CHAPTER 4:

COMPONENTS OF SPECIAL
AND INCLUSIVE
EDUCATION
 INTRODUCTION
In this chapter, the aims to describe the
components and processes involved in
identifying children through assessment
and providing varied means of support .
 OBJECTIVES
Enumerate the processes
involved in Child Find through
the pre-referral process. Compare accommodations
and curriculum modification.
Identify the assessment tools,
methods, and principles in Identify ways how to involve
working with children with parents as part of home-
additional needs. school collaboration.
Identify the different
placement within a
continuum
 I. CHILD FINF THROUGH A PRE-
REFERRAL PROCESS
Referral for evaluation and
special education services begins
by identifying students who have
additional needs and who may
be at risk for development
disabilities.
 A. PRE-REFERRAL PROCESS
A child noted to have significant difficulties in relation to expected
competencies and development milestone may be reffered by
parents and teachers for observation assessment.

A team of professionals, known as a pre-referral team, is comprised of

special education teachers, counselors, administrators, and
psychologists who collaborate to determine for the observed
challenges.
 A. PRE-REFERRAL PROCESS
Taylor (2009) provided an assessment model that begins with a pre-
referral process. Children with noted developmental delays and
difficulties are identified through observations and use of norm-and –
criterion referral tests. They are not immediately referred for special
education testing but are first provided with the necessary academic
and behavioral support needed to address noted challenges.
 A. PRE-REFERRAL PROCESS
Very young students who are at-risk or suspected to have additional needs
may also be identified through community-based training.

Child development and social workers use developmental screening

tools such as the Early Childhood care and Development (ECCD)
checklist that covers items expected for child’s typical development.
 B. PRE-REFERRAL STRATEGIES
Designed to provide immediate instructional and/or behavior
management support to a child.

Using such strategies lessens the number of cases referred for special
education and makes efficient use of time and financial resources
that could have beern spent for special education assessment.
 B. PRE-REFERRAL STRATEGIES
Examples of pre-referral strategies are :

observation of the child’s behavior, including interactions with

parents, teachrs and peers.
Interview of parents and teachers to gather more informatuion
about the child.
Review of school records.
Analysis, portfolio assessestment, and criterion-referenced
curriculum based assessment.
 B. PRE-REFERRAL STRATEGIES
Depending on the information gathered, corresponding
changes can be made to manage the child’s needs, such as
modification of the classroom environment (e.g. seating
arrangement, group change, and teacher’s proximity inclass,
instructional support, and relevant classroom and behavior
management ( Mcloughlin & Lewis, 2009)
 B. PRE-REFERRAL STRATEGIES
Depending on the information gathered, corresponding
changes can be made to manage the child’s needs, such as
modification of the classroom environment (e.g. seating
arrangement, group change, and teacher’s proximity inclass,
instructional support, and relevant classroom and behavior
management ( Mcloughlin & Lewis, 2009)
B. PRE-REFERRAL STRATEGIES
B. PRE-REFERRAL STRATEGIES
GOALS AND BENEFITS OF THE PRE-REFERRAL PROCESS
Provides a forum tor teachers and other team members-including parents-to
discuss how to meet students’ needs.
Empower general education teachers with a variety of strategies to better
serve diverse learners.
Prevents the overrepresentation of students from a particular group in special
education.
Improves communication between parents and the school by involving
families in the process.
 II. ASSESSMENT
The process of collecting
information about a
child’s strengths and
needs.
 A. ASSESSMENT PURPOSE
There are a variety of assessment
methods that regular and special
The results of an
education teachers can use.
assessment are used to
decide on a child’s
Check list /
educational placement Interviews
and to plan instructional Rating scale
progreams for a child
identified to have
additional needs. Observations Tests
 B. METHODS OF ASSESSMENTS
TESTS
A tool used in assessment to ensure that results are valid and
reliable.

Norm-Referenced Are standardized assesstments that compare a child’s

performance with a representative samples of students of
Tests the same chronological age.
B. METHODS OF ASSESSMENTS
Compare a child’s performanced based on
established standards and competencies and can
be used to describe student performance.
Criterion-
Referenced Tests Such assessement data are more useful and
relevant as these provide specific skills a
child has mastered and those thar need
additional instruction
B. METHODS OF ASSESSMENTS
Informal
Assessment/ Non Used primarily to describe performance and
standardized inform instruction.

Assessment

Provide students the opportunity to apply

Authentic knowledge and skillsin meaningful, real-world
Assessment settings rather than in an artificial and contrived
setting.
 B. METHODS OF ASSESSMENTS
Authentic
Assessment

An example of authentic assessment is observation of

young students as they interact with family members,
peers, and objects in naturally occuring activities across
settings and routines .
 B. METHODS OF ASSESSMENTS
Authentic
Assessment
During observations, teachers and
specialists can use running records
which focuses on the occurrence of
behaviors as they happen sequentially.
Essential Information to be included in
an running record:
Date and time of the observation
Names of children involves
Location of the incident
Verbatim recording of what the
children said
actual event that occurred
 C. ASSESSMENT PRINCIPLES
Assessment practices should be anchored on principles as provided
by the Division for Early Childhood of the Council for Exceptional
Student (DEC) (2014)

Child and family-centered practices, a team-based approach,

application of individualized and appropriate process, and use of
genuine and meaningful communication adhere to ethical and legal
practices are the recommndations provided by the DEC.
 III. PLACEMENT
The process of placing students in
settings representing different
degrees of integration, depending on
the students' needs.
 III. PLACEMENT
Educational Placement
Means the overall instructional setting in which
the student receives his education including the
special education and related services provided

Its goal is matching each students’ abilities

with clusters of services to see where he
learns best
 PLACEMENT EVALUATION PROCEDURE
a) Tests are selected and evaluated so as best to ensure that the test is administered to a child with
disability, including, where appropriate, health, vision, hearing, social and emotional status, general
Intelligence, academic performance, communicative status and motor abilities.

b.) The test results accurately reflect the child's aptitude or achievement level rather than reflecting the
child's impaired sensory, manual, or speaking skills;

c.) No single procedure is used as the sole criterion for determining an appropriate educational program
for a child; and

d.) The evaluation is made by a multidisciplinary team or group of persons, including at least i.e. teacher
or other specialist with knowledge in the area of suspected disability.
PLACEMENT EVALUATION PROCEDURE
 IV. ACCOMODATION AND
CURRICULAR MODIFICATION
With disabilities and additional
needs who are studying in an
inclusive general education
classroom may need
accommodations in the
formStudentsof instructional support
and other supplementary services.
Others who need more intensive
support are provided with curricular
modifications.
 A. ACCOMODATION
Supports provided to students to help Examples of accommodations are altering instruments, toys
or materials, changing the room during specific activities,
gain full access to class content and
providing time extensions or allowances for tests and tasks,
instruction, without altering the
and changing response formats in worksheets.
curriculum standards and competencies
expected and to demonstrate accurately
what they know. When Accommodations may be provided both during
accommodations are provided in a assessment and instruction, depending on the
general education classroom for learning profile and needs of a child and may vary
children with disabilities, barriers are in terms of presentation, response, setting, and
removed from accessing education. As a scheduling (Beech 2010).
result, children can work around the
effect of their disabilities.
 TYPES OF ACCOMODATIONS
PRESENTATION
ACCOMODATIONS
Allow a student with a disability to
access information in ways other
than standard visual or auditory
means (e.g., by reading or
listening). these accomodations
change the way that instruction,
directions, and information are
presented.
 TYPES OF ACCOMODATIONS
RESPONSE
ACCOMODATION
Allow students to complete
activities, assignments, and
assessments in different ways or to
solve or organize problems using
some type of assistive device or
organizer.
 THEORETICAL FRAMEWORK
SETTING SCHEDULING
ACCOMODATION ACCOMODATION
Change the location in which Change the location in which a
test or assignment is given or
a test or assignment is given the conditions of the
or the conditions of the assessment setting.
assessment setting.
 B. MODIFICATIONS CURRICULAR
Is a change to a classroom activity or to the MODIFICATIONS
classroom materials in order to maximize a INCLUDE CHANGES IN
child’s participation. It is provided for students
with significant or severe disabilities where
content expectations are altered, and the
·Instructional level
·Content and performance
performance outcomes are changed in relation
·Breath and depth of
to what are expected of typically developing content
students of the same age (DEC 2007).
 V. PARENT INVOLVEMENT
BONFENBRENNER’S ECOLOGICAL
THEORY

Parent involvement in education,

planning, and management of
children is essential as they are
the primary care giver and have
direct influence on their children.
 V. PARENT INVOLVEMENT
Microsystem- the child and his/her family belong, along with peers,
school, and the immediate community (neighborhood). A child has
direct interactions with parents, teachers, peers and others.

Mesosystem- refers to the linkages or relationships between

microsystem.
 PRINCIPLES OF FAMILY CENTERED MODEL
1. 2. 3.
Honors the Family Abandons a pathology The entire family is
choice by changing orientation and adopts becoming the unit of
the power a strengths support and not just
orientation. the child with disability
relationship between and the child’s mother.
professional and
families.
 A. HOME-SCHOOL COMMUNICATION
Having established the critical role of parents in a student’s
developmental and academic progress and achievement, it is
essential that there is a close home and school collaboration and
communication.
 A. HOME-SCHOOL COMMUNICATION
1. Parent-Teacher Conferences

A face-to-face meeting held between parents and teachers in order

to share about the child’s background, strength and abilities, history
of difficulties and practices.
Conference/meeting are also held after every grading period so that
progress, changes, and results can be communicated and discussed
with parents and agree on necessary action plans.
 A. HOME-SCHOOL COMMUNICATION
2. Written Communication

Teachers and parents write homework assignments, the student’s

behavior’s in the classroom, as well as progress on programs goals. It
is very useful as the messages are documented.
 A. HOME-SCHOOL COMMUNICATION
3. Digital Communocation

With the introduction of mobile devices, many parents and families

are better able to interact via email, text message, and social network
messaging platform.
 A. HOME-SCHOOL COMMUNICATION
4. Home-school Contract

An agreement between teachers and parents outlining the

behavioral and/or academic goals for a student with disability.
 B. OTHER WAYS TO INVOLVE PARENTS
Parents also have strength, abilities , initiative knowledge, and the
commitment to help their own child. In order to maximize their
involvement, schools provide other opportunities such as;

Parent education
Parent support group
Thank You