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MODULE 1
BASIC CONCEPTS ON SPECIAL AND INCLUSIVE EDUCATION
WHAT IS INCLUSIVE EDUCATION?
• Inclusive Education is a about putting the right to education into action by including
all learners, respecting their diverse needs, abilities and characteristics and
eliminating all forms of discrimination in the learning environment. (UNESCO 2009)
• It is the process of strengthening the capacity of Educational system to reach out to all
learners. (UNESCO, 2017)
• Inclusive education is the key standard and core principle in DEPED Order 21 series
of 2019. As an inclusive curriculum, it is learner-centered, developmentally
appropriate, culture-sensitive, relevant, gender-responsive and contextualized.
Teachers shall be considered as the primary implementers of inclusive education as
they address the diverse needs of learners.
GOAL OF INCLUSIVE EDUCATION

SPECIAL EDUCATION
WHAT IS SPECIAL EDUCATION?
• Special Education, also known as Special Ed or SPED, is a set of educational
programs or services specially designed to meet the unique needs of learners with
disabilities that cannot be sufficiently met using traditional educational programs or
techniques. Special education services and programs may be provided individually
(one-on-one setup) or in a group with other learners with similar educational needs.
SPECIAL EDUCATION AIMS TO:
1. provide a flexible and individualized support system for children and youth with special
needs in a regular class environment in schools nearest the students’ home,
2. provide support services, vocational programs and work training, employment
opportunities for efficient community participation and independent living,
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3. implement a life-long curriculum to include early intervention and parent education, basic
education and transition programs on vocational training or preparation for college, and
4. make available an array of educational programs and services: the Special Education
Center built on “a school within a school concept” as the resource center for children and
youth with special needs; inclusive education in regular schools, special and residential
schools, homebound instruction, hospital instruction and community-based programs;
alternative modes of service delivery to reach the disadvantaged children in far-flung towns,
depressed areas and underserved barangays.
DIFFERENCE BETWEEN SPECIAL EDUCATION AND REGULAR (GENERAL) EDUCATION

Special Education Regular Education

Kinds of Learners Children with special needs Regular learners

Number of Learners One-on-one, 3-4 in a group, Private School : 30-50

5-10 in a resource group Public School: 50-60 or more

Emphasis On the given intervention On the curriculum and

mastery of the
skills established within the
curriculum

Curriculum Attention Skills (ADHD), English, Reading, Math,

Memory skills(lD), Sign Makabayan
Language (HI), Braille (VI),
Anger Management (ED),
Functional skills (ASD),
Critical thinking (Gifted)

Who Dictates the Individual needs of a child School System (DepEd)

curriculum?
Instruction Intensive systemic Generalized instruction
instruction

Received instruction SpEd teachers, Occupational Regular Teachers, Subject

form? Therapist, Physical teachers
Therapist, Speech Therapist

Primary Function SpEd Teacher: To meet the Regular Teacher: To teach

goals and objectives the
established in IEP curriculum

Type of classrooms SpEd Classroom, Self- Regular Classroom

contained room, Resource
room, maintenance room
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CONCEPTUALIZATION OF INCLUSION, MAINSTREAMING AND INTEGRATION

Inclusion Mainstreaming Integration

Placement of learners in the Placement of learners in the Placement of learners in the
regular class is based on regular class is based on regular class in one or more
age, regardless of abilities or admission requirements. subjects or activities.
disabilities

There are no pullouts and no Provision of interaction with Provision of interaction with
shadow teaching. regular children with regular regular children with SPED
class as child's station. class as child's station.

Individualization within the May include shadow May include tutorial and
class without pullout. teaching and provision for other learning-assistance
pullout and one-on- one. programs.

Focus on all students Focus on regular students Focus on students with

special needs
To accommodate students, The students adapt to To accommodate students
the school undergoes change. with special needs the
change. subject is changed.

Inclusive Education SPECIAL Education

All learners, regardless of the condition, The learners with disabilities, giftedness,
participate in a mainstream classroom ang talents are accommodated in a Special
alongside their age peers, . Class along with other learners of the same
condition,

The learners adhere to a prescribed A special curriculum is structured on the

curriculum and methodology with some learners' condition (e.g. intellectual
accommodations/ adaptations and disability visual impairments) but is based
modifications to meet the needs of learners on the regular curriculum.
with disabilities, giftedness, and talents.

All students simply require good instruction, The learners with disabilities, giftedness,
but different teaching strategies may be and talents are given specialized and
employed to those with low or very high intensive instruction anchored on their
education needs. curriculum.

The general education teacher oversees the
learning of students and in some cases, with
the help of a shadow teacher or a special
education teacher.
The special education teacher oversees the
learning of the learners with disabilities,
giftedness and talents with the collaborative
partnerships of other professionals listed in
the Individualized Education
Plan/Program(lEP).
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Ideal number of learners is 30-35. for one-on-one: I

for group: 3-4
for resource group: 5-10

APPROACHES TO EDUCATION FOR CHILDREN WITH DISABILITIES

EQUALITY, EQUITY AND LIBERATION

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EDUCATION FOR ALL (UNICEF 2014)

The six EFA Goals include:

 Goal 1. Expand early childhood care and education.

 Goal 2. Provide free and compulsory primary education for all.
 Goal 3. Promote learning and life skills for young people and adults.
 Goal 4: Increase adult literacy.
 Goal 5: Achieve gender parity.
 Goal 6: Improve the quality of education.
MODULE 2

HISTORICAL AND LEGAL BASES OF SPECIAL EDUCATION, SERVICES AND PROGRAMS

Many of the things we need can wait

The child cannot.
Right now is the time.
His bones are being formed
His blood is being made
And his senses are being developed.
To him, we cannot answer

‘Tomorrow.’
His name is ‘Today. ’

by: Gabriela Mistral, Nobel Prize Laureate, Chile

ERA OF EXTERMINATION

During the Greek and Roman Era, people held such negative views about disability that it
was regarded as a punishment from God, something that signifies being bad or evil. Coupled
with the need for military superiority, individuals with disability were labelled as “defectives”
that need to be eliminated from the society. Thus, it was not surprising that there were calls
for infanticide or that a father had the right to terminate their child’s life if he or she
happened to be born with a disability.
ERA OF RIDICULE
During the Middle Ages, people lived in rigid caste systems that discriminations of
individuals who were different from the majority in the society became apparent. Persons
with disability were treated with ridicule in which they were used as servants or fools, they
were used as clowns: they were mocked for their deformities and behavior or may even be
ordered to be put to death.
ERA OF ASYLUM
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During the Renaissance Pernod, the Catholic Church began accepting persons with
disabilities as wards of state. This was the start of the humane treatment given to them. They
were taken cared for, albeit in isolation, However, the belief that once disabled, always
disabled rendered these individuals as uneducable.
BRIEF HISTORY OF SPED IN THE PHILIPPINES

❑ SPED in the Philippines started in 1908 where the School for the Deaf (in Harrison,
Pasay City) was established and marked the official government recognition of its
obligations towards the education of the handicapped children.

❑ Rep. Act No. 3562 (June 1963) - An Act to 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 school teachers were selected for training.

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

❑ In 1968, Republic Act No. 5250 was approved – 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. It was amended by RA 6067 in 1967,
an act establishing a training program for teachers of special and exceptional children
in the Philippines and appropriating funds.

❑ In 1992, Republic Act No. 7277 was established which is also known as the Magna
Carta for Disabled Persons. It is 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.
LEGAL BASES OF SPECIAL EDUCATION IN THE PHILIPPINES

The Economic Independence of Disabled Persons Act (SB. 1730) - requires that all
governmental agencies, instrumentalities and government owned and controlled corporations
to source at least ten percent of their supplies and equipment requirements from
cooperatives of PWDs that are engaged in the manufacturing and fabrication in order to
support their economic independence.
The Magna Carta for Disabled Persons (R.A. 7277) - affirms the full participation and total
integration of persons with disabilities into the mainstream of our society by giving them
equal opportunities to develop their skills and potentials and affording them equal access to
the basic services extended by the government.
Section 12, Chapter 2 of R.A. 7277. ACCESS TO QUALITY EDUCATION - The State shall
ensure that disabled persons are provided with adequate access to quality education and
ample opportunities to develop their skills. It shall take appropriate steps to make such
education accessible to all disabled persons. It shall be unlawful for any learning institution
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to deny a disabled person admission to any course it offers by reason of handicap or

disability.
Care and Protection of Disabled Children (C.A. 3203) – the rights of every child in the
Philippines to live in an environment conducive to his Physical, moral and intellectual
development and the duty of the government to promote the full growth of every child.

Accessibility Law (Batas Pambansa Blg. 344) requiring certain buildings, institutions,
establishments and public utilities to install accessible facilities and other devices, including
transportation and communication devices. Amendments to the Accessibility Law - providing
stricter identification of specific individuals and offices liable for violations with increased
penalty and the added accessibility requirements with regard to public transportation.

White Cane Act (R.A. 6759) declared the 1st day of August each year as “White Cane Safety
Day,” white cane being a symbol of the need of blind persons.

Child and Youth Welfare Code (Presidential Decree No. 603) - protects and supports
children with special needs by addressing different areas where they can be assisted,
improved and be developed to cope with life’s demands and be integrated into society to
become useful citizens of the country.

The Philippine Education Act of 1982 - In this act, the need for vocational training is
further enshrined.

The Philippine Action Plan (1990-2000) in Support for EFA has focused its policies and
strategies to specific groups of people that include the rural poor, those in the urban slums,
cultural communities the disabled and the educationally disadvantaged as well as the gifted.

DECS ORDER NO. 26 s 1997 mandates the following:

- Organize at least 1 SPED Center in the Region, which will cater to Children with Special
Needs (CSNs)
- Organize SPED programs in all districts in schools where there are identified CSNs
- Expand the role/function of SPED Centers:
Support children with special needs who are integrated in regular schools
Assist in the conduct of in-service training
Conduct continuous assessment of CSNs

DECS Order No. 5 s 1998 - Reclassification of Regular Teacher and Principal Items to SPED
Teacher and Special School Principal Items
RA. No. 6758 (Prescribing a Revised Compensation and Position Classification System in the
Government)
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RA 9442(2007) – An Act Amending Republic Act No. 7277, Otherwise Known As The “Magna
Carta For Disabled Persons, And For Other Purposes” and RA 10754 (2016) -An Act
Expanding The Benefits And Privileges Of Persons With Disability (PWD)

The Individuals with Disabilities Education Act (IDEA) - states that children with
disabilities are to be educated to the maximum extent with children who do not have
disabilities.

Americans with Disabilities Act (ADA) - prohibits discrimination on the basis of disability
in private sector employment; services rendered by state and local governments; places of
public accommodations; transportation; telecommunications relay systems.

Rehabilitation Act 504 - No otherwise qualified individual with disabilities in the United
States... shall solely by reason of his disabilities, “be excluded from participation in, be
denied the benefits of, or be subjected to discrimination under any program, or activity
receiving Federal financial assistance...”

No Child Left Behind (NCLB) Act was signed on Jan. 8, 2002 which reauthorized and
replaced the Elementary and Secondary Education Act of 1965, the federal framework for
how public education throughout the US is provided. Its overall aim is to have all students
performing at proficient levels in the two educational cornerstones, Reading and Math, by
year 2014.
PREVALENCE OF CHILDREN AND YOUTH WITH SPECIAL NEEDS

Prevalence refers to the total number of cases of a particular condition, in this chapter,
those with exceptionality (giftedness and talent) and developmental disabilities and
impairments. Prevalence is viewed in two ways (Grossman, 1983 cited in Beirne-
Smith, 2002).

Identifiable prevalence refers to the cases that have come in contact with some systems.
The number of children and youth with special needs is derived from census data.
True prevalence assumes that there are a larger number of children and youth with special
needs who are in school or in the community who have not been identified as such and are
not in the special education programs of the Department of Education.

Incidence which is considerably synonymous in some contexts with the term prevalence
refers to the number of new cases identified within a population over a specific period of
time.
HOUSEHOLDS WITH DISABILITY BY DISABILITY TYPE (DSWD 2011)

Household Total Percentage

Household Surveyed 302,421 1 00%

Household with PM/Ds 27,972 6.77%

Household with Hearing 53,034 0.63%

Loss
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Household with Vision 28,259 1.19%

Impairment
Household with Speech 41 ,551 0.63%
Disability/

Communication Disorder 28,610 0.93%

Household with 77,599 0.64%

Orthopedic Disability
Household with 302,421 1.74%
Intellectual/ Learning
Disability
RANGE OF SPECIAL EDUCATION PROGRAMS AND SERVICES

❑ Special Education Center

❑ The special class or self-contained class

❑ Integration and mainstreaming programs

❑ Integration and mainstreaming programs

- partial mainstreaming
- full mainstreaming

❑ Special day school

❑ Residential school

INCLUSIVE EDUCATION
Inclusion describes the process by which a school accepts children with special needs for
enrollment in regular classes where they can learn side by side with their peers.

SALIENT FEATURES OF INCLUSIVE EDUCATION

❑ Inclusion means implementing and maintaining warm and accepting classroom

communities that embrace and respect diversity or differences.

❑ Inclusion prepares regular teachers and special education teachers to teach

interactively.

❑ Inclusion provides continuous support for teachers to break down barriers of

professional isolation. The hallmarks of inclusive education are co-teaching, team
teaching, collaboration and consultation and other ways of assessing skills and
knowledge learned by all the students.

SOME COLLABORATIVE ACTIVITIES

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❑ While the class is discussing activities on saving the environment, the deaf student
can work on collage of pictures on the topic.

❑ Prompts or cues are added to learning tasks to assist children with mental
retardation in task performance.

If a student confuses addition and subtraction symbols, the teacher might encircle the
symbols, make them large and write them in red (visual); or remind students to check each
other ’s work to see whether it’s addition or subtraction problems

SUPPORT SERVICES FOR CHILDREN WITH SPECIAL NEEDS

1. SPECIALISTS:
o Clinical Psychologist, School Psychologist, Psychometrician for psychological testing.
o Medical Doctor and Dentist for a general check-up of all children
o Ophthalmologist for all children especially those with blindness and low vision
o Otologist or Otolaryngologist for all children especially those with hearing loss,
deafness, language, and speech disorders
o Neurologist and Child Psychiatrist for children with mental retardation, learning
disabilities and emotional-behavioral disorders
o Speech Therapist for all children with language and speech problem
o Physical and Occupational Therapist for all children especially those with physical
disabilities.
o Interpreter for the deaf who communicates verbal activities to deaf children through
speech reading, sign language and gestures
o Orientation and Mobility Instructor who teaches independent travel techniques to
blind children
2. Assistive devices

∙ For blind students: braille writer, braille slate and stylus, braille books, braille watch,
braille ruler and tape measure, braille calculator, arithmetic slate, computer with voice
synthesizer, embossed materials, manipulative materials, talking books, tape recorder,
braille paper.

∙ For low vision students: large print books, large print typewriter, magnifying lenses,
Grade I lined pad paper;
For deaf students: individual hearing aid, sign language book, speech kit, wall mirror,
speech trainer, group hearing aid;
∙ For children with mental retardation: teacher-made materials specific to the Individual
Education Plan (IEP) on the functional curriculum and adaptive behavior skills; and
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∙ For children with physical disabilities: mobility devices such as wheelchair, braces and
splints; adjustable desk, table and chair, communication aids for clear speech,
adapted computer system.
MODULE 3

SPECIAL and inclusive EDUCATION: CATEGORIES OF CHILDREN WITH SPECIAL

NEEDS
SPECIAL EDUCATION

• Defined as individually planned, systematically implemented, and carefully evaluated

instruction to help exceptional children achieve the greatest possible personal self-
sufficiency and success in present and future environments (Heward, 2003).
Exceptional Children
- also referred to as Children with Special Needs. (CSN) Children and youth who have one
or more of the conditions are called exceptional children. The term exceptional children and
youth covers those with mental retardation, giftedness and talent, learning disabilities,
emotional and behavioral disorders, communication disorders, deafness, blindness and low
vision, physical disabilities, health impairments, and severe disabilities.
There are four points of view about special education (Heward, 2003)
1. Special education is a legislatively governed enterprise.
2. Special education is a part of the country’s educational system.

3. Special education is teaching children with special needs in the least restrictive
environment.
4. Special education is purposeful intervention.
The Basic Terms in Special Education
1. Developmental disability refers to a severe, chronic disability of a child five years of
age or older that has mental or physical impairment or both; manifested before the
person attains age 22 and likely to continue indefinitely; results in substantial
functional limitations in three or more of the areas of major life activities and reflects
the person’s need for a combination and sequence of special care, treatment or other
services that are lifelong or of extended duration and are individually planned and
coordinated. (Beirne-Smith, 2002)

2. Impairment or disability refers to reduced function or loss of a specific part of the

body or organ. A person may have disabilities such as blindness or low vision,
deafness or hard of hearing condition, mental retardation, learning disabilities,
communication disorders, emotional and behavioral disorders, physical and health
impairments and severe disabilities.

3. 3. Handicap refers to a problem a person with a disability or impairment encounters

when interacting with people, events and the physical aspects of the environment. For
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example, a child with low vision or blindness cannot read the regular print of
textbooks. The child either reads books that are published in large print or transcribed
into Braille.

4. 4. At risk refers to children who have greater chances than other children to develop a
disability. The child is in danger of substantial developmental delay because of
medical, biological, or environmental factors if early intervention services are not
provided.
DIFFERENCE OF IMPAIRMENT, DIABILITY AND HANDICAP
 IMPAIRMENT – BIOLOGICAL
 DISABILITY – FUNCTIONAL
 HANDICAP - SOCIAL
Labeling

The labeling and classification of children with special needs are controversial issues because
it may have administrative and political benefits but seem to have a negative effect on the
individual child who is labeled. In UP, they are very careful with labeling the child with
disability. For example, “autistic child” is not used but instead, “child with autism”. In the
field of Special Education, labels continue to be used although they are more and more
humane and less stigmatizing than before.
Pros and Possible Benefits of Labeling

1. Categories can relate diagnosis to specific types of education and treatment.

2. Labeling may lead to “protective” response in which children are more accepting of the
atypical behavior by a peer with disabilities than they would be if that same behavior were
emitted by a child without disabilities.
3. Labeling helps professionals communicate with one another and classify and assess
research findings.
4. Funding of special education programs is often based on specific categories of
exceptionality.
5. Labels enable disability-specific advocacy groups to promote specific programs and to spur
legislative action.
6. Labeling helps make exceptional children’s special needs more visible to the public.
Possible Disadvantages of Labeling
1. Because labels usually focus on disability, impairment, and performance deficits, some
people may think only in terms of what the individual cannot do instead of what he or she
can or might be able to learn to do.
2. Labels may cause others to hold low expectations for and to differentially treat a child on
the basis of the label, which may result to a “self-fulfilling prophecy.”
3. Labels that describe a child’s performance deficit often mistakenly acquire the role of
explanatory constructs. For example, “Sherry acts that way because she is emotionally
disturbed.”
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4. Labels suggest that learning problems are primarily the result of something wrong within
the child, thereby reducing the systematic examination of and accountability for instructional
variables as the cause of performance deficits. (For example, “Jalen hasn’t learned to read
because he’ s _____”).
5. A labeled child may develop poor self-concept.

6. Labels may lead peers to reject or ridicule the labeled child.

7. Special education labels have a certain permanence; once labeled, it is difficult for a child
to ever again achieve the status of simply being “just another kid. ”
8. Labels often provide a basis for keeping children out of the regular classroom.
9. A disproportionate number of children from diverse cultural, ethnic and linguistic groups
have been inaccurately labeled as disabled, especially under the category mild mental
retardation.
10. Classification of exceptional children requires the expenditure of a great amount of
money and professional and student time that could better be spent in planning and
delivering instruction.
Six (6) major principles in organizing and implementing SpEd programs:
1. Zero reject. Schools must enroll every child, regardless of the nature or severity of his or
her disabilities; no child with disabilities may be excluded from a public education.
2. Nondiscriminatory testing. Schools must use nonbiased, multifactored methods of
evaluation to determine whether a child has a disability and, if so, whether special education
is needed. All tests must be administered in the child’s native language, and identification
and placement decisions must not be made on the basis of a single test score.
3. Appropriate education. Schools must develop and implement an individualized education
program (IEP) for each student with a disability. The IEP must be individually designed to
meet the child’s unique needs.
4. Least restrictive environment. Schools must educate students with disabilities, with
children who do not have disabilities to the maximum extent possible.

5. Due process. Schools must provide safeguards to protect the right of children with
disabilities and their parents by ensuring due process, confidentiality of records, and
parental involvement in educational planning and placement decisions.

6. Parent participation. Schools must collaborate with the parents of students with
disabilities in the design and implementation of special education services.
Beware of Categories

It is easy to get the impression when reading most special education textbooks that all of the
students with one type of disability are very similar to each other and need the same sort of
things. Nothing could be further from the truth! While deaf students, for example, all need
some of the same things, they are all very different from each other. Their ability differs, they
have different personalities and backgrounds, and they have different interests. They are just
as different from each other as all other children are from each other. This is true of all
students with disabilities; they are different from each other. and they all have different
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needs. Only some needs will ever be similar. Teachers must beware of placing students in
disability or difficulty categories. In most cases, categories are misleading and unhelpful.
Students with disabilities should always be treated as individuals with their own, unique
characteristics.
University of the Philippines (UP) Categories of Exceptionalities
1) The gifted and the talented - With superior cognitive abilities, specific academic
aptitudes, creative and productive thinking, leadership, psychomotor abilities, multiple,
emotional and other intelligences.
2) Those with developmental disabilities - Mental retardation (intellectual disability),
cerebral palsy, autism, ADD/ADHD and similar others

3) Those with sensory, physical and health disabilities - Visual impairment, hearing
impairment, both VI-HI, orthopedic handicap, chronic ill health, severe and multiple
disabilities and similar others.

4) Those with behavior disorders - Social delinquency, substance abuse, emotional

disturbance and similar others.
Children with Special Needs
Children with special needs are the exceptional children (Kirk, Gallagher and
Anastasiow, 2000) who differ from the average child to such an extent that they require
either a modification of school practices or special educational services to develop their
unique capabilities.

Some Common Disorders/Disabilities

1. Global Developmental Delay - implies that the child has delays in all areas of
development.
2. Intellectual Disability (Mental Retardation) - characterized by severe delayed
development in the acquisition of cognitive, language, motor, or social skills.
3. Down Syndrome -is a form of mental retardation resulting from a genetic abnormality an
extra twenty-21st chromosome. Children with this condition have forty-seven, instead of the
normal forty-six chromosomes.
4. Autism is a very serious lifelong developmental disorder characterized by severe
impairment in the development of verbal and nonverbal communication skills, marked
impairment in reciprocal social interaction (lack of responsiveness to or interest in people),
and almost nonexistent imaginative activity. Also known as infantile autism or Kanner’s
syndrome.

5.Specific Learning Disability (SLD) - a severe learning problem due to a disorder in one or
more of the basic psychological processes involved in acquiring, organizing, or expressing
information that manifests itself in school as an impaired ability to listen, reason, speak,
read, write, spell or do curriculum.
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6. Attention Deficit Hyperactivity Disorder (ADHD) - with a persistent pattern of problems

in the areas of inattention, hyperactivity and impulsivity that is more frequent and severe
than is typically observed in individuals at a comparable level of development and also
significantly inappropriate for their age levels.

7. Conduct Disorder - characterized by a persistent pattern of behavior that intrudes and

violates the basic rights of others without concern or far of implications.

8. Oppositional Defiant Disorder - characterized by patterns of negativistic, hostile and

defiant behaviors with peers as well as adults, and with argumentative behaviors towards
adults. It is considered less serious than conduct disorder because of the absence of serious
behaviors that violate the basic rights of others.

9. Traumatic Brain Injury - an injury to the brain, not a degenerative or congenital nature
but caused by an external physical force, that may produce a diminished or altered state of
consciousness, which results in impairment of cognitive abilities or physical functioning. It
can also result in the disturbance of behavioral or emotional functioning. These impairments
may be either temporary or permanent.
10. Cerebral Palsy - a term used to describe a group of chronic conditions affecting body
movements and muscle coordination.
11. Tourette Syndrome - an inherited neurological disorder that develops in childhood
characterized by tics involuntary, rapid, sudden, repetitive muscle movements or
vocalizations and often accompanied by other disorders (e.g., ADHD and 0CD), lack of
impulse control and other behavioral problems.

12. Obsessive Compulsive Disorder (OCD) - the main characteristics associated with this
disorder are persistent obsessions (persistent thoughts, impulses or images) or compulsions
(repetitive and intentional acts) that significantly interfere with the individual’s normal daily
social, educational, occupational, or environmental routines.
13. Hearing Impairments - also referred to as “hard of hearing” or “deaf.”
14. Visual Impairments - a loss of vision that, even when corrected, affects educational
performance. It may be mild to moderate to severe in nature. Learners who are blind are
unable to read print and usually learn to read and write using Braille. Individuals with low
vision can usually read when the print is enlarged sufficiently.

15. Deaf-blindness- individuals in this category have moderate to severe impairments in

both vision and hearing. This is included as a separate category because of the unique
learning needs presented, and specialized services required.
16. Communication Disorder - a disorder of articulation, fluency, voice, or language that
adversely affects educational performance; or a severe communication deficit that may
require the use of an augmentative or alternative communication system such as sign
language, communication boards, or electronic devices.

17. Multiple Disabilities - these include any individuals with two or more disabling
conditions. However, this category often includes mental retardation as one of the categories,
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and is usually used when disorders are serious and interrelated to such an extent that it is
difficult to identify the primary area of disability. It does not include deaf-blindness.
18. Orthopedic Impairments - associated with physical conditions that seriously impair
mobility or motor activity. This category includes individuals with cerebral palsy or disease of
the skeleton or muscles, and accident victims.
19. Serious Emotional Disturbance (SED)- includes individuals with a condition in one or
more of the following areas during an extended period of time:
a. inability to learn, not due to intellectual, sensory or health problems;
b. inability to build and maintain social relationships with peers and teachers;
c. inappropriate behavior;

d. general pervasive depression or unhappiness;

e. tendency to develop fears or physical symptoms associated with school and personal
problems; and
f. schizophrenia.
20. Other Health Impairments -have limited strengths, vitality, or alertness because of
chronic or acute health problems. Conditions that fall into this category include heart
conditions, asthma, Tourette Syndrome, ADHD, diabetes and so on.
13 CATEGORIES OF DISABILITIES by idea law

There are 13 different disability categories as defined by the Individuals with Disabilities
Education Act (IDEA), under which 3- through 22-years-olds may be eligible for services.

In order to qualify for special education, the IEP Team must determine that a child has a
disability in one of the 13 categories, and it must adversely affect their educational
performance:
1. Autism Spectrum Disorder
2. Deaf-Blindness
3. Deafness
4. Emotional Disturbance
5. Hearing Impairment
6. Intellectual Disability
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health Impairment
10. Specific Learning Disability
11. Speech or Language Impairment
12. Traumatic Brain Injury
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13. Visual Impairment, including Blindness

MODULE 4
The REFERRAL PROCESS

Special Education Process

A. Establish a parent-teacher conference
B. This action plan must be implemented.
C. If more intervention is needed, the learner would be referred to the consultation
team/learner study team/learner intervention team
D. The Regular Class Teacher must contact the concerned parent to be invited to the
follow-up meeting with the consultation team
E. Once the consultation team/learner study team/learner intervention team has tried
everything possible and the issues still exist, another written referral must be made to
be sent to a multidisciplinary team that will be responsible for the formal thorough
assessment

F. Implementation of the program, periodic monitoring, and continuous evaluation from a

SPED Teacher
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Six Stages in the Pre-Referral Process

Stage 1: Initial concern regarding a student’s progress

Stage 2: Information gathering
Stage 3: Information sharing and team discussion
Stage 4: Discussion of possible strategies
Stage 5: Implementation and monitoring of strategies
Stage 6: Evaluation and decision-making
The Referral Process
A referral is the process or steps taken by a teacher in order to get extra assistance
for a student with whom they directly work. In most schools, there are three distinct types of
referrals: referrals for disciplinary issues, special education evaluations, and counseling
services.
Referral for Discipline Purposes

Referral for a Special Education Evaluation

Key Questions to Ask
1. What are the exact issues the student has that lead me to believe special education
services are appropriate?
2. What evidence or artifacts can I produce that support my belief?
3. What documented steps of intervention have I taken to try to help the student improve
before making this referral?
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4. Have I already discussed my concerns with the child's parents and gained insight into
the child's history?
Referral for Counseling Services
Common reasons for counseling referrals include:

 A student is going through a traumatic experience (i.e. divorce, death in the family,
etc.).

 A student exhibits signs of depression and/or withdrawal.

 A student's grades suddenly dropped or there is a drastic change in behavior.

 A student cries often, gets sick daily, or expresses anger/frustration regularly.

 A student has difficulty functioning in the classroom (i.e. behavioral issues such as
insubordination, aggression, uncooperativeness, etc.).
Educational Placement Alternatives
Special learners should be moved away from the most segregated plans and up to the
most integrated plans as soon as possible, i.e., not more than two (2) years after initial
placement in a segregated setup (Camara, 2002).
Dizon’s concept of “normalization” is the process of restoring the special learner to his
maximum or near maximum capacity through the educational program variants of:
a. Integration - consists of placing the special learner in the regular class in one or more
subjects, so that he can interact with regular children with the SPED class as his station;
may include tutorials and involve ancillary or auxiliary services.
b. Mainstreaming - refers to the placement of the special child in the regular class after
meeting specific admission requirements so that interaction with other children is provided;
may include teaching by a shadow teacher in the regular class, pull-out for one-on-one
instruction and individualization in the special class; may involve ancillary and/or auxiliary
services and individualized teaching in or outside the class.
c. Inclusion - wherein the special learner is placed in the regular class based on age;
regardless of background, disability and degree of severity. There is no pull-out and no
shadow teaching; may involve auxiliary services and individualization within the class
without pull-out.
Other Placement options :
1.Special Education Class - with learners who are 2 to 10 years old and the maximum size
may vary from 4 to 7 with one SPED Teacher and one teacher aide.
NOTE: Placement in a special class shall be temporary and not terminal, thus a continuous
assessment process is essential.
2. Resource Class - has a specially trained SPED Teacher who provides instruction to
exceptional learners for part of the school day, either individually or in small groups.
Learners with special needs come here for one or several periods during the school day to
receive individualized instruction. The learner may be pulled out from the regular class to
receive individualized instruction in this room on certain subject areas but the stay must not
exceed 50% of the child’s schedule in school.
3. Self-contained Class - has learners who are with other individuals with special needs for
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all or most of the school day but may still have the opportunity to interact with regular
learners at certain times, such as during recess or on the school service to school. It serves
learners with severe and multiple disabilities. It is being managed by a SPED Teacher.
NOTE: The proposed case load for a resource class or self-contained class must have a
maximum of only 5 learners with special needs.

4. Integrated/Mainstreamed/Inclusive Class has the following functions inside the regular

classroom that:
- Establishes and maintains a warm accepting classroom community that embraces
discriminating and honor differences;
- Complements a multilateral and multimodality classroom;
- Prepares and supports teachers to teach interestingly; and
- Provides ongoing support for teachers in their classrooms and breaking down barriers of
professional isolation.
NOTE: A maximum of only 2 learners with special need: with the same or different type of
handicapping condition shall he integrated/mainstreamed/ included in a regular class at any
given time. For maximum efficiency of individualized instruction, the proposed class size must
have 10-15 learners (regular learners plus learners with special needs) only.

5. Occupational Therapy Class wherein occupational therapy session is being held.

6. Physical Therapy Class wherein physical therapy session is being held.
The Members of the Multidisciplinary Team Responsible for Formal Assessment
 Physical Therapist  Developmental Pediatrician
 Occupational Therapist  Neurologist
 Speech Language Pathologist  Psychologist
 Audiologist  Psychiatrist
 SPED Diagnostician  Ophthalmologist
 Special Education Teacher
Services/Supports/Therapies Offered Inside/Outside the School
1. Ancillary services - those provided in house and by paraprofessionals, psychologists
and counselors, physical and occupational therapists, speech therapists and similar
professionals who are employed by the school.
2. Auxiliary services - are the same services provided by those not employed by the
school.
3. These ancillary or auxiliary services may be in the form of:

4. Medical Services - provided by a licensed physician to determine a child’s medically

related handicapping condition which results in the child’s need for special education
and related services.
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5. School Health Services provided by a qualified school nurse or other qualified

person.
6. Parent Counseling and Training - assisting parents in understanding the special
needs of their child and providing parents with information about child development.