People-first Language
 is a movement that came out in the late 1980's Learners with Special Educational Needs
with various advocay groups.
 movement that essentially wanted to humanize
people with disabilities, so that the mainstream
would start see as real people.
 it set out to do by nudging the mainstream into
seeing people, rather than conditions, first.
Why use People-first Language
 We would be advocates for all of those person
with disabilities as well as agents of change to
how others talk to and talk about them.
 We can also recognize the limitations that
might be present. But still viewing them as a
unique person.
Difference between children with disabilities and
L.S.E.N
Disabled Children
 Are those Children in any condition that makes
it more difficult for the child to do certain
activities or interact with the world around
them.
 Those condition or impairments, may be
cognitive, developmental, intellectual, mental,
physical, sensory or a combination of multiple
factors.
Examples of Physical Disabilities
 Scoliosis
 Spinal Cord Injury
 Deaf
 Lung and Respiratory Problems
 Vision Loss
 Inherited Issue of Low Immune system
Characteristics of a Disabled Children
 Lack of Mobility
 Stamina
 Low immune system
 Low self esteem
 Vision Impairment
 Hard of Hearing
 Refer to learners with learning Disabilities;
behavioural, emotional, communication
disorders, and learning deficiencies.
 It is a Learning Disability that makes
learning a Challenge for a child. In addition they
also have greater difficulty learning than other
children of the same age.
Types of Children with Special Education Needs
 Anxiety
 Autism
 Brain Injury
 Cerebral Palsy
 Dyslexia
 Epilepsy
 Global Developmental Delay
Characteristics of Children with Special Education
Needs
 Lack of Patience
 Poor Reading Fluency
 Slow Reading Rate
 Poor Comprehension
 Difficulty Identifying Important Ideas in Context
How to Cope up with these Type of Children?
 Be consistent
 Make it your Passion
 Have a bunch of patience
 Love them genuinely
 Offer Praise
 Believe in your Student
 Use positive Discipline
 Seek Professional Help
Risk Factors on Child Development
 Are the biological, or environmental causes of
potential disabilities. When children are
considered to be high risk, they are seen to be
more prone to developing some form of
disabling condition or for adverse effects on
school learning and behavior
 Biological risk
 - Refers to conditions during pregnancy
(prenatal) during birth (perinatal): and after
 birth (postnatal) that invariably result in a
disability
Perinatal risk
 Anoxia an absence or deficiency of oxygen
reaching the tissues; severe hypoxia
 Premature birtha birth that takes place more
than three weeks before the baby's estimated
due date. In other words, a premature birth is
one that occurs before the start of the 37th
week of pregnancy.
 Post-mature births carry risks for both the
mother and the baby, including fetal
malnutrition, meconium aspiration syndrome,
and stillbirths.
Environmental risk
 Refers to conditions that occurs when a child is
biologically normal, but does not develop
appropriately at the normal rate because of the
environment where they live in that hinders
development or makes them prone to
developing disabilities.
CHILD AT RISK ACCOMMODATION,
INTERVENTION and PREVENTION
CHILD AT RISK?
 It refers to children who although not currently
identified as having a disability are considered
to have a greater than usual chance of
developing disability
 A students who are experiencing learning
problems in the regular class.
Accommodations
• Adjustments made to make sure all students
have equal access to the curriculum and a way
to be successful.
Accommodations change how a student…
• Accesses information
• Participate in school activities
• Demonstrate learning
Accommodations PRACTICES AND PROCEDURES IN THE
Areas OF…
• PRESENTATION
• RESPONSE
• SETTING
• TIMING/ SCHEDULING
PRESENTATION
 Access information in ways that do not require
students to visually read standard print.
RESPONSE
 Complete activities, assignments, and
assessments in different ways; solve or organize
problem using some type of assistive device
organizer.
Setting
 Change the location in which a student receives
instruction or participates in an assessment, or
the conditions of an instructional or assessment
setting.
Time /scheduling
 Change the allowable length of time to
complete assignments, assessment, and
activities; and may also change the way the
time organized.
INTERVENTION
• Systematic used of techniques, program,or
practice designed to improve learning or
perform in one specific areas of student need.
• It is specific patterns of individual strength and
challenges of each student provides the
opportunity for academic achievement
3 types of Intervention
1) Preventive
• Are designed to prevent potential or existing
problems from becoming a disability.
2)Remedial
• Eliminate the effects of a disability disability
3) Compensatory
 • Involve teaching the use of skills or devices that
enable successful functioning.
What is Placement
• Refers to the amount of time in each school
day that a student spends in the resource or in
a general education classroom.
SIX EDUCATIONAL ENVIRONMENTS
1. REGULAR CLASS
2. RESOURCE ROOM
3. SEPARATE CLASS
4. SEPARATE SCHOOL
5. RESIDENTIAL FACILITY
6. HOMEBOUND/HOSPITAL
PHILOSOPHICAL AND LEGAL BASES OF SPECIAL
EDUCATION
EXPLORING THE VALUE OF PHILOSOPHY
■ Helps teachers to reflect on key issues and
concepts in education.
■ Educational philosophy presents the beliefs
about why, what and how of teaching and
learning, whom you teach, and about the
nature of learning.
■ It is a set of principles that guides professional
action through the events and issues teachers
face daily.
■ Educational philosophies and theories will help
educators determine and shape their own
educational philosophy.
Philosophies of Education as Applied to Special
Education
 The principles and philosophies applied in
special education program are also directly
anchored on the existing traditional
philosophies in education. Certain movements
influencing the history and development as well
as legal aspects of special education however
have emphasized on certain philosophical
groundworks.
 Perspectives about Disabilities
 Normalization
 Least restrictive environment
 Regular Education Initiative
 Multicultural Education
 Inclusion
 Universal Design for Learning
 Differentiated Instruction
 Curricular Adaptations
 Continuum of Alternative Placements
 Individualized Instruction
LEGAL BASES OF SPECIAL EDUCATION
(PHILIPPINES
 ARTICLES 356 AND 359 OF THE CIVIL CODE
-The right of every child to live in an atmosphere
conducive to his physical, moral and intellectual
development and the concomitant duty of the
government to promote the full growth of the faculties
of every child.
 1935 COMMONWEALTH ACT. NO. 3203
-Provided for care and protection of disabled children.
• 1963 RA 3562 AND 1968 RA 5250
-Provided that teachers, administrators and supervisors
of special education should be trained by the Ministry
of Education and Culture.
• 1972 PD 6A
-Special Education is inherent in the National Aims of
this decree which provides for a broad general
education that will assist each individual in the peculiar
ecology of his own society to attain his potential as
human being.
• 1973 CONSTITUTION OF THE PHILIPPINES
ARTICLE XV SECTION 8
-Provision of a complete, adequate and integrated
system of education relevant to the goals of national
development.
• 1975 PD 603 CHILD AND YOUTH WELFARE
CODE
-Emphasized that special educational services shall
expanded and improve to provide opportunities to
disabled children equal to those given normal children.
• 1982 BP 232 EDUCATION ACT
-The state shall promote the right of every individual to
relevant, quality education regardless of sex, age, creed,
socio-economic status, physical and mental condition,
racial as well as ethnic origin, political and other
affiliation.
-The state shall promote and maintain quality access to
all education as well as enjoyment of the benefits by all
its citizens.
-Chapter 2,Section 4 - The state further recognizes its
responsibility to provide within the context of formal
education system, services to meet special needs of
certain clientele.
• 1983 BP 343 ACCESSIBILITY LAW
-Enhances the mobility of disabled persons by requiring
certain buildings, institutions, establishments and public
utilities to install architectural facilities and other
devices to make them accessible to the disabled
• 1977-1987 POLICY STATEMENT ON THE
DECADE OF THE FILIPINO CHILD BY PRES.
MARCOS
-For the government to be able to provide equal
protection and social justice to all, the impoverished,
the disabled, the illiterate, the out-of-school and the
disadvantaged children and youth must be provided
opportunities to a level that will enable them to
adequately enjoy the programs and reforms available to
our people.
- Special classes and activities shall be organized in
every school to meet the needs of the mentally gifted,
and mentally retarded, the physically handicapped and
other CSN.
• 1987 CONSTITUTION OF THE PHILIPPINES
ARTICLE XIV 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.
• 1987 CONSTITUTION OF THE PHILIPPINES
ARTICLE XIV SECTION 5 PARA. 5
-The state shall provide adult citizens, the disabled and
out of school youth with training civics, vocational
efficiency and other skills.
• 1987 CONSTITUTION OF THE PHILIPPINES
ARTICLE XIII SECTION 11
- There shall be priority for the needs of the
underprivileged, sick and elderly, disabled, women and
children.
• 1991 RA 7277 MAGNA CARTA FOR THE
DISABLED
- An act providing for the rehabilitation, self-
development and self-reliance of disabled persons and
their integration into the mainstream of the society and
for other purposes.
• 1991 RA 7277 MAGNA CARTA FOR THE
DISABLED SECTION 12 CHAPTER 2
- The state shall ensure that disabled persons are
provided with adequate access to quality education and
ample opportunities to develop their skills.
• 1993-2002 NATIONAL PLAN OF ACTION FOR
THE DECADE OF DISABLED PERSON
- Ensure full participation and equalization of
opportunities for PWDs and pursues the
institutionalization of the prevention of the causes of
disabilities and it's rehabilitation within the Decade of
the Disabled Persons in Asian-Pacific Region. - Supports
the implementation of the Magna Carta for the Disabled
Persons
• 2000 PRESIDENTIAL PROCLAMATION NO. 361
–National Disability Prevention and Rehabilitation
Week Celebration (3rd week of July).
LEGAL BASES OF SPECIAL EDUCATION
(INTERNATIONAL)
• Public Law 94-142 (1975)
-The Education for All Handicapped Children Act (PL 94-
142) provides guidance to states, allowing students with
disabilities to access public education and providing
financial assistance to states as supplemental funding
for special education and related services.
• Section 504 of the Vocational Rehabilitation
Act
-Is a civil rights law enacted in 1973. It was created to
prevent discrimination against all individuals with
disabilities in programs that receive federal funds.
Section 504 ensures students of equal opportunity to all
school activities. Individuals with disabilities cannot be
excluded from participation in, denied benefits of, or
subjected to discrimination under any program or
activity receiving federal financial assistance.
• Public Law 101-336 (Americans With
Disabilities Act)
-This law was signed by President George H. W.
Bush on July 26,1990. It forbids discrimination
against persons with disabilities in both the
public and private sectors. Its purpose was to
provide clear, strong, consistent, and
enforceable standards prohibiting
discrimination against persons with disabilities.
• No Child Left Behind
-The act requires schools in every state to develop
routine assessments of students’ academic skills. While
it does not stipulate that these assessments meet a
national standard, the law does oblige each state to
come up with its own criteria for evaluation.
• Educational Act Amendment of 1974
-Gave students and families of students the right of due
process in special education. The Act also granted
federal funds to states for programming for exceptional
learners and provided funding for students who are
gifted and talented.
• Individuals with Disabilities Education
Act(IDEA)
-The (IDEA) ensures that all children with disabilities are
entitled to a free appropriate public education to meet
their unique needs and prepare them for further
education, employment and independent living.
• The Salamanca Statement and Framework for
Action on Special Needs Education
-More than 300 participants representing 92
governments and 25 international organizations met in
Salamanca Spain in 1994 to further the objective of
Education for All by considering the fundamental policy
shifts required to promote the approach of inclusive
education namely enabling schools to serve all children
particularly those with special educational needs.
NEEDS OF THE LEARNERS
 Student needs are deficits in specific skills that
impede academic, physical, behavioral, and self
help activities in daily living or social
achievement.
 Student needs are determined by teachers
and/or other professionals (sometimes through
formal assessments) and in consultation with
parents/guardians.
Student needs can be effectively addressed through
appropriate teaching strategies
ACADEMIC NEEDS
 The acquisition, mastery, and application of
school skills.
Example: PRIMARY YEARS (listening, speaking, readiness
skills)
CLASSROOM BEHAVIOR NEEDS
 Adhere to the classroom conduct
Example: obeying the teacher and others in authority.
PHYSICAL NEEDS
 They have special needs in the area of physical
development.
Example: Physical or health impairments cannot walk,
run, or play games/sports
SOCIAL NEEDS
 Instruction is often presented in group
situations that require students to interact with
both teacher and peers.
Needs of the National and Global Community
Support of civil rights
 Those with disabilities have the right to attend
regular schools and general education classes.
 Participation in inclusive schools and
communities provides students with and
without disabilities the experience of a society
that values and includes all its citizens.
Integration in community life
 By growing up and learning together in school,
students with varied abilities, interests and
 backgrounds experience diversity as a
community norm.
 The best way to overcome misconceptions is to
bring people together in shared activities.
A sense of acceptance of differences
 Restrictive education should only occur under
the law if the student cannot be satisfactorily
educated in the general education program.
 By attending their local schools and being
included in the communities where they live,
students can have a positive learning
experience.
Use of best practices in instruction
 With an increasingly wide range of abilities,
interests and backgrounds in general student
population, educators are beginning to design
curricula and provide instruction, materials and
assessment that meet the needs of the widest
range of learners from the outset.
Parental involvement
 Parents can participate to a greater extent in
the community where their child’s school is
located. Parents of included students can be a
part of a support network of parents of other
children with disabilities
INTELLECTUAL DISABILITIES
 is a term used when a person has certain
limitations in mental functioning and in skills
such as communicating, taking care of him or
herself, and social skills. These limitations will
cause a child to learn and develop more slowly
than a typical child.
SIGNS OF INTELLECTUAL DISABILITY
• sit up, crawl, walk or talk later than other
children;
• find it hard to remember things,
• not understand how to pay for things,
• have trouble understanding social rules,have
trouble thinking logically
EDUCATIONAL CONSIDERATIONS
• General Education
• Supplementary aids and services
• Adaptive skills
• Transition Planning
TEACHING PRACTICAL TIPS FOR
SPECIAL EDUCATION TEACHERS
• Recognize that you can make an enormous
difference in this student’s life
• Provide accommodations and supports that
helps students with intellectual disabilities.
• Be as concrete as posible
TEACHING PRACTICAL TIPS FOR
SPECIAL EDUCATION TEACHERS
• Go step by step.
• Give immediate feedback.
• Help student learn life skills
• Communicate with your student’s parents
COMMUNICATIONDISORDER(Speech and Language
Impairment
• A communication disorder means that a person
has difficulty with speech, communication,
language or some combination of those.
SUB-CATEGORY OF SPEECH AND LANGUAGE DISORDER
1. Fluency Disorder
2. Impaired Articulation
3. Language Impairment
4. Voice Impairment
Educational Challenges
• Communicating effectively with classmates and
teachers
• Understanding and giving oral presentations
• Participating in classroom discussions
• Attaining normalcy within a classroom
AUTISM SPECTRUM DISORDER  Tuberous sclerosis

• is a condition related to brain development that  RETT syndrome

impacts how a person perceives, socializes with
SIGNS AND SYMPTOMS
other and causing problems in social interaction
and communication. 1. Not respond to their name by 12months
CHARACTERISTICS: 2. Not interested with objects at 14 months
 Social interaction 3. Do Not play “pretend” games by 18 months
 Communication problems 4. Avoid eye contact & want to be alone
 behavior 5. Trouble in understanding people’s feelings
LEVELS OF AUTISM 6. Have delayed speech
 ASD L1- requiring support. 7. Repeat words and phrases over and over
 ASD L2- requiring substantial support. 8. Give unrelated answers to questions
 ASD L3- requiring very substantial support. 9. Get upset at minor changes
TYPES OF ASD 10. Have obsessive interest
Asperger’s Syndrome 11. Flap their hands, rock their body
 Milder end of autism 12. Have unusual reactions to the things they smell
and hear
 Very intelligent
Classroom instruction
 Impaired in social interaction
1. Discrete trial instruction
Persuasive Developmental Disorder- not otherwise
specified- more severe than Asperger’s syndrome 2. Social stories
AUTISTIC DISORDER 3. Picture schedule
 More intense level 4. Choice boards
 Significant language delays 5. Visual communication system
POSSIBLE CAUSES 6. Behavior chart
1. PRIMARY ASD Accommodation/ Modification
2. SECONDARY ASD 1. Communication
PRIMARY ASD 2. Home Work
 Genetic factors 3. Task analysis
 Environmental factors

 Psychological Factors

 Neurological Factors

SECONDARY ASD

 Fragile x syndrome