MODULE 2: Components of Special and Inclusive Education

Components of Special and Inclusive Education

Module 2

Submitted by : Aida M. Sacil

Submitted to: Teacher Marilou Dela Peña
 MODULE 2: Components of Special and Inclusive Education

MODULE 2

LESSON 1

To jump start your adventure of learning, all you have to is to decode first and do the
activities.

Activity 1: Clear the Cobwebs! There are 28 letters in the Filipino Alphabet. Each letter has a
corresponding number from 1 to 28. I want you to decode each word below by identifying the
letter that corresponds to the numbers in each item. You may also refer to the descriptions below
the numbers so that you will have an idea.

1. C H I L D F I N D
3 8 9 12 4 6 9 14 4
It is a systematic network of public awareness events, child screening, and assessment
programs designed to find, recognize, and refer all young children with disabilities as
early as possible.

2. A D V O C A C Y
1 4 29 17 3 1 3 27
Refers to the public support or recommendation for a given cause or policy.
3. D I S A B I L I T I E S
4 9 21 1 2 9 12 9 22 9 5 21

A physical or mental condition which restricts the movements, senses, or activities of a

person. FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION MODULE
2020
 MODULE 2: Components of Special and Inclusive Education

4. A W A R E N E S S
1 25 1 20 5 14 5 21 21
Refers to the state or condition of being aware; having knowledge or consciousness.

5. S P E C I A L E D U C A T I O N
21 18 5 3 9 1 12 5 4 23 3 1 22 9 17 14

An educational program design for students as handicapped or gifted students, whose

mental ability, physical ability, emotional functioning requires special teaching
methodologies.
 MODULE 2: Components of Special and Inclusive Education

Activity 2: Story to tell.

Getting to a school where children with special needs can actually learn is very daunting enough.
Nonetheless, an external barrier such as disability may prove too difficult to resolve in areas
which are underprivileged or underserved. Children with disabilities may experience several
types of exclusion, often restricting their group involvement. It can also mean that they don't go
to school, or they don't get the support they need. Read the article below.
Amir is 16-years-old from Palung, a remote and ancient market town in southern Nepal.
Amir was born without the use of his arms or legs and so he’s adapted to use his mouth to paint
pictures and write powerful poems.

Dutch disability charity, the Karuna Foundation discovered Amir in 2015, following the
devastating earthquakes in Nepal which left his house unsafe. The Karuna Foundation
sponsored him to move to the capital city Kathmandu, where he’s established himself as a
Nepalese icon. He’s started to learn English and dreams of travelling to see, learn and paint
more.

Amir was home schooled in Palung, visited by a teacher every day. He says he would sit
alone and bottle up his pain, adding: “Rather than talk to other people about my pain, I would
talk to these paintings.”

Amir is slowly challenging the false beliefs regarding the potential and capability of
children and adults with disabilities by becoming a role model to others. He says: “My teacher
says to me to paint what’s in my mind and in my dreams.”

Adopted from https://www.bridgeinternationalacademies.com/five-inspirational-stories-of-

disabled-children-learning/
MODULE 2: Components of Special and Inclusive Education

That was a good start, let us keep the ball rolling!

Continue the quest!

 How Amir improved his talent?

ANSWER:
Amir improved his talent by practicing painting with the use of
his mouth to paint and writes poem, despite of his disabilities he
use to pursue and continue his talent in way that he was happy
and he is not different from other people.
 Describe the role of Karuna Foundation
in aiding Amir?

ANSWER :

Karuna foundation aids the needs of Amir

as a child with disabilities. They provide
and sponsored him to move to the capital
city Kathmandu, where he’s established
himself as a Nepalese icon.
 What is the implication of developing
the talents of Amir in his life?
ANSWER:
The implications of developing talents of
Amir in his life was that it builds him
confidence despite of his disabilities. It
made him proud of who is he. Something
that he felt valued, accepted and belong
in society.
 MODULE 2: Components of Special and Inclusive Education

Instruction: Read and analyze the given situation. Answer each of the questions comprehensively.

When loved ones don’t understand your kid’s symptoms and behaviours, it can
be devastating.

Situation 1
Shannon was upset when her father asked her not to bring her seven-year-old
daughter, Pippa to a family wedding. Pippa has autism spectrum disorder (ASD), a
condition whose symptoms vary from child to child but can include repeating phrases or
words, making noises to self-soothe, becoming overwhelmed in stimulating environments
and preferring less physical and eye contact than the neurotypical child. Pippa’s
grandfather said he didn’t want her to ruin the festivities by being “disruptive.”
Situation 2
“It hurts worse when that response comes from family, because they are supposed
to love you unconditionally,” Stephanie says. The mother-of-two has been shamed at
family gatherings for the atypical behaviour of her two sons, Robert (seven) and Andrew
(10), both of whom are on the spectrum. In family settings, they may refuse to eat what
other people are eating, engage in self-soothing behaviours like humming and bouncing in
their seats, and repeat certain expressions. Stephanie’s uncle has told her, on more than
one occasion, that the boys just need corporal punishment. “He believes there is nothing
wrong with them except poor parenting,” she says.

Questions:

1. What the parents should do to their child with special needs?

Answer:
Parents of children with special needs should provide love, support, patience, access to appropriate education and
therapies, advocate for their child’s needs, and foster a nurturing and inclusive environment.
2. How would child program helps the identified children with disabilities?
Answer: Public awareness and professional training are critical for successful Child Find programs.
It includes screening and assessment programs designed to find, identify and compare all young children with
disabilities and their families seeking special pre-school care as early as possible. They may run local media
 MODULE 2: Components of Special and Inclusive Education

campaigns and post notices in public places. They may also send information to health care providers, like doctors
and clinics.
3. Describe implication of child find program to the children with special needs.
Answer: Child find program really helps the children with special needs, they provide services, care
and education. They could then receive help for learning disabilities and developmental delays
through the government’s early intervention programs.
4. Suggests copping strategies that will help the parents to understand the situation of theirs child with
special needs. Your answer could be a bullet form.
 Acknowledge it, It’s okay to be stressed when our routines get shaken up, and even positive
change can lead to stress
 Manage your time, As a parent you need to manage your time of taking good care of your
children having disabilities because they need much more time of attention.
 Communication and Relationship, As a parent having a child with disabilities you need to
assure that the communication is there and always find time to talk with your children and
build healthy relationship with them.

Congratulations for a job well-done. You have successfully finished this lesson. You are now ready to
learn the next lesson about assessment in special education.
 MODULE 2: Components of Special and Inclusive Education

LESSON 2

Hooray! Welcome to your next adventure of learning. As you go through this quest, you will
never find it difficult as you have triumphantly surpassed the first adventure of
learning.Common, suit-up and let’s start.

Stock Knowledge. Challenge your mind, jot down at least 10 terms that you can remember and
can be associated with the word assessment. Write it inside the box.

 Evaluation
 Measurement
 Testing
 Analysis
 Identify
 Diagnosis
 Judgement
 Review
 Examination
 Screening
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That was easy and quick! Strike while the iron is hot. Proceed now!

Pigeonhole. Classify the terms that you have written inside the box based on the category
below. Afterwards, analyze if the terms are connected with our lesson.

Purpose/Importance Outcome
Identification Measurement
Diagnosis Testing
Evaluation Analysis
Examination Judgment
Screening Review

I commend your dedication to learn. Let us explore more on your potential.

1. Situational analysis. Consider a situation where you are a teacher-adviser of a sixth grade
class. Your school is the SPED center in your district and you have one student who has ADHD
mainstreamed in your classroom. Let us assume, that he cannot keep still in his seat, bullies his
seatmate, and runs around the room at any time. You are planning to have a collaborative work
among your students on your next lesson. How will you deal with this particular student and
make sure he participates in the group activity?

Answer:

As a teacher it is our responsibility to cater the needs of the students especially to those who have
disabilities. Knowing that there is one student that having ADHD in mainstreamed classroom. In
order to assure that this student will participates the activity I will give two options or activity
that which I think he/she will participate and behave. If he/she will be having tantrums and
always roaming around while the activity is still going on then I will give him another
intervention which he/she will do individually in a way that he/she enjoyed while doing.
 MODULE 2: Components of Special and Inclusive Education

2. Picture analysis. Study the picture below. Explain the importance and process of assessment in
relation to special education based on the picture.

https://gjismyp.files.wordpress.com/2011/10/fair-assessment.jpg

Answer:
Teachers face a variety of challenges as they instruct classrooms full of unique learners. This
picture shows that they will climb the tree for the fairness of all. In relation to the process of
assessment in special education assessment plays a critical role in placement for students
with disabilities, as well as designing instruction and setting goals. Assessment includes
formal standardized testing that helps teachers compare a student’s performance with other
children their age. It also includes informal classroom based tests, such as a spelling test,
which gives an added perspective on how the student is doing in their current classroom with
the curriculum being taught. Assessment may measure academic performance, such as math
skills, reading fluency, or word recall. It could also include behavior testing, which focuses on
whether a student gets along with peers, follows teacher directions, or remains on-task
during class time
 MODULE 2: Components of Special and Inclusive Education

LESSON 3
lesson.
Have fun!

Amazing! It’s a good day to start a new expedition of learning. Welcome to your next
adventure. Be ready to unleash your skills.

Read the quotation below.

What concepts/ideas/images came out to tour mind when you read the quote? Elaborate.

Answer:

Every student have different way of learning, different styles and strategies. In this quote,
“Every STUDENT can learn just not on the same day, or in the same way. Students, can learn
in different ways they are having variety way of learning as they’ve dive into different topics
and discussions. Some are those visual learner, audio learner and etc. This quote highlights the
idea that every student has the ability to learn, but they may not all learn at the same pace or
through the same methods. It emphasizes the importance of recognizing and accommodating
different learning styles and speeds among students. They have specialized journey that every
student have unique strengths and weaknesses.
MODULE 2: Components of Special and Inclusive Education

How are you? Well, that’s good. Have some

brainy squishy appetizers for brain.

 What do you think the

quotation meant?
Answer : The quotation
underscores the notion that the
learning process is not uniform
for everyone; rather, it varies
from person to person. It
emphasizes the idea that
students have different way of
learning that they have unique
strengths and weaknesses.
 How the quotation touches the idea
of special and inclusive education?
Answer: It touches the idea that
special and inclusive education have
promote diversity in all learners
because they have different way of
learning and coping up the lessons.
Inclusivity for all wherein they feel
valued and accepted.
 In what ways do you think you can
help your learner someday to
develop their capacity despite their
disabilities?
Answer: In a way that I can, as much
I have the strength and power of
teaching. I will provide personalized
learning, Incorporating interactive
learning activities, and collaborative
learning. Through this, it will develop
their capacity despite their
disabilities.
 MODULE 2: Components of Special and Inclusive Education

Do not forget to freshen up and prepare yourself for the next quest! Here, you will have
something brain stretching activities.
Read the situation below and answer the questions.

High up in the hills of Ecuador’s capital city Quito, you’ll find eight-year-old Richard
who lives with Marina, his mother and 15-year-old brother, Armando. He has a genetic disorder
called osteogenesis imperfecta, also known as brittle bone disease. It means he cannot enjoy a
‘typical’ childhood, he says: “I cannot run or jump or play on the swings. I have bones of glass.”
Despite having to be really careful when he’s away from home and with his friends, Richard
really enjoys going to school, where he’s top of his class! Education has meant that Richard’s
dreams are not limited by his disability. He dreams of taking to the skies one day so that he can
see the world.
Adopted from https://www.bridgeinternationalacademies.com/five-inspirational-stories-of-disabled-
children-learning/

1. How important placement is as a component of special and inclusive education?

Answer: Placement refers to the amount of time in each school day that a student spends in the
resource or in a general education classroom. Placement is a crucial component of special and
inclusive education as it directly impacts the learning experience and outcomes of students with
disabilities. Placement determines whether students with disabilities have access to the
necessary support services and accommodations.

2. In the case of Richard, how placement would be helpful to him?

Answer: In the case of Richard, placement is very helpful to him because he was assess to learn
despite of his disabilities which called osteogenesis imperfecta. He has a child with special needs and
knowing that he is good academically.

3. Discuss how LRE helps the learners with special needs just like Richard.
Answer: Least restrictive environment (LRE) isn’t a place; it’s a principle that guides your child’s
educational program. The word “environment” makes LRE sound like a place. But it actually is more
about your child’s educational program. LRE helps the learner like Richard in a way that he would
learn in general education or the appropriate education for Richard.
 MODULE 2: Components of Special and Inclusive Education

LESSON 4

Read and understand the given case.

ESL, Visual Disability

Twelve-year-old Antonio is new to the school this year. In addition to speaking
English as a second language, Antonio has a visual disability that limits his ability to
see printed text. During class sessions where the assignment is to work-in texts and
activity books, Antonio uses a magnification device. The IEP team agrees that Antonio
should be able to use his magnification device for the state-wide test. They also note
that Antonio tends to respond better on tests when they are presented in his first
language, Spanish.
After much discussion, the team decides that Antonio will use the following
accommodations: offer Antonio the test in Spanish, have the test pre-recorded on
audiotape, allow the use of a magnification device, and permit directions to be reread
and restated in Spanish.
Excerpted from Assessment Accommodations Toolkit
 MODULE 2: Components of Special and Inclusive Education

1. What are the special needs of Antonio?

Answer: Based on the scenario Antonio have the following special needs:
Visual disability: Antonio has a visual impairment that limits his ability to see printed text, which
necessitates the use of a magnification device to access written materials.
English language learner: Antonio speaks English as a second language, indicating that he may
require additional support to comprehend and communicate effectively in English.

2. What support was used by Antonio to help him see printed text?
Answer: Antonio used a magnification device to help him see printed text.

3. How did the IEP team deal with the language difficulty of Antonio?
Answer: The IEP team addressed Antonio’s language difficulty by providing accommodations to
support his comprehension and communication in his first language, Spanish. Specifically, they
decided to offer the test to Antonio in Spanish, pre-record the test on audiotape, and allow
directions to be reread and restated in Spanish. These accommodations were implemented to
ensure that Antonio could access the test materials and instructions effectively in his preferred
language.

4. What are accommodations based on the second paragraph?

Answer: Based on the second paragraph, the accommodations provided for Antonio include:
Offering the test in Spanish: Antonio will have the test available to him in his first language,
Spanish, to support his comprehension and performance.
Pre-recording the test on audiotape: The test will be pre-recorded on audiotape, allowing
Antonio to listen to the test questions and instructions.
Allowing the use of a magnification device: Antonio will be permitted to use his magnification
device to help him see printed text during the test.
Permitting directions to be reread and restated in Spanish: Antonio will be allowed to have test
directions reread and restated in Spanish to ensure his understanding and clarity during the
assessment.

5. How does accommodation and modifications help students in special classes?

Answer: Accommodations and modifications in special classes help students by:
Assessing the curriculum: Ensures that the students access the curriculum tailored to their
individual learning.
Assess students needs: To ensure that the accommodations given was suitable for their
capabilities.
Participation: Enables the students to participate and engage classroom activities.
Addressing Individual Needs: This is to know that it address the individuals unique strengths and
weaknesses.
 MODULE 2: Components of Special and Inclusive Education

Case Analysis
Instruction: Read and analyze the given case. Answer each of the questions comprehensively.

Hui Lum’s Story

Hui Lum lived with her father in an apartment in a large city in a Mid-Atlantic state. Hui
Lum was unable to walk unassisted and had limited use of her hands due to her cerebral palsy.
She routinely used a wheelchair at home, in school, and in other community settings.

Hui Lum’s special educators and her father worked well together, coordinating the
supports she needed to be independently mobile. For example, her physical therapist taught her
how to maneuver her wheelchair. Her father redesigned his apartment to make it wheelchair
accessible. Importantly, Hui Lum was a motivated, high-achieving student in elementary and
middle school.

Hui Lum received special education from kindergarten through eighth grade. However,
given her strong academic record, her father and her special educators agreed that she should exit
special education and receive Section 504 accommodations in high school. The team provided
several accommodations for her academic classes:

• Ready access to textbooks, work sheets, and other academic materials with large print,
• Untimed tests or extra time to complete tests and other written assignments, and
• A para-educator who offered her bathroom and other independent living assistance.

With these accommodations, Hui Lum did well academically during the first month of
ninth grade. But she had a recurring behavioral problem. She was late to most of her classes on
most days each week. Arriving to class on time was especially challenging when her classes
were on different floors of the school building or when she needed to get items from her school
locker.
 MODULE 2: Components of Special and Inclusive Education

Hui Lum’s 504 team collected data on her tardiness and analyzed why she was often late for
class. The team then revised her 504 Plan to address Hui Lum’s problem with tardiness:

• Hui Lum’s class schedule was adjusted to eliminate her changing floors between classes.
• Hui Lum’s occupational therapist helped her improve (and confidently use) her independent
mobility skills within her large high school building. For example, she learned how to open and
close doors and maneuver her wheelchair to travel the school hallways; and how to manipulate
the lock and get books and other items from her locker.
• Her homeroom teacher, her other teachers, and her father provided positive reinforcement to
Hui Lum for being on time.

Hui Lum’s behavioral plan was successful. One month after her plan had been
implemented, Hui Lum met her behavioral goal of arriving at 90 percent of her classes on time.
Her teachers reported that she responded well to their positive reinforcement and was actively
engaged in all of her classes. Hui Lum continued to achievement throughout high school,
graduated on time, and entered college ready to prepare for a successful career as an independent
young adult.

Adopted from Course enhancement Module (CEM) of Handout#2

Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities
to be met as adequately as the needs of the non-disabled are met.

1. What was Hui Lum’s behavioral challenge?

Answer:
Hui Lum was unable to walk unassisted and had limited use of her hands due to her cerebral
palsy. She routinely used a wheelchair at home, in school, and in other community settings.

2. Enumerate the accommodations provided by the teacher/father/psychologist/therapist

of Hui Lum for her to access learning?

Answer:

Teacher: Ready access to textbooks, worksheets, and other academic materials with
large print.

Father: Redesigning the apartment to make it wheelchair accessible.

Physical therapist: Teaching Hui Lum how to maneuver her wheelchair.

Occupational therapist: Helping Hui Lum improve her independent mobility skills
within her high school building, such as opening and closing doors, maneuvering her
wheelchair in the hallways, and accessing her locker.

3. List the modifications received by Hui Lum.

Answer:
MODULE 2: Components of Special and Inclusive Education

• Ready access to textbooks, work sheets, and other academic materials with large
print,

• Untimed tests or extra time to complete tests and other written assignments, and

• A para-educator who offered her bathroom and other independent living assistance.

4. In what instructional program was Hui Lum enrolled? Why?

Answer:

Hui Lum was enrolled in a special education program from kindergarten through eighth
grade due to her cerebral palsy, which impacted her mobility and use of hands.
However, based on her strong academic record and with agreement from her father and
special educators, she exited special education and transitioned to receiving Section
504 accommodations in high school. This decision was made because Hui Lum
demonstrated the ability to succeed academically with appropriate accommodations,
indicating that she did not require the specialized instruction provided in special
education but could benefit from accommodations to support her independent learning
in a general education setting.

5. What was Hui Lum’s behavioral outcomes—after she received the

behavioral intervention?
Answer:
After receiving the behavioral intervention, Hui Lum's behavioral outcomes
improved significantly. Within one month of implementing the revised 504 Plan to
address her tardiness, she met her behavioral goal of arriving at 90 percent of her
classes on time. Additionally, her teachers reported that she responded well to
positive reinforcement and was actively engaged in all of her classes. Overall, the
behavioral intervention was successful in improving Hui Lum's punctuality and
engagement in school activities.
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LESSON 5

Study the picture

on the right and
analyze its
meaning. Answer
the questions in
Analysis part.
 MODULE 2: Components of Special and Inclusive Education

 What did you understand in the picture above?

Answer: Based on the picture above, it shows that the students should have the right to go to
school and the parents will have the support in the education of their child.
 In what ways, can parents be involved in their child’s learning?
Answer: In ways that they will provide the basic needs if the students, like supporting them, loving
them and cares for them. In this way, students may feel motivated in their studies because they know
that they have their parents that can lean on whenever they feel down and worried.
 Why should parent’s care/support for the studies of their children?
Answer: Parents are the source of strength to the students that’s why their care and support really
much needed for the studies of their children.
 How can the schools encourage parental involvement?
Answer: Participating meetings, involvement of school activities can encourage parental involvement
because through this parents would appreciate and witness how their children doing so far in school in
a way that their children feel the same way too.

Case Analysis
Instruction: Read and analyze the given case. Answer each of the questions comprehensively.

Pushy Parents

Jamal was a first-year teacher at Hull Elementary School. He had worked hard to learn all
the school procedures, set up his classroom for the success of all students, and was aware of all
students with special needs. He thought he was prepared for anything. The third week of school,
Amaya's parents called to set up a meeting with him. Jamal thought this was strange as he had
only seen Amaya a couple of times and she had done well in class. He knew Amaya had
difficulty with transitions and was sometimes unable to participate in class because of mobility
issues (Amaya uses a wheelchair).

When Jamal arrived at the meeting, he saw both of Amaya's parents, the Principal, and an
advocate with a degree in special education law. The parents and advocate were very vocal in
their opposition to Amaya being "excluded" from activities because of her disability and
demanded that she receive a special music class each week and that her inclusion music class be
made 100% accessible to her.

Jamal didn't say much in the meeting because he was completely intimidated by the
parents and advocate. The Principal did not really seem to be in his corner either. Jamal went
home after the meeting to think about how to proceed.
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[Adopted from https://global.oup.com/us/companion.websites/9780195395419/casestudies/]

1. How were the parents involved in their child’s education?

Answer: The parents were involved in their child’s education by actively advocating for their
daughter, Amaya. They called for a meeting with the teacher, principal, and a special
education law advocate to address concerns about her inclusion and accessibility in school
activities.

2. Should teachers and parents need a harmonious relationship for an effective support to the
child’s education? Why?
Answer: Yes, teachers and parents should ideally have a harmonious relationship for
effective support to the child’s education. Collaboration between teachers and parents
fosters open communication, mutual respect, and shared goals for the child’s academic and
personal growth.

3. Were the parents’ complaints against Teacher Jamal appropriate? Why?

Answer: The parents’ complaints against Teacher Jamal may not have been appropriate if they
were overly demanding or confrontational without considering the school’s resources and
limitations. While it’s essential for parents to advocate for their child’s needs, it’s also
important to approach such discussions with empathy, collaboration, and a willingness to work
together with educators to find reasonable solutions.

4. How should teachers and schools deal with parents’ complaints like that of Amaya’s?
Answer: Teachers and schools should approach parents’ complaints with empathy, active
listening, and a commitment to finding solutions that prioritize the child’s well-being and
educational needs.

Victory! Another feather in your cap. You have now reached the final stage for this adventure. Looking forward that
you will finish all the modules. Be safe and have fun!
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