Republic of the Philippines

Pangasinan State University

Bayambang Campus
COLLEGE OF TEACHER EDUCATION
Bayambang, Pangasinan

A Paper Presentation in Prof Ed 103 Foundations of Special and Inclusive Education

Name/s:
Alolor, Edvic Ray
Belarmino, Aira
Buduan, Jenny Rose
Dizon, Marvin
Ochinang, Shaira
Padua, Angel Joy
Lara, Annika
Verzola, Jelo-Ann

Principles, Policies, Dimensions

Title

I. INTRODUCTION/ CHAPTER OVERVIEW

(In a paragraph form)

(Two (2) spaces before the objectives of the topic)

II. OBJECTIVES

(Use numbers 1, 2, 3 &4 in making your objectives)

Two (2) spaces before the Content of the topic)

III. CONTENT

Early Intervention

What is Early Intervention in special needs education?

Early Intervention is a statewide program, available locally that provides quality support and services to
enhance the capacity of families to meet the developmental need of children from birth to age five who have
delays or disabilities.

Early intervention is the process of providing services, education and support to young children who
are/have:
 deemed to have an established condition,
 evaluated and deemed to have a diagnosed physical or mental condition (with a high probability of
resulting in a developmental delay),
  an existing delay or a child who is *at-risk of developing a delay or special need that may affect their
development or impede their education.

The at-risk category depends on the state's eligibility determination process and
whether it includes children who are at-risk. States are given the discretion of
including children at-risk in their state plans.

Early intervention focuses on helping eligible babies and toddlers learn the basic and brand- new skills that
typically develop during the first three years of life, such as:

 cognitive (thinking, learning, solving problems);

 communication (talking, listening, understanding);
 physical (reaching, rolling, crawling, and walking);
 self-help (eating, dressing);
 social/emotional (playing, feeling secure, and happy)

Early Intervention Services

✔️Assistive technology (devices a child might need)

✔️Audiology or hearing services

✔️Counselling and training for a family

✔️Developmental Monitoring

✔️Medical services ✔️ Nursing services

✔️Nutrition services ✔️Occupational therapy

✔️Physical therapy ✔️Psychological services

Early Intervention Services As a program for children and families, some EI services are intended to
support the family in caring for their child. These services can be quite varied in scope, including referrals to
other programs, provision of information about a topic of relevance to the family, or assistance with family
problems.

INCLUSIVE EDUCATION FOR CHILDREN AND YOUTH WITH SPECIAL NEED

( S. B. NO. 1414 )

 Section 21. Public Information, Education and Communication

 A nationwide information dissemination campaign on the prevention, early identification and the
strategic intervention programs for CYSNs shall be intensified. This shall be the joint responsibility of
the Philippine Information Agency (PIA) , Council for Welfare of Children (CWC) , the NCDA and
DepEd, in collaboration with the DOH, DOLE, AND LGUs shall disseminate materials and information
concerning effective practices in working with training and education of CYSNs.
 Applicability to Special Education and Inclusive Education in the Philippines
The University of the Philippine General Hospital, Department of rehabilitation medicine and rotary
club has put up a hospital-based preschool building were appropriate educational intervention is
provided by a teacher from the division of City Schools, Manila.
 Status of Implementation ( Research-based )
Section 22 Implementation rules and regulations within 60 days from the effectivity of the act, the
DepEd, DSWD, DILG, Local government, DOH, Department of Finance, BIR, the CWC, the ECCD
council, the NCDA and other relevant government agencies.

Process of Inclusion: Philippine Model

 The State community and the family hold a common vision for the Filipino child with special needs. By
the 21st century, it is envisioned that he/she could be adequately provided with Basic Education. This
education should fully realize his/her own potentials for development and productivity as well being
capable of self-expression of his/her rights in the society. More importantly, he/she is God-loving and
proud of being a Filipino.
 Strategies:
* Permanent Prompts
* Self- Instruction
* Self – monitoring
* Self- reinforcement
* Self – determination
 Division
Adaptation
- Implementation and super vision of schools with special education programs. Monitoring and
evaluation
Bureau of Elementary Education
- Modify representation or presentation of curriculum or modify student’s engagement with
curriculum
Provision of leadership and guidance over SPED programs
Service Delivery Options
 Cooperative of Team Teaching Program
 Consulting teacher program

Models of Existing

Educational Programs in SPED

Curriculum Alteration

Note: For levels 1 to 5 the programs may be offered in a regular classroom without a SPED Center.

Strategies:
  Vocational training emphasis
 Career education curricula

 Life skills curricula that incorporate curriculum- based learning experience

Strategies:
* Skill training or task analysis model
* Multi- sensory approach
* Content Enhancement

Special Education Division

In its effort to pursue this vision, the Department of Education has adopted the policy of Inclusive Education
which provides that “all children and youth with special needs must receive an appropriate education and
everything within the system and they should get education along with other children regardless of human
differences".

-Yolanda S. Quijano-

Policy formulation , standard setting, modeling, research development and overall leadership and management

Tools for Inclusion

 Multi- age classrooms

 Curriculum mapping

 Portfolio assessment

 Team teaching Peer education

 Multi- level instruction

Curriculum

Modifications

Phillipine Models in Inclusion Functions Curriculum Augmentation

Enhancing metacognition and metapresentation. ( learning how to learn; thinking about thinking; thinking about
how people think).

Functions of SPED Center as the Resource Center for Inclusion

 Conduct continuous assessment of children with special needs

 Provide in- service training to school personnel on “why” and “ how “ of creating inclusive
school as well as other educational trends.

 Produce appropriate teaching materials

 Support children with special needs in the regular classrooms.

Provision of Support Services

Multi – level Instruction

 Professionals and Specialists

 Parents / volunteer as Instructional Assistants

 Peer or buddy teaching

- The teacher chooses several ideas or concepts to be covered in the lesson or unit.The teacher develops a
variety of ways to present the concept.The teacher provides the student with an opportunity to reflect on or to
practice the new information or skills they have learned.

Regional office/special education Unit

Policy formulation, quality assurance, in- service training provision, regulation of private special
schools/centers.

Transition Program

 What is inclusive transition in education?

- Transition in education for a student with developmental difficulties means the fulfillment of the
right to personalised education, reasonable adjustment, and identification and removal of the
barriers to reach individual goals. Involvement of the student, the family, the peers and
meaningful adults in the planning process, establish the conditions for person centered planning
and approaches which promote the feeling of belonging to a community in which the person
learns and lives.

Transition is a coordinated set of activities for a student which is:

 results oriented
 focused on academic and functional improvement and accomplishment

 based on student’s personal needs, strengths, interests and desires

 inclusive of instructions, support services and experiential community learning

Inclusive transition planning is based on the following principles:

 every child deserves support during the transition period – when a child has necessary support the
transition and adaptation become easy
 relationships are the key – quality transition is based on mutual trust and respect

 respect for child’s identity – every child is an individual, and transition plans need to be flexible and
needs responsive

 the importance of team work – transition planning is to include the child, parents/carers, teachers, peers
and professionals

 open communication and environment without barriers

 effective time management

 ask children – it is crucial to ask and actively listen to the child

Sustaining Program

 The fund allocation for SPED center.

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. This program ensures that learners with exceptionalities will have access to quality
education by giving them their individual and unique learning needs.

What are the special needs of special education program?

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.

National IP education Policy

 Adopting the National Indigenous Peoples Education Policy Framework. This Policy Framework is
intended to be an instrument for promoting shared accountability, continuous dialogue, engagement, and
partnership among government, IP communities, civil society, and other education stakeholders.
Recognizing education as a necessary means to realize other human rights and fundamental freedoms,
the DepEd urges the strengthening of its policy on IP education and develop and implement an IP
Education Program. This Program subscribes to the rights-based approach which gives primary
importance to the principles of participation, inclusion, and empowerment.

What is IP education?

 The right of indigenous peoples (IP) to basic education that is responsive to their context, respects their
identities, and promotes the value of their indigenous knowledge, skills, and other aspects of their
cultural heritage.
 Indigenous education is key to keeping indigenous children and youth grounded in their unique
cultures.

 RA 10533 otherwise known as the Enhanced Basic Education Act of 2013, the Department of
Education (DepEd) is adopting the enclosed Indigenous Peoples Education Curriculum Framework.
According to DepEd order 32, s. 2015, Fundamental to IPEd is establishing institutionalized partnership
between indigenous communities and the respective schools/learning programs which serve them. This
is to be pursued through sustainable community engagement which guarantees the meaningful
participation of indigenous communities in the inclusion of their Indigenous Knowledge Systems and
Practices (IKSPs) and Indigenous Learning Systems (ILS) in the Basic Education Curriculum.
 The IPEd Curriculum Framework was formulated based on inputs from a series of consultations
conducted by the DepEd – Indigenous Peoples Education Office (IPsEO) with community elders,
leaders, and implementers of community-based IPEd initiatives.

IV. SUMMARY

 Early intervention is like special education for school-age kids, but it’s for eligible infants and toddlers.
It gives them the support they need to make progress in life skills. There are also services for families
who care for them.
 Early intervention focuses on skills in these five areas: physical skills, cognitive skills, communication
skills, self-help or adaptive skills, social or emotional skills.

 The Transition Program aims to help special learners become functional in spite of their disabilities. It
aims to make them enjoy their daily lives, and empower them to become more useful and productive
citizens. This program is not just a set of activities; it is an educational equity package that includes
curriculum and policies that will support the education of special learners.

 Inclusive transition in education it is for a student with developmental difficulties means the fulfillment
of the right to personalized education, reasonable adjustment, and identification and removal of the
barriers to reach individual goals.

 The Sped program of DepEd ensures that learners with exceptionalities will have access to quality
education by giving them their individual and unique learning needs.

 Special Education programs are designed to meet the specific and unique instructional needs of each
child, allowing students to be grouped homogeneously by developmental stage rather than by age.

 Indigenous education is key to keeping indigenous children and youth grounded in their unique cultures.

 The IPEd Program enable and allow schools to localize, indigenize, and enhance based on the
communities educational.

V. REFERENCES

https://youtu.be/g4Zc_JGHZP8

https://www.teacherph.com/national-indigenous-peoples-education-policy-framework/

https://www.deped.gov.ph/2015/07/29/do-32-s-2015-adopting-the-indigenous-peoples-education-
curriculum-framework/

https://www.slideshare.net/JuanitoPineda4/early-intervention-programs-for-children-with-developmental-
delay https://dugabih.ba/en/inclusive-transition-in-education/

https://prezi.com/kw-btgurrent/the-philippine-model-in-inclusion/