CASE ANALYSIS

OF
CHILDREN WITH SPECIAL
NEEDS

IN PRSENTATION
FOR
PROF. ED. 143

May 2019
 I. INTRODUCTION

Children with disabilities are one of the most marginalized and excluded
groups in society. Facing daily discrimination in the form of negative
attitudes, lack of adequate policies and legislation, they are effectively
barred from realizing their rights to healthcare, education, and even
survival.

Estimates suggest that there are at least 93 million children with

disabilities in the world, but numbers could be much higher. They are often
likely to be among the poorest members of the population. They are less
likely to attend school, access medical services, or have their voices heard in
society. Their disabilities also place them at a higher risk of physical abuse,
and often exclude them from receiving proper nutrition or humanitarian
assistance in emergencies.

UNICEF vision is to build a world where every child can grow up healthy,
protected from harm and educated, so they can reach their full potential.
Every day we're working to make this vision a reality. No matter who they
are or where they are born, we reach out to the most vulnerable children
wherever and whenever they need us”
Source: https://www.unicef.org/disabilities/

CHILDREN WITH SPECIAL NEEDS

The term special needs is a catch-all phrase which can refer to a vast

array of diagnoses and/or disabilities. Children with special needs may have
been born with a syndrome, terminal illness, profound cognitive impairment,
or serious psychiatric problems. Other children may have special needs that
involve struggling with learning disabilities, food allergies, developmental
delays, or panic attacks.
The designation “children with special needs” is for children who may
have challenges which are more severe than the typical child, and could
possibly last a lifetime. These children will need extra support, and additional
services. They will have distinct goals, and will need added guidance and
help meeting academic, social, emotional, and sometimes medical
milestones.  Persons with special needs may need lifetime guidance and
support while dealing with everyday issues such as housing, employment,
social involvement, and finances.
For children with special needs, early intervention[i] is an important
step towards helping the child fulfill his or her full academic, emotional, and
social potential. Early intervention refers to a process during which the
developmental abilities of the child are evaluated. If necessary, a program is
developed that contain services (individualized on the basis of the child’s
specific needs) that will help to further enhance the child’s developmental
skills and encourage developmental growth.

Typically, families with special needs are on a lifetime journey that is

both emotionally and financially challenging. Families of children with special
needs may experience a myriad of emotions upon diagnosis, including
anger, grief, loss, and denial. It is important to remember to be patient with
yourself, as these emotions are a natural part of the process.  With time
comes acceptance, and then you and your family can focus on beginning the
process of helping your child with special needs achieve their fullest
potential.

Resources:
U.S. Department of Health and Human Services: Parenting a Child
with a Disability

 In line with the Department’s thrust in providing quality and inclusive
basic education for all, the Department of Education (DepEd) continues to
provide the necessary educational interventions for learners with certain
exceptionalities through its Special Education (Sped) program.

The Sped program of DepEd provides a holistic approach in catering to

the needs of learners with various exceptionalities. This program ensures
that learners with exceptionalities will have access to quality education by
giving them their individual and unique learning needs.

This initiative caters to learners with visual impairment, hearing

impairment, intellectual disability, learning disability, autism spectrum
disorder, communication disorder, physical disability, emotional and
behavioral disorder, multiple disability with visual impairment, and to those
who are orthopedically handicapped, chronically ill, and gifted and talented.

To date, DepEd has recognized a total of 648 Sped Centers and regular
schools offering the program—471 of which are catering to elementary
students and 177 are catering to High School students.

The Education Department has recorded around 250,000 enrollees with

certain exceptionalities at the elementary level and around 100,000 at the
high school level in School Year (SY) 2015-2016.

Instructional programs

The parents or guardians of learners with certain exceptionalities may reach

out to principals or guidance counselors of schools where they wish to enroll
their children to determine the necessary instructional program that their
children need best.

The instructional programs that the SPED teachers shall implement the
following:

1. Self-contained/Special Class – a separate class for only one type of

exceptionality which serves moderate to severe types of disabilities;

2. Itinerant Teaching – a traveling teacher reaches out to children with

special needs in other schools or at home to provide direct and consultative
services;

3. Resource Room – a designated place where the child with special needs
enrolled in the regular school program goes to in order to make use of the
specialized equipment, either in a tutorial situation or in a small group
session handled by a SPED teacher;

4. Pull-out – a kind of program where the child enrolled in the regular class
reports to the resource room for a period of time for special instructions by
the SPED teacher;

5. Integration/Mainstreaming – refers to the enrolment of a child with

special needs in a regular class with support services. There are two degrees
of integration: Partial Integration and Full Integration. In Partial
Integration/Mainstreaming, a child with special needs enrolled in a special
class is integrated with regular children in non-academic activities like work
education, physical education, arts, school programs, etc, then gradually
integrated in the academic subjects if qualified. Meanwhile, in Full
Integration/Mainstreaming, a child with special needs sits in the regular
class in all academic and non-academic subjects; and

6. Inclusion – all children with disabilities, regardless of the nature and

severity of their disability and need for related services, receive their total
education within the regular education classroom.

Strengthening teachers’ capabilities

In SY 2015-2016, DepEd has provided capability trainings to 345 teachers

and 45 administrators and supervisors involved in delivering quality
education to learners with certain exceptionalities.

Among the partners of DepEd in enhancing the capabilities of teachers

handling learners with exceptionalities and in promoting the SPED advocacy
are the Resources for the Blind Inc., Autism Society of the Philippines,
Leonard Cheshire for the Disabled Foundation (LCDF), and Attention Deficit
Hyperactive Disorder Society (ADHD Society).

Moreover, the other partner organizations of DepEd for the SPED program
are the Learning Disabilities Association (LDA), Philippine Association for the
Intellectually Disabled (PAFID), National Association for the Gifted (NAG),
Philippine Federation for the Rehabilitation of the Disabled (PFRD), Parents
Advocate for the Visually Impaired Children (PAVIC), and National Council on
Disability Affairs (NCDA). (Michelle Lacson/DepEd-3) 

Source: https://www.sunstar.com.ph/article/128141

Learning Disability : The National Advisory Committee on Handicapped

Children (1968)

defined Learning Disability ( LD) as “Children with special learning disabilities

exhibit a

disorder in one or more of the basic psychological processes involved in

understanding or inusing spoken or written languages. These may be
manifested in disorders of listening,thinking, talking, reading, writing,
spelling, or arithmetic. They include conditions which havebeen referred to
as perceptual handicaps, brain injury, minimal brain dysfunction,
dyslexia,developmental aphasia, etc. They do not include learning problems
which are due primarily tovisual, hearing, or motor handicaps, to mental
retardation, emotional disturbance, or to

environmental disadvantage”.

The learning disabled child has intelligence of any other normal child but he
faces problems in

learning. As defined by Samuel Kirk (1962), “Learning disability refers to a

delayed

development in one or more of the process of speech, language, reading,

spelling, writing, or arithmetic resulting from a possible emotional behavioral
disturbance and not from mental

retardation, sensory deprivation, cultural or instructional factors.”

A learning disabled child may face problem in reading, writing, spelling,

speech or the powerof memorization. In the present case the child is able to
write well. She can do mathematicsfairly well, can speak very clearly and is
socially active. She is quite neat in her presentation
II. BODY

Student Background

Her nickname is Ching’2, she is 11 years old and

the youngest among the six siblings, she study
at Ipil elementary school with the supervision of
her teacher and parents. She was being
midstream to the regular class in which her
exceptionalities was being understand. Behalf of
her condition she was being awarded as “friendly
neighbor award” and she was good also in numbers in which symbolize that
though she had that condition she can compete to the regular class in terms
of academic performance. She can also write, count, can identify colors and
even demonstrate what the pictures all about. She love to dance and even
sing that normal kids can do evidence that they can perform normal task like
what normal kids do.

Ching’2 is a child that cannot separate to a normal child because of the

ability that she have. If only teachers can take a look of ching’2 this child
can make many good things and was able to inspire children with
disabilities. Because of the unlimited support given by her Parents ching’2
grew as active as now and was able to share her talent to her same children
surround her.
 Ching2 Friendly Award

Ching2 skills in coloring

Ching2 score in Math

SPED TEACHER BACKGROUND EXPERIENCE

Mrs. Sheena Montero-Demain

Teacher-VSU
APPENDICES
A pictures taken on April