FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION

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2900 Ilocos Norte, Philippines
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EARLY INTERVENTION
Early Intervention…
 Early Intervention is the term used to describe the services and supports that are
available to babies and young children with developmental delays and disabilities and
their families.
 May include speech therapy, physical therapy, and other types of services based on
the needs of the child and family.
 Can have a significant impact on a child’s ability to learn new skills and overcome
challenges and can increase success in school and life.
Why Early Intervention is important?
 Early Intervention Services are special services for infants and toddlers at risk for
developmental delays. These services are designed to identify and meet children’s
needs in five developmental areas; physical, cognitive, communication, social or
mental, sensory and adaptive development
Normalization
 It is an ideology that adheres to the belief that individuals with disabilities/special
needs must be provided with the same training and opportunities given their normal
counterparts enabling them to maximize their potentials, achieve some degree of
independence in leading their lives, and access and participate in the benefits provided
by their communities.
 It started in Scandinavia and swept across America in the 60’s.
 It is now anchored on legal mandates and international covenants. Among these are:
a) The Magna Carts for Disabled Persons (RA #7277) in the Philippines
b) Individuals with Disabilities Education Act (IDEA 2007) in the United States
c) Salamanca Statement and Framework of Action in 1994, Spain, collectively
done by participants from 25 international organizations and 92 governments.
The IDEA Act Mandates
a) Zero reject
b) Non-discriminatory testing
c) Free and appropriate education in a least restrictive environment
d) Due process especially along placement decision making; and
e) Parent participation, among others

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
Special Learners Served Under IDEA
1. Autism – it is a severe lifelong disability manifested within the first 3 years of life,
characterized by communication, learning, reciprocal social interaction.
2. 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.
3. Deaf- blindness – individuals in this category have moderate to severe impairments
in both vision and hearing; a separate category because of the unique learning needs
presented, and specialized services required.
4. Hearing impairment – can range from mild to moderate to severe hearing loss, with
or without amplification affects educational performance developmental progress.
5. Mental retardation – significantly below average intellectual functioning, as well as
concurrent deficit in “adaptive behavior” (age-appropriate personal independence and
social responsibility); individuals with mental retardation may exhibit generalized
problems in learning, memory, attention, problem solving, academic, and social
functioning.
6. Multiple disabilities – includes any individuals with two or more disabling
conditions; often includes mental retardation as one of the categories, and is usually
used when disorders are serious and interrelated to such an extent that it is difficult to
identify the primary are if disability.
7. Orthopedic impairment – associated with physical conditions that seriously impair
mobility or motor activity; includes individuals with cerebral palsy or diseases of the
skeleton or muscles, and accident victims.
8. Other health impairment – includes chronic or acute health-related difficulties that
adversely affect educational performance and is manifested by limited strength,
vitality, or alertness.
9. Serious emotional disturbances – in the federal definition, SED is not intended to
apply socially maladjusted children unless they also are characterized as having
serious emotional disturbance.
10. Specific learning disabilities – a disorder in one or more of the basic psychological
process involved in understanding or using spoken or written language, which can
result in difficulties in reading, writing, listening, speaking, thinking, spelling or
mathematics.
11. Traumatic brain injury – an acquired injury to the brain due to external force
resulting in total or partial functional disability or psychosocial impairment.
12. Visual impairment – a loss of vision that, even when corrected, affects educational
performance, may be mild to moderate to severe in nature.

Castro Ave., Laoag City,

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cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
Crystallizing an Inclusive Education System
A. Preparation Phase
1. Ideological Foundations
2. Vision-Mission and Objectives
3. Pupil Accommodation
4. Physical Structure
5. Staff Preparation
6. Parent Preparation
7. Curricular and Instructional Preparation
B. Implementation Phase
1. Instructional Individualization
2. Collaboration with Parents
3. Networking with Support Service Givers
4. Materials Production/Technology Utilization
C. Evaluation and Sustenance Phase
1. Continuous Progression Scheme
2. Criterion-referenced Teaching/Evaluation
3. Multidisciplinary Team Evaluation
4. Collaboration with the Family and the Community
5. Transition
Delay
● It is measured by using validated developmental assessments. Delays may be mild,
moderate or severe.
Causes of Developmental Delays
● Poor birth outcomes
● Inadequate stimulation and nurturing care from birth onward
● Malnutrition
● Chronic ill health and other organic problems
● Psychological and familial situations
● Other environmental factors
Castro Ave., Laoag City,
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cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
Disabilities and Classifications
1. A child has a physical health, sensory, psychological, intellectual or mental health
condition or impairment that restricts functioning in one or more area such as:
 Physical movement
 Cognitive reasoning
 Sensory functions
 Self-care
 Memory self-control
 Learning
 Relating to others
2. Many national and international typologies (classifications) of Disabilities exist that list
impairments by type. We prefer a strength-based approach.
Integrated Services:
 Parent education and support
 Early stimulation
 Child development, care and education
 Preventive and basic health care
 Nutrition education and supplementation
 Home and community sanitation
 In case if special family needs, juridical protection, protective services or
family therapy may be needed

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 PROCESS OF INCLUSION: PHILIPPINE MODEL

Assessment
Education system has
full responsibility to
ensure right to
Support system

It is equipped and ready to

handle diversity through:

Flexible modified curriculum, teaching and

learning methods.

Involvement of peers, parents and the community.

Flexible teaching methods with

innovative approaches to teaching
aids, and equipment assistive devices
and learning resources.

Responsive, child-friendly
environment.

Professional environment
working deliberately and
actively to promote
inclusive for all.

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2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 REGULAR SCHOOL

SPECIAL CLASS

SPED CENTER
As Resource Centre INTEGRATION MAINSTREAMING
for INCLUSION

INCLUSION

1. Partial mainstreaming towards inclusion

 Students are educated in regular classes at least half the day.
 Receive additional help or specialized services
 Pull-out

2. Full mainstreaming or inclusion

 Complete regular instruction
 Receive all special service in general classroom

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
TRANSITION PROGRAM
What is Transition Program?
 Transition program was viewed as a coordinated set of activities for a student
designed within an outcome-oriented process that promotes movement from school to
out-of- school activities.
 The Transition Program is one of the important projects of the DepEd to respond to
the needs of special learners in the country. Within the context of the K to 12 basic
education programs, the challenge is how to develop a good transition program
curriculum and what type of programs should be offered.
 The curriculum development model presented in this paper is the first to be developed
in the Philippines for special education.

The idea of Transition Program for Special Learners

Transition Program for Types of Special Learners Goal of the transition

Special Learners program based on the k-12
Education system
 Intellectually disabled
Holistic development
 Philosophy
of Filipino learners
 Physically handicapped
 Legal framework Developing every
special learner to be
functional literate
 Policy and Curriculum

 As shown in Figure above, the transition program includes the philosophy, legal
framework, policies, and curriculum for special learners who are capable of being
educated in either formal or non-formal learning systems.
 The educational policy component of this program ensures that there is an efficient
system of support for the implementation of the program to ensure sustainability and
continuity.
 The curriculum is a set of competencies, programs, and learning activities designed
for all the learners under this program.

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
  The transition program is designed for special learners that are intellectually disabled
and those that are physically handicapped.
 It is designed to meet their special needs and respond to their specific interests.
 It is like a care package that will empower the leaners in their transition from home to
school, or from post-elementary or post-secondary to the world of work. In the
transition program, the learners will also enjoy an education that will enable them to
become functional in their everyday lives

What is the Transition Program in the Philippines?

 The Philippines, the transition program was already part of the special education
program of the Department of Education; however, it was focused only on adult
learners with special needs.
 Transition program was viewed as a coordinated set of activities for a student
designed within an outcome-oriented process that promotes movement from school to
out-of- school activities.

TRANSITION PROGRAM: PHILIPPINE MODEL

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2900 Ilocos Norte, Philippines
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  The curriculum domains for the transition program include:
i) daily living skills, ii) personal and social skills, and iii) occupational guidance
and preparation.
 The daily living skills include competencies on managing, selecting and
maintaining living environment, caring for personal health, developing and
maintaining intimate relationship, eating at home and in the community, cleaning
and purchasing clothing, participating in leisure or recreational activities, and
getting around the community.
 The competencies on personal and social skills focus on achieving self-awareness,
acquiring self-confidence, achieving socially responsible behavior, maintaining
good interpersonal skills, achieving independence, making informed and adequate
decisions, and communicating with others.
 The occupational guidance and preparation domain covers competencies like:
- exploring and
- locating occupational training
- and job placement opportunities,
- making occupational training
- and job placement choices,
 Applying for and maintaining occupational training and job placements, developing
and maintaining appropriate work skills and behavior, and matching physical and
manual skills to occupational training and employment. Each of the domains has
competency rating scale which evaluates mastery of the competencies learned.
 The competencies in the three domains are taught to children with mental retardation
by both the SPED and regular teachers, the parents and skilled volunteers from the
local businesses and industries.
 The setting for these domains could be in the school, in the community or in business
establishments.
 The activities offer students opportunities on career awareness and work skills which
will ultimately equip them to live an independent and productive life.
 The model and its curriculum underwent validation by SPED teachers, administrators,
vocational teachers in regular schools, parents and heads of industries or in small
scale businesses.

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
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Transition Program How Far Has It Gone?
Regular monitoring is being conducted by the staff of the Special Education Division and
initial results are the following:
1. The program serves its purpose of providing training to adolescents with mental
retardation on career awareness and job placement. The experiences motivated the
children to focus on learning work skills for productive living.
2. The activities offered were very appropriate for the targeted clientele since age, ability
and interest were considered. Teachers and parents felt that skills training activities for
these children at their age are more relevant than academic lessons.
3. The children enjoyed the activities because of the following reasons:
3.1 They learned by doing.
3.2 There was much interaction with their peers.
3.3 They felt they were productive in their own ways.
3.4 They were proud to say: “Kaya ko nang gawin ito.” or “Yes I can do it.”
3.5 The activities were interesting.
3.6 They were thrilled to receive their first pay or earning.
4. Transition program needs special support from parents, local government units, other
stakeholders in the community since fund allocation is an important component to start
it
5. The schools which will implement this program needs to advocate strongly for public
support and the school staff together with parents should know how to establish linkages
or do networking.
6. The schools had difficulty finding experts or resource persons who could train the
children on the different work skills.
7. Some teachers felt the implementation of the transition program should be
complimented by additional staff and funds
Example of Transition Program Activities: Philippine Model
Activity Title: Rugs for Sale Done by Special Children
Twelve to fifteen years old children with mental retardation of Salahis ng Pag-asa, Bo.
Obrero Elementary School are being taught rug making. The skill is being offered by parent
volunteers who are tailors. The rugs vary in colors, sizes and could be used for different
purposes. Each child learns how to sew together pieces of cloth and fashion them to different
shapes. He / She has a target number of rugs to finish in one day depending on his/her speed.
While making the rugs, the children also learn to combine colors to achieve beauty. The tailor
shops in the community provide them with the materials while sewing machines are made
available by the school.

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
Opportunities and learning outcomes: These rugs are sold in the school and nearby small
stores. This experience bolsters self-confidence of the children and make parents proud of
them
Resources:
https://files.eric.ed.gov/fulltext/EJ1207241.pdf
http://www.jldd.jp/gtid/acmr_18/pdf/25.pdf

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
SUSTAINING PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS

PROGRAMS IN THE PHILIPPINES

1. Education for all Handicapped Children Act
 Passed by Congress in 1975, this was the first special education law directed at students
with physical and mental disabilities.
2. Individuals with Disabilities Education Act
 The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and is the
modification of the Education for all Handicapped Children Act.
3. No Child Left Behind
 In 2001, the Elementary and Secondary Education Act, commonly known as the No Child
Left Behind, called for schools to be accountable for the academic performance of all
students, whether or not they had disabilities.
4. Individualized Education Program
 The IDEA maintains that parents and teachers of children who qualify for special
education must develop an Individualized Education Program (IEP) that helps establish
specific education for a child’s explicit needs.
5. Students with Disabilities and Postsecondary School
 The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 forbid
discrimination in schools based on disability.
PROGRAMS IN OTHER COUNTIRES
1. Public or Private School
2. Special Needs Parent Toolkit
3. Autism Society of America
4. National Organization for Rare Disorders
5. Special Needs Scholarship Programs
6. Opening Doors Program
7. Social Security Administration
8. Health Insurance Counseling and Advocacy Program
9. Consumer Center for Health Education and Advocacy
10. Center for Emerging Leadership
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 11. Pacer
12. Partners in Policymaking
13. Love
14. Team of Advocates for Special Kids
How does DepEd sustain its special and inclusive education programs?
 The Sped program of DepEd provides a holistic approach in catering to the needs of
learners with various exceptionalities.
What are the special needs of special education and programs?
 Special education serves children with emotional, behavioral, or cognitive impairments or
with intellectual, hearing, vision, speech, or learning disabilities; gifted children with
advanced academic abilities; and children with orthopedic or neurological impairments.
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NATIONAL IP EDUCATION POLICY
 The policy framework also aims to provide adequate and culturally-appropriate learning
resources and environment to IPs learners including the development of textbooks and
other supplementary learning materials specifically for IPs learners.

Adopting the National Indigenous Peoples Education Policy Framework

1. It became organized in session with the representatives from Indigenous Peoples (IP)
groups, civil society, and different authorities’ agencies.
2. Recognizing training as a vital manner to recognize different human rights and essential
freedoms, the DepEd urges the strengthening of its coverage on IP training and growing
and enforcing an IP Education Program.
3. Many IP groups keep to lack get entry to first-rate primary social services; they've
constrained possibilities to have interaction with inside the mainstream economy and go
through social, economic, and political exclusion marginalization. A predominant aspect
contributing to their deprived function is the shortage of getting entry to culture-
responsive primary training.
4. Immediate dissemination of and compliance with this Order is directed.
National Indigenous Peoples Education Policy Framework
1. Indigenous peoples (IPs) stay to be a few of the maximum susceptible and marginalized
participants of the citizenry. Many IP groups retain to lack get entry to first rate simple
social services, have restrained possibilities to interact the mainstream economy, and go
through social, economic, and political exclusion.
2. Among the cutting-edge negative aspects that IPs face, get right of entry to culture-
responsive simple training stands proud as one of the maximum vital to address,
particularly if the proper to simple training is regarded as an “allowing proper.” Basic
training is a vital approach for IPs to assert their different rights, workout self-
determination, and amplify the alternatives to be had to them.
3. This is the type of schooling that eliminates limitations to their significant participation
with inside the specific tiers and spheres of society and empowers them to exercise their
rights and responsibilities as Filipino citizens.
4. There are present fashions and first-class practices on IP schooling primarily based totally
on success initiatives and interventions via way of means of DepEd, non-authorities’
organizations (NGOs), IP organizations (IPOs), and different community-primarily based
totally initiatives. It is inside this context that this coverage framework turned into
formulated via way of means of DepEd in session with representatives from IP
communities, civil society, and different authorities’ agencies.
https://www.teacherph.com/national-indigenous-peoples-education-policy-
framework/#Adopting_the_National_Indigenous_Peoples_Education_Policy_Framework

Castro Ave., Laoag City,

2900 Ilocos Norte, Philippines
cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph