COMPONENTS OF

SPECIAL AND
INCLUSIVE EDUCATION

CHAPTER 4
 REPORTERS

Jhoana Marie Cris Jayel

Jester Dela Cruz
Eugenio Malaguit
 Contents
CHILD FIND THROUGH A
ASSESSMENT
01 02
PRE-REFERRAL PROCESS
A. Assessment Purposes
A. Pre-Referral Process
B. Methods of Assessment
B. Pre- Referral Strategies
C. Assessment Principles

ACCOMMODATIONS
AND CURRICULAR
03 PLACEMENT 04 MODIFICATIONS
A. Accommodations
B. Modifications
PARENT
05 INVOLVEMENT
A. Home School Communication
B. Other Ways to Involve Parents
 OBJECTIVES:
Don't
f orget

 Enumerate the processes involved in Child Find ...

through the pre-referral process.
 Identify the assessment tools, methods, and principles
in working with children with additional needs.
 Identify the different placement within a continuum.
 Compare accommodations and curriculum
modifications.
 Identify ways how to involve parents as part of the
home-school collaboration.
 01 CHILD FIND THROUGH A PRE-
REFERRAL PROCESS

Referral for evaluation and special education services begins by

identifying students who have additional need and who may be at rsik
for developmental disabilities. School guidance counselors, early
childhood teachers, primary school teachers, and community-based
daycare workers are often the first to notice such developmental
delays in children.
A. Pre-Referral Process
Don't
f orget

 A child noted to have significant difficulties in relation ...

to expected competencies and developmental
milestones may be referred by parents and teachers for
observation and assessment.
 Taylor (2009) provided an assessment model that
begins with a pre-referral process.
 Very young students who are at risk or suspected to
have additional needs may also be identified throught
community-based screening.
B. Pre- Referral Strategies
● Essential in a pre-referral intervention is the
use of pre-referral strategies that are designed
to provide immediate instructional and/or
behavior management support to a child.

● Examples of pre-referral strategies are: observation of the

child’s behavior, including interactions with parents,
teachers, and peers; interview of parents and teachers to
gather more information about child; review of school
records; and analysis of child’s academic output through
error analysis, portfolio assessment, and criterion-referenced
and curriculum-based assessment (Taylor 2009).
PRE-REFERRAL PROCESS
• Recognition of potential problems
Initial • Parent or Teacher observation
Identification • Review of School records, classroom observations

Determination
of Teaching • Small-group instruction
areas and • Direct instruction
strategies

Implementatio • Additional in-class or after-class support

n of Teaching • Modification of classroom environment and behavior
programs
• Modification of instruction to address potential needs.

Evaluation of
Teaching • Determine effectiveness of programs on learning
program and behavior.
02 ASSESSMENT
Assessment is the process of collecting information
about a child’s strengths and needs. It uses a problem-
solving process that involves a systematic collection
as well as interpretation of data gathered (Salvia et al.
2013).
A. ASESSMENT PURPOSE
• Assessment has a variety of purpose in special and inclusive education.

• The results of an assessment are used to decide on a child’s identified to

have additional needs.

• There are a variety of assessment methods that regular and special education
teachers can use. This section covers the following: (1) interviews, (2)
observations, (3) checklists or rating scales, and (4) tests.
 B. Methods of Assessment

● Tests. School psychologists, educational diagnostics, and other related professionals

use a variety of assessment tools to ensure that results are valid and reliable.
● Norm-referenced tests. Standardized assessments that compare child’s performance
with a representative sample of students of the same chronological age.
● Criterion-referenced tests. Compare a child's performance based on established
standards and competencies and can be used to describe student performance.
● Informal Assessment. Professionals also use informal and non-standardized
assessments, which are considered more authentic and thus can be used primarily to
describe performance and inform instruction.
 B. Methods of Assessment

● Authentic Assessment. The use of tests, whether formal or informal, is only one
method of assessment.
An example of authentic assessment is observation of young students as they interact with
family members, peers, and objects in naturally occurring activities across settings (e.g,
home, school, playground, etc.) and routines.
 B. Methods of Assessment

● Clay (2000 as cited in Dennis et al. 2013) identified essential information to be

included in a running record:

 Date and time of the observation

 Names of children involved
 Location of the incident
 Verbatim recording of what the children said
 Actual events that occurred
C. ASSESSMENT PRINCIPLES
o Assessment practices should be anchored on principles as
provided by the Division for Early Childhood of the
Council for Exceptional Student (DEC) (2014).
o A variety of assessment methods and tools, use of authentic
measures, as well as involvement of the family are
necessary to make decisions for placement and
instructional planning. (DEC 2014).
 03
PLACEMENT
 PLACEMENT

● Assessment results are used to decide a child’s appropriate education placement

within a continuum from the least to the most restrictive settings.
● Sound decisions are made to allow fluidity in the child’s placement based on the
child’s strengths, abilities, and needs.
● A general education classroom is the least restrictive environment for a child with
additional needs.
● Another option for placement is to be in a general education class but the child
receives supplementary instruction and services such as speech, physical and
occupational therapy or counseling services during the school day.
 PLACEMENT

● Teams may decide to recommend placement for a child in a more restrictive

setting such as a self-contained special education class but still located in a
general education school.
● Some students who need more intensive instruction and supports are educated in
a special education class in a special education school.
● Children with multiple disabilities, often of the serve kind, are provided with
home- or hospital-based programs to manage their medical condition and learn as
much as they could.
Educational Placement
Options
04 ACCOMODATIONS AND CIRRICULAR
MODIFICATIONS
ACCOMODATIONS AND CIRRICULAR
MODIFICATIONS

● Students with disabilities and additional needs

who are studying in an inclusive general education
classroom may need accommodations in the form
of instructional support and other supplementary
services.
 A. ACCOMODATIONS
• Accommodations are supports provided to students to help gain full
access to class content and instruction, without altering the curriculum
standards and competencies expected and to demonstrate accurately
what they know.
• Examples of accommodations are altering instruments, toys or
materials, changing the room during specific activities, providing time
extensions or allowances for tests and tasks, and changing response
formats in worksheets.
• Accommodations may be provided both during assessment and
instruction, depending on the learning profile and needs of a child and
may vary in terms of presentation, response, setting, and scheduling
(Beech 2010).
1. PRESENTATION ACCOMODATIONS

Children with disabilities may

need specialized presentation
formats especially those with
sensory impairments so they
can learn the same content
alongside typically developing
peers.
ACCOMODATIONS IN PRESENTATION
 RESPONSE
ACCOMODATIONS

Response accommodations allow students with

disabilities and additional needs a variety of ways to
complete assignments, written tests, performance tasks,
and other activities. Providing such instructional and
assessment supports allows them to access the same
learning experiences as other students in a general
education classroom.
RESPONSE ACCOMODATIONS
 SETTING
ACCOMODATIONS

Accommodation in a setting may allow a child who gets

easily distracted to work in a quiet corner of the
classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or a child who is
still unable to read fluently may be allowed to take a
silent reading comprehension test in another room with
a supervising adult just so she could hear herself read
aloud which helps her better understand the story.
 SCHEDULING
ACCOMODATIONS
Changing time allotment, schedule of tasks and
assessments, and management of time are some types of
scheduling accommodations. Students with slower ability
in processing information and directions well as with
focusing issues may need these types of accommodation.

Some examples of accommodation that can modify

scheduling are: (1) extending time for assignments and
assessments; (2)providing break sin between tasks; (3)
providing a visual schedule or a checklist of individual
responsibilities; (4) providing predictable routines and
procedures; and (5) providing an electronic device with
alarms and cues.
 B. MODIFICATIONS
• Curriculum modifications are provided for students with significant or
severe disabilities where content expectations are altered, and the
performance outcomes are changed in relation to what are expected of
typically developing students of the same age (DEC 2007).
• Curricular modifications include changes in instructional level, content
and performance criteria, as well as the breadth and depth of content
being learned by students. Students with disabilities or additional needs
may be given more, less, or different content and resource materials
altogether.
• Educational teams responsible for instructional planning may indicate
curricular modifications in the student's Individual Educational Plan
(IEP). Such modifications are needed so that students also have access to
the general education curriculum.
05 PARENT INVOLVEMENT

• Another component of an inclusive and special education is parent

involvement. It has long been established that parent involvement in
education. planning, and management of children with disabilities
and additional needs is essential as they are the primary caregivers
and have direct influence on their children.

• This is anchored on Bronfenbrenner's Human Ecological Theory,

which states that there are five environmental systems that comprise
a child's social context. For the purposes of this book, focus is given
on the microsystem, where the child and his/her family belong,
along with peers, school, and the immediate community (i.e.,
neighborhood).
ECOLOGICAL SYSTEMS THEORY
PARENT INVOLVEMENT

• Turnbull and Turnbull (2002 cited in Kirk et al. 2015) provided the
principles of a family-centered model: (1) honors the family choice
by changing the power relationship between professional and
families, (2) abandons a pathology orientation and adopts a strengths
orientation, and (3) where the entire family becomes the unit of
support and not just the child with a disability and the child's mother.
• Educational support and collaboration with teachers have been found
to promote child success in school (Reschly & Christenson 2009).
A. HOME SCHOOL COMMUNICATION

To establish partnerships, problem-

solving, two way communication, and
shared decision making are some of the
practices needed. Communicating with
parents may be done in several ways.
1. PARENT-TEACHER CONFERENCES
• Parent-teacher conferences are face-to-face
meetings held between parents and
teachers. Conducting such meetings is
necessary so parents of students with
disabilities and additional needs will be able
to share about their child's background.
• Schools differ when it comes to the
frequency of parent teacher conferences.
One best practice is to hold a meeting with
parents at the beginning of a school year as
part of goal setting for the student with a
disability.
2. WRITTEN COMMUNICATION

Home-school communication may

also be conducted through written
messages, such as the use of a home-
school communication notebook, where
teachers and parents write homework
assignments, the student's behavior in
the classroom, as well as progress on
program goals.
3. DIGITAL COMMUNICATION
With the influx of mobile devices, many
parents and families are more able to
communicate through electronic and digital
means such as email, text messages, and
social network messaging systems. A study
found that parents and teachers perceive
technology as an effective tool to promote
parent involvement and thus value its use for
communication (Olmstead 2013).
4. HOME-SCHOOL CONTRACTS
• Just like any formal contract, this is a written
agreement between teachers, parents, and
students (when appropriate) on specific
objectives and corresponding reinforcements
or rewards when they are met.
• One example of a home-school contract is a
Daily Report Card, an individualized
intervention used in schools that is anchored
on the behavioral principles of operant
conditioning.
B. OTHER WAYS TO INVOLVE PARENTS

Parents also have strengths,

abilities, intuitive knowledge, and
the commitment to help their own
child. They become advocates of
their own children.
 a. PARENT EDUCATION
• May take the form of providing seminars and
workshops to parents to equip them with a
better understanding of their child's disability
and accompanying strengths, uniqueness, as
well as specific techniques and strategies
that they can practice at home. Such training
sessions can be for a few hours done on a
quarterly basis or for a regular period, such
as every Saturday, depending on the needs
of the parents and the training capacity of the
school.
b. PARENT SUPPORT GROUPS

• Helpful as parents are able to ask

other parents about tips and
techniques to work with their
children. Parents should be
empowered so that they can
participate in planning and
organizing parent support groups.
 get
Don't for
THANK YOU
... FOR
LISTENING!

REFERENCE:
From the book of Foundations of
Special and Inclusive Education