Republic of the Philippines

Commission on Higher Education

DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay

Name: __________________________________

Year/Course/Major/Block: __________________________________

Instructor: __________________________________

Date: __________________________________

Chapter 4

Components of Special and Inclusive Education

Objectives:

1. Enumerate the process involved in Child Find through the pre-referral process.

2. Identify the assessment tools, methods, and principles in working with children with

additional needs.

3. Identify the different placement within a continuum.

4. Compare accommodations and curriculum modifications.

5. Identify ways how to involve parents as part of the home-school collaboration.

Lesson Proper:

Read Chapter 4: Components of Special and Inclusive Education, pages 54-73 and

accomplish the following activities:

1. Answer the questions on page 71: Review

2. Accomplish activity on page 72: Reflect

3. Accomplish activity on page 73: Practice

Activity 4.3

After reading the chapter, reread the following statements and indicate your answer (either true
or false) under the reading column. Were your answers right the first time?

STATEMENTS BEFORE READING AFTER READING

1.A child suspected to have a disability should false

immediately be referred for special education
testing
2.Norm-referenced tests provide better information true
for instructional planning that criterion referenced
tests
3.The least restrictive setting should be considered true
as placement for children with disabilities.
4.When providing accommodations, teachers true
change the curriculum standards and content to
provide a leveled playing field for children with
disabilities.
5.Programs for children with disabilities become true
more effective and successful when children and
families are involved

Page 71; Review

Let us go back to the beginning of the chapter and check if you are able to meet the objectives.
this time, on your own, answer the following questions by using what you have learned from
this chapter. When you are ready, discuss your answer with a partner.

1. What are the different processes as well as strategies used in the pre-referral system in an
inclusive school?

- Initial Recognition: 

   o Recognizing possible issues is essential.

   o Observation by a parent or teacher

   o Examining school records and making observations in the classroom

 -Determination of teaching methodologies and areas:

    o Instruction in small groups

    o Instructions are given directly

 -Teaching programs are being implemented:

    o Additional in-class or after-school assistance is available.

    o Changes to the classroom environment and student conduct

  o Instructional changes to address possible demands

 -Teaching programs are evaluated:

    o Assess the impact of programs on learning and behavior.

2. What are the different assessment methods and tools used to identify the strengths,
abilities, needs, and placement of children with disabilities?
-Assessment purposes -Test
-Methods of assessment -Norm-referenced tests
-Informal assessment -Criterion- referenced tests
-Standardized assessments -Observation
-Authentic assessment
3. How are accommodations different from modifications?
- Accommodations enable students to study the same content in a new way. What a learner
is taught or expected to learn changes as a result of modifications.
4. Why should parents of children with disabilities be involved in the process of planning and
decision making.
- Because it’s their child. From a legal standpoint they have duty of care to their child, and
they can hardly engage in that duty if they are kept in the dark. And then there is the
obvious: they love their child.

Page 72: Reflect

Schools that abide by highly traditional views of teaching and learning oftentimes view
accommodations, such as time extension in test and exams or providing an alternative
output to supplement a lengthy written report, as being ‘unfair” to typically developing
children. It is argued that expectations and provision of whatever support should be the
same for all children. Knowing the different components as well as views on inclusive
education, do you agree? Explain your answer.
-Accommodations, such as time extensions in tests and examinations or offering an
alternate output to supplement a lengthy written report, are sometimes viewed as
"unfair" to typically developing students by schools that adhere to extremely
conventional notions of teaching and learning. It is believed that all children should have
the same expectations and get the same assistance. Understanding the many
components as well as perspectives on inclusive education
 Page 73; Practice

1.Which of the following statement is false about the pre-referral process in inclusive and special
education?

-a, the pre-referral process begins with observation of the child

2. Which type of assessment tool compare a child’s performance based on established standards and
competencies and can be used to describe student performance.

-D, criterion-referenced tests

3. How will an educational team determine the best placement for a child with disabilities? Create a
flowchart or mind map to show the different aspects to be considered for a child’s proper placement.

- In deciding the child's placement, the group must make sure that the child has the maximum
opportunity appropriate to learn with children who do not have disabilities—in academic, nonacademic,
and extracurricular activities. This part of IDEA is called Least Restrictive Environment or LRE. Since its
earliest days, IDEA has included a strong preference for children with disabilities to be educated
alongside their peers without disabilities, to the maximum extent appropriate.

4.Five years old Renee has been observed by her teachers to show restlessness and hyperactivity during
whole class activities, but she enjoys singing, dancing, and listening to stories about animals and
unicorns. What steps in the pre referral process will you suggest to the team to find ways to help Renee?

-Initial Identification, because it will help Renee a lot. Here we will recognize the potential problems by
the help of parent or teacher observation. We will see Renee's review of school records, classroom
observations.
FLOW CHART

May not be based on the

child's disabling conditionor
label (such as placement in a
special class forstudents
with intellectual disabilities
just because a child has
cognitive impairments)

Different aspects
to be Considered
for a child's Proper placeent

may not be based ob disability program

categories (placement in an particular may not be based on location of staff on
program for student with learning the funds that are available or on the
disabilities (LD) just because the chikd convenience of the school district
needs (ld) service
Closure:

Rate yourself on this topic. Check one box for each row depending on your self-assessment.

Learning Skills Easy, I get More I need

it. examples help.
please
1. I can enumerate the process involved in Child Find /
through the pre-referral process.
2. I can identify the assessment tools, methods, and /
principles in working with children with additional
needs.
3. I can identify the different placement within a /
continuum.
4. I can compare accommodations and curriculum /
modifications.
5. I can identify ways how to involve parents as part /
of
the home-school collaboration.