Impairment 7. Multiple Disabilities 8.
Orthopedic Impairment 9. Other Health impairment 10.Specific Learning Disability 11.Speech or
Language Impairment 12. Traumatic Brain Injury 13. Visual Impairment

14. A developmental disability significantly affecting verbal and nonverbal communication and social
interaction. 3 Primary Features - Restricted range of social interaction - Impaired communication skills -
Persistent pattern of stereotypical behaviors, interests, and activities 1. AUTISM
15. 2. DEAF-BLINDNESS A concomitant hearing and visual impairments, the combination of which
causes such as severe communication and other developmental and educational needs that they cannot
be accommodated in special education programs solely for children with deafness or children with
blindness.

16. 3. DEAFNESS A hearing impairment that is so severe that the child is impaired in processing
linguistic information through hearing; with or without amplification that adversely affects a child’s
educational performance

17. 4. EMOTIONAL DISTURBANCE A condition exhibiting one or more of the following characteristics
over a long period of time and to a marked degree that adversely affects a child’s educational
performance. - Inability to learn that cannot be explained - Inability to build or maintain satisfactory
interpersonal relationships with peers - Inappropriate types of behaviors - A general pervasive mood of
unhappiness - A tendency to develop physical symptoms or fears with personal or school problems
*schizophrenia

18. 5. HEARING IMPAIRMENT An impairment in hearing, whether permanent or fluctuating, that

adversely affects a child’s educational performance but that is not included under the definition of
deafness.

19. 6. INTELLECTUAL DISABILITY A significantly sub-average general intellectual functioning, existing

concurrently with deficits in adaptive behavior and manifested during the developmental period, that
adversely affects a child’s educational performance.

20. 7. MULTIPLE DISABILITIES Concomitant impairments, the combination of which causes such severe
educational needs that they cannot be accommodated in special education solely for one of the
impairments.

21. 8. ORTHOPEDIC IMPAIRMENTS A severe orthopedic impairment that adversely affects a child’s
educational performance. Includes: - Congenital anomalies Ex. clubfoot - Caused by disease Ex.
poliomyelitis - Other causes Ex. Cerebral palsy

22. 9. OTHER HEALTH IMPAIRMENTS Having limited strength, vitality or alertness, including a
heightened alertness to environmental stimuli, that results in limited alertness with respect to the
educational environment. - Due to chronic or acute asthma, ADD, ADHD, diabetes, epilepsy, a heart
condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia. -
Adversely affects a child’s educational performance.

23. 10. SPECIFIC LEARNING DISABILITY A disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest itself In
an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical discussions Also brain
injury, minimal brain dysfunction, development aphasia.

24. 11. SPEECH OR LANGUAGE IMPAIRMENT A communication disorder, such as stuttering, impaired
articulation, language impairment, or a voice impairment, that adversely affects a child’s educational
performance.

25. 12. TRAUMATIC BRAIN INJURY An acquired injury to the brain caused by an external force,
resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a
child’s educational performance.

26. 13. VISUAL IMPAIRMENT An impairment in vision that, even with correction, adversely affects a
child’s educational performance. The term includes both partial sight and blindness.

27. INDIVIDUAL PROGRAMS AND PLANS

28. INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP) The IEP is a document developed by a team of
persons from the child’s attending school system who have a direct relationship to helping the student
with special needs to be able to reach his full potential.

29. IEP AMENDED 2004 (IDEA) Must include information about students functional ability to perform &
academic levels Must include measurable yearly goals that are academic and functional Parents to be
provided progress reports

30. MEMBERS OF IEP TEAM A local representative from the school agency The child's teacher. One or
both of the child's parents or responsible party The child, where appropriate Other individuals at the
discretion of the parent or agency.

31. TYPES OF RELATED SERVICES - Transportation - Speech-language pathology - Audiologist

services - Interpreting services - Psychological services - Physical therapy - Occupational therapy -
Recreation, including therapeutic recreation - Social work services - School nurse services - Counseling
services, including rehabilitation counseling WHAT KIND OF SERVICES WILL HELP ME?

32. CONSIDERATIONS IN DEVELOPING THE IEP Assessment of Students needs (identify strengths
and weaknesses) Details of disability that are being addressed Individualization of IEP ◦ Classification ◦
Parental involvement ◦ Teacher involvement ◦ Collaboration of what best suites student’s needs

33. IEP IN THE CLASSROOM -To include ACCOMMODATIONS -To include MODIFICATIONS on class
work - To use a different assessment tool if needed to measure child’s academic abilities -Teacher shall
be an active part of the child’s planning and must use modifications

34. PLACEMENT DECISIONS • Parents are to be included as a member of IEP • Placement decisions
cannot be reached without IEP team agreement. • Parent and team consensus about aspects relative to
child’s needs and placement

35. REVIEWING AND REVISING IEP Reviewed yearly Reassess annual goals Revise the IEP to
address: - any lack of expected progress - results of any re-evaluation - info provided by the parents -
anticipated needs

36. REFERENCES Special Education Law Resource File. Website:

http://emquinlansped.weebly.com/index.html Department of Education, Philippines.
http://www.deped.gov.ph/ http://www.scribd.com/doc/21371406/Special-Education-Division- Philippines-
Memorandum http://idea.ed.gov/explore/home
http://www.annikeris.com/special_education_faq.html#What_is_an_IEP National Information Center for
Children and Youth with disabilities Web site: http://www.nichcy.org/trainpkg/traintxt/7addonly.htm Wright,
P. D., & Wright, P. D. (1998-2006). Road Map to IDEA 2004: What You Need to Know about IEPs, IEP
Teams, IEP Meetings. In P. Wright & P. Wright (Eds.), Individuals with Disabilities Education
Improvement Act (IDEA 2004) Website: www.wrightslaw.com/idea/art/iep.roadmap.htm

37. Learning knows no boundaries

Inclusive education ppt

1. INCLUSIVE EDUCATION SUBMITTED BY , JISLINE JOHN LAKSHMIPRIYA B MANJU V K

2. INCLUSION IS A RIGHT, NOT A PRIVILEGE FOR A SELECTED FEW

3. MEANING Inclusive education is de ned as a learning environment that promotes full personal ,
academic and professional development of all learners irrespective of race ,class, colour, gender,
disability, sexual preference ,learning style and language.
4. HISTORICAL DEVELOPMENT • Separate education for disabled 1880’s • Teacher Training for VI in
1960 • The Integrated education for disabled children scheme in 1974. • National Policy on education
1986. • Project Integrated Education For disabled 1987. • Rehabilitation Council India Act 1992. •
Programme of Action 1992. • PWD ACT 1995. • DPEP 1997. • Nation Trust Act 1999. • SSA 2000. •
Making all school disabled friendly by 2020(2005).

5. AIMS AND OBJECTIVES 1. Education for all 2. Protection of Rights. 3. Identi cation of skills. 4.
Development of social consciousness. 5. Prepare for new challenges. 6. Development of brotherhood. 7.
To improve the quality of education.

6. WHO COMES UNDER INCLUSIVENESS

7. PROBLEMS FACED BY STUDENTS • Inferiority complex • Lack of understanding • Adjustment

problem. • Isolated and segregated. • Lag behind . • Feeling of extra burden. • Insecurity. • Lack of
expression. • Introvert nature. • Negative approach. • shyness

8. ROLE OF TEACHER • Interaction with family • Usage of variety of instructional strategies. • Addresses
problems of the learner. • To develop self con dence . • Provision of special facilities meeting the personal
needs. • Recognition of hidden talents. • Inculcate positive attitudes. • Adaptation of authentic
assessment.

9. TEACHING STRATEGIES FOR INCLUSIVE EDUCATION 1.CO-OPERATIVE LEARNING. 2.PEER

TUTORING

10. MULTISENSORY TEACHING

11. CURRICULUM ADAPTION • It is an ongoing dynamic process that modifies , adapt

prescribed programme of study to meet learning requirement of child.

12. REFORMS IN CURRICULUM ➢ CONTENT ➢ LANGUAGE ➢ MATERIAL ➢ EVALUATION ➢

ENVIRONMENT

13. CLASSROOM ADAPTATION ▪ Classroom size. ▪ Teaching aids. ▪ Arrangement of light, ▪ Attention to
physical needs. ▪ Seating arrangement. ▪ Position of the teacher in class. ▪ Student teacher ratio.

14. BARRIERS IN INCLUSIVE EDUCATION ➢ Negative approach ➢ Lack of physical facility ➢

Lack of fund ➢ Lack of trained teachers ➢ policy makers ➢ Poor organisation of education system ➢
curriculum

15. GOVERNMENTAL MEASURES ❖ Integrated Education for Disabled Children (IEDC). ❖ Project
Integrated Education for Disabled (PIED ) ❖ District Primary Education Programme(DPEP) ❖ PWD Act
1995. ❖ Sarva Shiksha Abhiyan(SSA). ❖ Supportive services.

16. NEED AND IMPORTANCE OF INCLUSIVE EDUCATION ▪ To ful l constitutional responsibility. ▪ For
achieving universalisation of education. ▪ Development of healthy citizenship ▪ For social equality ▪ Self
reliant.

Brief History of Special Education

1.  Special education or special needs education is the practice of educating students with special needs
in a way that addresses their individual differences and needs.  This process involves the individually
planned and systematically monitored arrangement of teaching procedures, adapted equipment and
materials, accessible settings.
2.  SPED in the Philippines started in 1908 where the school for deaf ( in Harrison, Pasay City) was
established and marked the official government recognition of obligations towards the education of the
handicapped children.

3.  An Act of Promote the EDUCATION of the blind in the Philippines which established teacher training
course and Philippine National School for the Blind.  Philippine Normal College offered courses in Sped
for teaching the blind in 1964 wherein 14 elementary teachers were selected for training.

4.  In 1952, a pilot school for the SPED ( at the Phil. Women’s University) of mentally handicapped
children was started. All children from this school were transferred to the Special Child Study Center in
Cubao, Q.C. in 1957.

5.  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.

6.  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.

7. Goal of special Education

8.  States that the ultimate goal of special education shall be integration of mainstreaming of learners
with special needs into the regular school system and eventually in the community.  To meet the
individual educational needs of the learners and, to extent possible, prepare them for going to a more
regular classroom setting.

9. Kind of Learners Children with special needs who necessitate individualized program Regular Learners
Number of Learners For one-on-one : 1 For group : 3-4 For resource group : 5-10 Private school : 35-50
Public school : 50-60 or more Curriculum Attention skills (ADHD) Memory Skills (MR), Braille (VI), Sign
Language ( HI), Auditory and Visual Perception skills (LD), anger Management ( emotional/ Behavior
Disturbance), Creative and Critical Thinking Skills (Giftedness), functional Academics ( Autism) English,
Reading, Math, Makabayan. Who dictates the Curriculum? Individual needs of the child School System
(DECS) Received instruction from? SPED teachers, occupational therapist, Physical Therapist, Speech
Pathologist. Regular Teachers ( Subject Teachers) Primary Function OF SPED TEACHER: To meet the
goals and objectives established in the IEP OF REGULAR TEACHER: To teach the curriculum Type of
Classroom SPED Classroom, Self-contained room; Resource Room, Mainstream classroom Regular
Classroom

Philippine Legal Bases for Inclusive Education 1. The 1987 Philippine Constitution (Art.XIV, Sec 1 & 2) 2.
RA No. 10533, The Enhance Basic Education Act of 2013 3. RA No.10157, The Kindergarten Education
Act 4. RA No. 9155, The Governance of Basic Education Act of 2001 5. RA No. 8371, The Indigenous
Peoples Rights of 1997 DEPARTMENT OF EDUCATION 14 Philippine Legal Bases for Inclusive
Education 6. P.D. 603 - The Child and Youth Welfare Code 7. RA No. 7610 – Special Protection of
Children against Child Abuse, Neglect, Cruelty, Exploitation and Discrimination 8. RA No. 9344, The
Juvenile Justice and Welfare Act of 2006 9. RA No. 9442 amending RA No. 7277- The Magna Carta for
Disabled Persons 10. RA No. 10665, An Act Establishing the Open High School System in the Philippines
11. RA No. 10361, The Domestic Workers Act or Batas Kasambahay DEPARTMENT OF EDUCATION
15 Scope of Policy Framework
ARTICLE XIV

Education, Science and Technology, Arts, Culture, and Sports

Education

SECTION 1. The State shall protect and promote the right of all citizens to quality education at all levels
and shall take appropriate steps to make such education accessible to all.

SECTION 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to
the needs of the people and society;

(2) Establish and maintain a system of free public education in the elementary and high school levels.
Without limiting the natural right of parents to rear their children, elementary education is compulsory for
all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other
incentives which shall be available to deserving students in both public and private schools, especially to
the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational
efficiency, and other skills.

*Act refers to Republic Act No. 10533, entitled “An Act Enhancing the Philippine Basic Education System
by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating
Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of
2013.”

*An Act Instituting a framework of Governance for Basic Education, Establishing Authority and
Accountability, Renaming the Department of education, Culture and Sports as the Department of
education and for other Purposes. To ensure that schools and learning centers receive the kind of
ocused attention they deserve.

*Indigenous People's Rights Act of 1997 (IPRA) (RA 8371) is a legislation that recognize and promote all
the rights of Indigenous Cultural Communities/Indigenous Peoples of the Philippines.

* P.D. 603THE CHILD AND YOUTH WELFARE CODE. ART. 3. Rights of the Child. - All children shall be
entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status,
religion, political antecedents, and other factors.

* THE JUVENILE JUSTICE AND WELFARE LAW Republic Act No. 9344 or the “Juvenile Justice and
Welfare Act” defines the Juvenile Justice and Welfare System as a system dealing with children at risk
and children in conflict with the law, which provides child-appropriate proceedings, including programmes
and services for prevention, diversion, rehabilitation, re-integration and aftercare to ensure their normal
growth and development. Instead of using the word “juvenile”, Philippine laws made use of the word
“child”. As defined in R.A. No. 9344, “Child” is a person under the age of eighteen (18) years. While “Child
at Risk” refers to a child who is vulnerable to and at the risk of committing criminal offences because of
personal, family and social circumstances. Some of the examples mentioned in the law are: being
abandoned or neglected, and living in a community with a high level of criminality or drug abuse.