A.

Preparation Phase

1. Ideological Foundations: What ideological foundations which the designing and implementation of the program will be
based on? What principles and guidelines can be laid out to serve as support?

 The ideological foundations which the designing and implementation of the program were traditionalist
conservatism or classical conservatism is a political and social philosophy emphasizing the need for the principles
of a transcendent moral order, manifested through certain natural laws to which society ought to conform in a
prudent manner. It is a political and social philosophy emphasizing the need for the principles of a transcendent
moral order, manifested through certain natural laws to which society ought to conform in a prudent manner.

 The principles and the guidelines can be laid out to serve as support is the growth of special education in the
Philippines has been given a relatively good support all these years both by the government, non-government
organizations and stakeholders in response to the needs and challenges of the times. The level of awareness of
both the government and the private sector in providing equal opportunities to children with special needs have
considerably increased. One positive development in special education is the implementation of Republic Act
7277, otherwise known as the Magna Carta for Disabled Persons, an Act providing for the rehabilitation, self-
development and self-reliance of disabled persons and their integration into the mainstream of society. In support
of this legislation, the Department of Education has directed all school divisions in the country to establish
Special Education Centers to help provide effective delivery of special education services nationwide.

2. Vision-Mission and Objectives: What are terminal goal of the program? What are the enroute objectives to achieve the
terminal goal?

 The terminal goal of the program, is the special education programs of the Department of Education all over the
country is to provide children with special needs appropriate educational services within the mainstream of basic
education. The two-pronged goal includes the development of key strategies on legislation, human resource
development, family involvement and active participation of government and non-government organizations.
there are major issues to address on attitudinal barriers of the general public and effort towards the
institutionalization and sustainability of special education programs and services.

 The enroute objectives to achieve the terminal goal is to provide support services vocational programs and work
training, employment opportunities for efficient community participation and independent living, 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 and implement a lifelong curriculum to include
early intervention and parent education, basic education and transition programs on
vocational training or preparation for college and make available an array 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
advantaged children in far-flung towns, depressed areas and underserved barangays.

3. Pupil Accommodation: What are important considerations in the admission of CSEN? How helpful will a psycho-
educational assessment be? Thus, plan along adequate information about the child provided by the parent.

 PAKI -TINGIN YUNG SAGOT SA “THE EDUCATIONAL OF EXCEPTIONAL CHILDREN…..

4. Physical Structure: Equipment, Facilities, Lighting, Ventilation, Seating: What physical-structure components need to
be provided/redone/modified considering the presence of the child with SEN?

5. Staff Preparation: How are the school staff and the support-service givers trained for the implementation of inclusion?
6. Parent Preparation: How will parents of CSEN and also of regular pupils be readied for inclusion? What is their
involvement and participation?

7. Curricular and Instructional Preparation: How will curricular and instructional modifications and materials
production/educational technology use be done and implemented. Who can be involved in such preparation? What are
doable schemes for individualization within the regular class?

B. Implementation Phase

1. Instructional Individualization: How can the schemes planned be operationalized (guidelines and logistics).

2. Collaboration with Parents: What are collaboration schemes with parents? Purposes?

3. Networking with Support-Service Givers: What are the objectives of implementing guidelines and logistics in
networking with support persons?

4. Material Production/Technology Utilization: What are the objectives of the implementing guidelines and logistics in
materials production/technology use?

C. Evaluation and Sustenance Phase:

1. Continuous Progression Scheme (CPS). What is the CPS? How does this work? Why is the CPS most appropriate in the
promotion/schooling of CSEN?

2. Criterion-Referenced Teaching/Evaluation (CRT/E.) What is CRT/E? What is the implication of such to teaching and
assessing CSEN to gauge developmental progress and gains?

3. Multidisciplinary Team Evaluation: What are the advantages of practicing multidisciplinary team evaluation? What are
the logistics in the practice of multidisciplinary team evaluation?

4. Collaboration with the Family and the Community: In what ways do the family and community contribute to the
education of the child with SEN in the inclusionary program? How does collaboration function within the context of
inclusive education?

5. Transition: After secondary schooling, how does inclusive education prepare the CSEN for post-secondary transition
options?