~ COMPARISON BETWEEN REGULAR ANDREGULAR - ENTRANCE EXAMINATION > SPED — IDENTIFICATION AND ASSESSMENT [ ARTICLE I * IDENTIFICATION AND ASSESSMENT OF EVERY CHILD SHALL BE coNDUCTED ‘AS EARLY AS POSSIBLE AND USES TEAM APPROACH “COMPOSED OF PERSONS WITH WORKING KNOWLEDGE AND UNDERSTANDING [ OF CHILDREN WITH SPECIAL NEEDS: f 1. PARENTS/GUARDIANS/EXTENDED FAMILIES, NEIGHBORS AND FRIENDS: i 2. REGULAR TEACHERSAL MIS t N: 3. SPECIAL EDUCATION TEACHERS 4, GUIDANCE COUNSELORS S.SCHOOL ADMINISTRATORS G. HEALTH WORKERS 7. SOCIAL WORKERS 8. PSYCHOLOGISTS 9. SPEECH AND PHYSICAL THERAPISTS : 10. LAW ENFORCEMENT OFFICERS { 11. PROBATION OFFICERS E > THE SYNTHESIS OF IDENTIFICATION AND DIAGNOSTIC INFORMATION SHALL BE THE BASIS FOR THE APPROPRIATE EDUCATIONAL PLACEMENT OF THE CHILD WITH SPECIAL NEEDSARTICLE V SECTION 1 (POLICIES AND GUIDELINES) > REGULAR CURRICULUM - THE CURRICULUM PRESCRIBED FOR REGULAR CHILDREN. > SPECIAL CURRICULUM - THE CURRICULUM FOR CHILDREN WITH SPECIAL NEEDS AIMED PRIMARILY AT DEVELOPING SPECIAL ADOPTIVE SKILLS TO MAXIMIZE THEIR POTENTIALS.sUhn IT > MODIFIED CURRICULUM - THE CURRICULUM PRESCRIBED FOR REGULAR CHILDREN WITH CERTAIN ADAPTATIONS TO MEET THE NEEDS OF SPECIAL CHILDREN. VISUALLY IMPAIRED: SENSORY TRAINING, SPECIAL INSTRUCTION IN BRAILLE READING AND WRITING, MATHEMATICS, ORIENTATION AND MOBILITY, BRAILLE MUSIC, AND TYPINGING IMPAIRED: COMMUNICATION AND LANGUAGE DEVELOPMENT BASED ON THE PHILOSOPHY OF TOTAL COMMUNICATION WHICH IS TAILORED TO MEET THE INDIVIDUAL CHILD'S COMMUNICATION, AND EDUCATIONAL NEEDS EHAVIORPROBLEMS: SPECIAL ACTIVITIES AND INSTRUCTIONAL TECHNIQUESFOR THE NORMALIZATION OF BEHAVIOR WITH EMPHASIS ON MORAL, CIVIC AND SPIRITUAL VALUES AS WELL AS TRAINING IN LIVELIHOOD, AND TECHNICAL AND ACADEMIC SKILLS TO PREPARE THEM FOR THE WORLD OF WORK. ED: FUNCTIONAL EXERCISES.INSTRUCTIONAL MATERIALS METHO! STRATEGIES: REGULAR: DIMENSIONAL FOLLOWING THE CURRICULUM, SET OBJECTIVES FOR LEARNING SPED: CONSTRUCTIVISM (LEARNING BY EXPERIENCE)APPLIES TO BOTH REGULAR AND SPED: * USE INSTRUCTIONAL MATERIALS THAT ARE LOW COST AND ee MATERIALS SHALL BE DEVELOPED FOR THE USE OF “TEACHING STRATEGIES SHALL BE CREATIVE AND MULTI-DIMENSIONAL. THEY SHALL MAKE MAXIMUM USE OF ALL REMAINING SENSE MODALITIES AND PROVIDE FOR ACTIVE PARTICIPATION IN THE LEARNING PROCESSAPER NE CTIINENTS > REGULAR : 30-45 (STANDARD) > SPED : FOR MAXIMUM EFFICIENCY, CLASS SIZE IS GIVEN UNDER ARTICLE IW SECTION 2 OF THE GUIDELINES AND POLICIES FOR SPECIAL EDUCATIONMentally retarded Blind Deal Behavior Problems Orthopedically Handicapped Multiply Handicapped ‘Speech Defective Learning DisabledEGULAR: “BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION o° SPED: ARTICLE Vill SECTION 1: i FOR THE EFFECTIVE IMPLEMENTATION OF THE SPECIAL EDUCATION PROGRAM, THE EDUCATION, WELFARE | AND TRAINING OF PERSONNEL SHALL BE GIVEN HIGH PRIORITY. ALL PERSONNEL INVOLVED IN THE } EDUCATION OF CHILDREN WITH SPECIAL NEEDS SHALL HAVE ADEQUATE AND APPROPRIATE EDUCATIONAL ui BACKGROUND AND TRAINING AND PERSONNEL QUALITIES.> EDUCATION AND WORK EXPERIENCE FOR A SPECIAL EDUCATION TEACHER BACHELOR OF ELEMENTARY EDUCATION SPECIALIZING IN SPECIAL EDUCATION ° BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION, MAJOR IN SPECIAL EDUCATION BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION PLUS 18 UNITS IN SPECIAL EDUCATION IN THE GRADUATE LEVEL BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION PLUS 16 UNITS IN SPECIAL EDUCATION WITH 4 YEARS OF VERY SATISFACTORY THE REGULAR SCHOOLSBACHELOR OF SCIENCE IN ELEMENTARY OR SECONDARY EDUCATION PLUS 14 UNITS IN SPECIAL EDUCATION WITH 4 YEARS OF VERY SATISFACTORY EXPERIENCE IN THE REGULAR SCHOOLS © BACHELOR OF SCIENCE IN ELEMENTARY OR SECONDARY EDUCATION PLUS 12 UNITS IN SPECIAL EDUCATION WITH G YEARS OF VERY SATISFACTORY EXPERIENCE IN THE REGULAR SCHOOLS > FOR REGIONAL AND DIVISION SUPERVISORS, COORDINATORS, AND ADMINISTRATORS OF SPECIAL SCHOOLS AND CENTERS © MASTER OF ARTS WITH 18 UNITS IN SPECIAL EDUCATION OR ANY RELATED FIELDTHANK YOU!!! PREPAREDBY: ,,. in ‘ GOLDY JANE ARONG-PUSA © »