MANUAL IN

FOUNDATIONS OF SPECIAL AND INCLUSIVE

EDUCATION (CHAPTER 3-4)

Prof Ed 321

MA. LESLIE C. SALES, Ed.D.

2021

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato
Prof Ed 321: Foundations of Special and Inclusive Education
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 Chapter IV
COMPONENTS OF SPECIAL NEEDS EDUCATION

Intended Learning Outcomes:

By the end of this activity, you must be able to:
1. Identify the components of special needs education and explain processes
involved within and across these components

Special Education in the Philippines has only served 2% of the targeted 2.2

million children with disabilities in the country who live without access to a basic

human right: the right to education. Most of these children live in rural and far flung

areas whose parents need to be aware of educational opportunities that these

children could avail of.

The Department of Education (DepED) has organized the urgency to

address this problem and therefore, guarantees the right for these children to

receive appropriate education within the regular or inclusive classroom setting.

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Inclusive education embraces the philosophy of accepting all children regardless

of race, size, shape, color, ability or disability with support from school staff,

students, parents and the community.

A comprehensive inclusive program for children with special needs has the

following components:

1. Child Find. This is locating where these children are through the

family mapping survey, advocacy campaigns and networking with

local health workers. The children with special needs who are not in

school shall be listed using Enclosure No. 1. These children shall be

visited by Special Education (SPED) teachers and parents should be

convinced to enroll their children in SPED Centers or schools nearest

their home.

2. Assessment. This is the continuous process of identifying the

strengths and weaknesses of the child through the use of formal and

informal tools for proper program grade placement. Existing SPED

Centers in the Division shall assist regular schools in the assessment

process.

3. Program Options. Regular schools with or without trained SPED

teachers shall be provided educational services to children with

special needs. These schools shall access educational services from

SPED Centers or SPED trained teachers. The first program option

that shall be organized for these children is a self-contained class for

children with similar disabilities which can be mono-grade or multi-

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 grade handled by a trained SPED teacher. The second option is

inclusion or placement of the child with disabilities in general

education or regular class where he/she learns with his/her peers

under a regular teacher and/or SPED trained teacher who addresses

the child’s needs.

The third option is a resource room program where the child with

disabilities shall be pulled out from the general education or regular

class and shall report to a SPED teacher who provides small

group/one-on-one instruction and/or appropriate interventions for

these children.

4. Curriculum Modifications. This shall be implemented in the forms

of adaptations and accommodations to foster optimum learning

based on individual’s needs and potentials. Modification in

classroom instructions and activities is a process that involves new

ways of thinking and developing teaching-learning practices. It also

involves changes in any of the steps in the teaching-learning

process. Curriculum modifications shall include service delivery

options like cooperative or team teaching, consulting teacher

program and others. The provision of support services from

professionals and specialists, parents, volunteers, and peers or

buddies to the children with special needs is an important feature in

the inclusion program.

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 5. Parental Involvement. This plays a vital role in preparing the

children in academic, moral and spiritual development. Parents shall

involve themselves in observing children’s performance,

volunteering to work in the classroom as teacher aide and providing

support to other parents.

District and school-based special education and regular teachers,

administrators and parents need to collaboratively develop and facilitate the most

effective program for children with disabilities. This program shall be included in

the School Improvement Plan (SIP).

To realize the successful implementation of inclusive education in the schools,

the duties and responsibilities of DepED officials are defined in Enclosure No. 2.

Officials at the division, region and central offices shall provide the needed

training on inclusive education to administrators, teachers and other school staff;

regularly monitor the implementation of the program and provide the

corresponding technical assistance needed and conduct evaluation to determine

the effectiveness of the program and improve its implementation.

Immediate dissemination of and compliance with this Order is directed.

(For DepEd Order no. 72 s. 2009,visit this link: https://www.deped.gov.ph/wp-content/uploads/2018/10/DO_s2009_72.pdf )

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Policies and Guidelines of Special Education in the Philippines
Article 3: Identification, Screening, Assessment and Evaluation of Children
Section 1: Identification, screening, assessment and evaluation of children with
special needs shall be conducted by the school and the community utilizing
appropriate assessment instruments.
1.1 Identification and assessment of every child shall be conducted as early as
possible.
1.2 The team approach shall be used in the identification and assessment
procedures. The team shall be composed of persons with working knowledge
and understanding of children with special needs, such as the following:
1.2.1 parents/guardians/extended families, neighbors and friends
1.2.2 regular teachers
1.2.3 special education teachers
1.2.4 guidance counselors
1.2.5 school administrators
1.2.6 health workers
1.2.7 social workers
1.2.8 psychologists
1.2.9 speech and physical therapists
1.2.10 law enforcement officers
1.2.11 probation officers
1.3 Aspects to be covered in the identification, screening, assessment and
education of children with special needs shall cover the following aspects:
1.3.1 Physical:
1.3.1.1 height and weight
1.3.1.2 physical deformities
1.3.1.3 gross and fine motor coordination
1.3.1.4 hearing
1.3.1.5 visual function

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 1.3.1.6 oral hygiene and dental development
1.3.2 Psycho-social
1.3.2.1 family history
1.3.2.2 personality
1.3.2.3 behavior
1.3.3 Educational
1.3.3.1 learning disabilities
1.3.3.2 language and speech
1.3.4 Medical
1.4 Appropriate assessment instruments shall be developed or adopted in order to
identify handicapping conditions as early as possible.
1.5 Identification and assessment of children with special needs shall be a
continuing process.
1.6 The synthesis of identification and diagnostic information shall be the basis for
the appropriate educational placement of the child with special needs.
(For Department of Education - Special Education Division Policies and Guidelines for Special Education, visit this link:
https://www.slideshare.net/MariaMarthaManetteMadrid/policies-and-guidelines-of-special-education-in-the-philippines )

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 ASSESSMENT

A. Multiple Choice

1. This refers to the continuous process of identifying the strengths and weaknesses of
the child through the use of formal and informal tools for proper program grade
placement.
a. Assessment
b. Child Find
c. Curriculum Modifications
d. Parental Involvement
2. This component shall include service delivery options like cooperative or team
teaching, consulting teacher program and others.
a. Assessment
b. Child Find
c. Curriculum Modifications
d. Parental Involvement
3. This refers to is locating children with special needs through the family mapping
survey, advocacy campaigns and networking with local health workers.
a. Assessment
b. Child Find
c. Curriculum Modifications
d. Parental Involvement
4. This component plays a vital role in preparing the children in academic, moral and
spiritual development.
a. Assessment
b. Child Find
c. Curriculum Modifications
d. Parental Involvement
5. Which of the following statement is false?
a. Existing SPED Centers in the Division shall assist regular schools in the
assessment process.
b. Modification in classroom instructions and activities is a process that
involves previous ways of thinking and developing teaching-learning
practices.
c. Parents shall involve themselves in observing children’s performance,
volunteering to work in the classroom as teacher aide and providing support
to other parents.

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 d. Children with special needs shall be visited by Special Education (SPED)
teachers and parents should be convinced to enroll their children in SPED
Centers or schools nearest their home.

B. Essay

1. Briefly discuss the processes involved within and across the components of the
comprehensive inclusive program for children with special needs.

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 ANSWER KEY

1. A
2. C
3. B
4. D
5. B

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 SCORING RUBRIC

Areas of 4 3 2 1
Assessment
Ideas Presents Presents Ideas are too Ideas are
ideas in an ideas in a general vague or
original consistent unclear
manner manner
Organization Strong and Organized
Some No
organized beg/mid/end
organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end
Understanding Writing shows Writing shows Writing shows Writing shows
strong a clear adequate little
understanding understanding understanding understanding
Word Choice Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
make the informative
essay very
informative
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; structure or
meaning; sentences sentences flow
flows mostly flow need to flow
throughout
the piece
Mechanics Few (if any) Few errors Several errors Numerous
errors errors
SOURCE: https://www.thoughtco.com/essay-rubric-2081367

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