Components of Special and Inclusive Education
USA PHILIPPINES
CHILDFIND:
A legal requirement that schools have to
find children with disabilities and who
may be entitles to special education
services.
Covers every child from birth to age 21.
Evaluates any child that are suspected to
have disabilities.
It is protected by the federal law called
the Individuals with Disabilities
Education Act or IDEA.
Advocates to locate CSN as early as
possible to enable early intervention.
It gives power to parents to seek due
process hearing to schools who turns
down evaluation to their children who are
suspected to have disabilities.
ASSESSMENT:
Use to determine the student’s ability
level in various academic areas and to
guide their instruction.
Multi-assessment serves as basis of
parents, teachers, specialist, and
counselors to identify weaknesses,
strengths, and progress of a child.
Assessment is done in different method:
observation, judgement, and testing.
The purposes of assessment are screening
and identification, eligibility and
diagnosis, IEP development and
placement, instructional planning, and
evaluation.
PLACEMENT:
Refers to the amount of time in each
school day that a student spends in the
resource or in a general education
classroom, as well as the programs and
services.
The ARD committee decides the child’s
placement and makes sure that the child
spends as much of their school day with
regular children.
The LRE greatly depends on each child’s
unique need.
CHILDFIND:
Locating of CSN’s through the family
mapping survey, advocacy campaigns and
networking with local health workers. 
Children with special needs who are not
in school are to be listed using Enclosure
No. 1.
CSN’s shall be visited by Special
Education (SPED) teachers 
Parents should be convinced to enroll
their children in SPED Centers or schools
nearest their home.
ASSESSMENT:
Continuous process of identifying the
strengths and weaknesses of the child
Use of formal and informal tools for
proper program grade placement.
SPED Centers in the Division shall assist
regular schools in the assessment process.
PROGRAM OPTIONS:
Regular schools with or without trained
SPED teachers shall be provided
educational services to children with
special needs. 
schools shall access educational services
from SPED Centers or SPED trained
teachers.
The first program option that shall be
organized for these children is a self-
contained class for children with similar
disabilities which can be mono-grade or
multi-grade handled by a trained SPED
teacher.
The second option is inclusion or

ACCOMMODATIONS AND CURRICULAR
MODIFICATION:
Accommodation changes the way a
student a student receives information.
But there is no change in the learning
content.
It may also refer as support services
provided to help CSN’s.
Examples of accommodations are:
Time, setting, level of support, reduce
response effort, sensory, fidgets and
visual schedules.
Modification changes what a student is
taught or expected to learn. There is a
change in the learning content.
Examples of modifications are: quantity,
output, and alternate.
PARENT INVOLVEMENT:
Parents involvement in deciding is vitally
important.
Parents must be involved and here are
their role:
- Parents can provide critical output as
they knew better the child with
disabilities
- Parents work closely to their children
- Provide relevant information about
the child’s strengths and weaknesses
- Parents provides comprehensive
insights for transition meetings that
discusses movement
- Parents are the best advocate of for
placement of the child with disabilities in
general education or regular class where
he/she learns with his/her peers under a
regular teacher and/or SPED trained
teacher who addresses the child’s needs.
The third option is a resource room
program where the child with disabilities
shall be pulled out from the general
education or regular class and shall report
to a SPED teacher who provides small
group/one-on-one instruction and/or
appropriate interventions for these
children.
CURRICULUM MODIFICATIONS:
Implemented in the forms of adaptations
and accommodations to foster optimum
learning based on individual’s needs and
potentials.
Modification in classroom instructions
and activities is a process that involves
new ways of thinking and developing
teaching-learning practices.
It also involves changes in any of the
steps in the teaching-learning process.
Curriculum modifications shall include
service delivery options like cooperative
or team teaching, consulting teacher
program and others.
The provision of support services from
professionals and specialists, parents,
volunteers, and peers or buddies to the
children with special needs is an
important feature in the inclusion
program.
PARENT INVOLVEMENT:
This plays a vital role in preparing the
children in academic, moral, and spiritual
development.
Parents shall involve themselves in
observing children’s performance,
volunteering to work in the classroom as
teacher aide and providing support to
other parents.
 their children

References:
https://www.deped.gov.ph/2009/07/06/do-72-s-2009-inclusive-education-as-strategy-for-increasing-
participation-rate-of-children/

Name: Harry Bayron Lloren Age: 10 Sex: Male

Autism
Suspected Case/Difficulty/Problem: _____________________________

Yes
Was he/she submitted for evaluation: ____________________________

Doctor/Psychologist
If yes, which particular specialist/ clinician? ____________________________

Yes
Had he/she been in any SPED class/mainstream? ______________________

Where is the facility/school located? Tagbilaran City, Bohol

________________________________________

Are the parents willing to have the child schooled? ______________Yes