UNIT II Components of

Special and
Inclusive Education
BSED III
Math & science
 Silverlee Dolendo
Reporters Child find and Referral

Karl Nicolas Artieda Kailah Mae Donesa

Assessment and Identification Support Services for Learner with
Additional Needs

Mat Laurea April Rose Dejapon

Assessment and Identification Support Services for Learner with
Additional Needs

Jessica Aguirre Kris Joy Figueroa

Placement Special Center
Reporters
Maryrose Hermonio Precious Joy Palermo
Special Center Integration and Mainstreaming
Program

Trisha Marie Justalero Joyce Clark Serencio

Special Class or Self-Contained Integration and Mainstreaming
class Program

Hella Palabrica Joshua Dasmariñas

Special Class or Self-Contained Special Day School
class
Reporters
John Marco Ferrer Ainna Victoria Cabrera
Special Day School Parent Involvement

Daisy Jean Aceras Sharmaine Rhos Ordanel

Residential School Parent Involvement

Ma. Mae Banda Alyza Eunice Ortizo

Residential School Parent Involvement
Summary
 A.
Child find and
Referral
 Referral for evaluation and special education
services begins by identifying students who have
additional needs and who may be at risk for
developmental disabilities.
 School guidance counsellors, early childhood
teachers, primary school teachers, and community-
based day-care workers are often the first to notice such
developmental delays in children. In other instances,
the parents themselves notice the delays and seek
consultation with paediatricians and other specialists.
 Two important concepts of
Referral
Pre-Referral Process

-A child noted to have -Very young students who

-Taylor (2009) provided an
significant difficulties in are at-risk or suspected to
assessment model that
relation to expected have additional needs may
begins with a pre-referral
competencies and also be identified through
process. Children with
developmental community-based
noted developmental
milestones may be screening. Child
delays and difficulties are
referred by parents and development and social
identified through
teachers for observation workers use developmental
observations and use of
and assessment. screening tools such s the
norm and criterion-
Early Childhood Care and
referenced tests.
Development (ECCD)
 Two important concepts of
Referral
Pre-Referral Strategies

-It is essential in a pre- -This will also lessen the

-Using such strategies
referral intervention is tendency of over-referrals
lessens number of cases
the use of pre-referral to special education and
referred for special
strategies that are wasting time as children
education and makes
designed to provide wait to be tested rather
efficient use time and
immediate instructional than receive the
financial resources that
and/ behavior instructional and
could have been spent for
management support to behavioral support they
special education
a Child. need.
assessment.
Examples of this
strategies are:
Observation of Interaction with Interview of
the child’s parents, teachers, parents and
behaviour peers teachers

Review of school
record Analysis of the child’s
academic output Portfolio assessment
through error analysis
 Depending on the information gathered,
corresponding changes can be made to manage
the child's needs, such modification of the
classroom environment (e.g., seating
arrangement, group change, and teachers’
proximity in class), instructional support, and
relevant classroom and behavior management
(Mcloughlin & Lewis 2009).
 B.
Assessment and
Identification
 Assessment
This is the process of collecting info or about a
child’s strengths and needs from a series of tests/
assessments given to him.

Teachers and administrators make instructional

decisions based on the assessment results.

❖ Variety of assessment methods are

• Interviews
• Observations
• Checklists or rating scales
• Tests
 Tests

h o d s o f ❖ school psychologists, diagnosticians and other related

Me t professionals use a variety of tools to ensure that result is

e s s m e n t valid and reliable. (Criterion Referenced, Norm

Ass Referenced)
Informal Assessment
❖ teacher made instruments, portfolio assessments, outputs
in school, inventories, observation of teacher in class

Authentic Assessment
❖ real performance, real world setting test (experiments,
demonstrations, play etc) observation on student during his
interaction with others. Real behaviors are seen here and
naturally occurring
 Identification
The special education
identification process is the
procedure to determine if a child
has a disability and needs special
education and related services. It
involves several steps, such as:
 Identification
•Identifying a need: A child may be diagnosed with a disability by a
medical provider or by the school district through “Child Find”
activities.

•Referring for evaluation: A parent or the school staff can request an

evaluation of the child’s academic, behavioral and developmental
skills.

•Conducting the evaluation: The evaluation must be done within a

reasonable time frame and with the parent’s consent. It must use valid
and reliable methods and cover all areas of suspected disability.
 Identification
•Determining eligibility: A team of qualified professionals and the parent
review the evaluation results and decide if the child meets the criteria for
special education.

•Developing an Individualized Education Program (IEP): The IEP is a written

plan that describes the child’s strengths, needs, goals and services. It is
developed by a team that includes the parent, the child (when appropriate), the
special education teacher, the general education teacher and other relevant
staff.

•Implementing the IEP and monitoring progress: The IEP must be

implemented as soon as possible after it is developed. The child’s progress must
be measured and reported to the parent regularly. The IEP must be reviewed at
least once a year and revised as needed
C. Placement
 Placement
Assessment results are used to decide a child's appropriate
placement within a continuum from the least to the most
restrictive settings.

A general education classroom is the least restrictive environment

for a child with additional needs. Access to the same learning
experiences and opportunities is provided as to typically
developing students.

 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 counselling
services during the school} day.
 D. Support
Services for
Learners with
additional need:
1. Inverted Pyramid continuum of services
 Universal Design for Learning requires the support of
national policies and implementation frameworks,
along with commitment across the whole institution
to reducing barriers in the learning environment and
in turn, a recognition that inclusion requires a
continuum of supports that reaches from the
classroom to the disability support service and which
incorporates the provision of reasonable
accommodations.
1. Inverted Pyramid continuum of services
1. Inverted Pyramid continuum of services
LEVEL 1: THE MAJORITY OF STUDENTS

 With the incorporation of UDL

principles into the mainstream
teaching, learning and assessment
practice of the institution, the majority
of students can have a successful
learning experience without additional
support. It's important to note that all
students with disabilities should still be
afforded the opportunity to complete a
Needs Assessment, even if their needs
can be met in the mainstream.
1. Inverted Pyramid continuum of services
LEVEL 2: STUDENTS WITH SIMILAR NEEDS

In some cases, students with similar needs

who required additional support can have
support provided in a group setting. Examples
of this would include group learning support
sessions and examinations in alternative
venues for students with similar exam needs.
In some cases, these supports will be
prescribed as a result of a needs assessment
with a specialist service (e.g. the disability
support service). In other cases, group
supports main be available to all students in
the mainstream (e.g. learning support
services).
1. Inverted Pyramid continuum of services
LEVEL 3: INDIVIDUAL ACCOMMODATION

Individual reasonable accommodations

remain a very important part of an
inclusive institution. Some students
require individual supports such as
Assistive Technology or flexibility with
examination deadlines which enable
them to participate fully in the learning
experience. These supports will
be prescribed as a result of a needs
assessment with a specialist service (e.g.
the disability support service).
1. Inverted Pyramid continuum of services
LEVEL 4: PERSONAL ASSISTANT

Sometimes students might have the need

for more personal, professional supports,
in addition to individual accommodations
like those outlined in Level 3. For example,
students with certain disabilities may
require the use of a personal assistant on
campus, or in an exam setting, a reader or
scribe. Like those in Level 3, these supports
will be prescribed as a result of a needs
assessment with a specialist service (e.g.
the disability support service).
2. Range of special
education
programs and
services.
2.1. The Special Education Center
• Is a service delivery system which operates on the “school within
a school” concept. The SPED center functions as the base for the
special education programs in school. A SPED principal
administers the center following the rules and regulations for a
regular school.
• The special education teachers manage special or self-contained
classes, mainstreaming, tutorial and mentoring resource room
services, assessment, parent education, guidance, and
counselling, and advocacy programs to promote the education of
children with special needs in a regular school.
2.1. The Special Education Center
• The SPED teacher functions
both as teacher and tutor as
well as a consulting teacher
to the regular school in
planning and implementing
appropriate strategies for the
maximum participation of the
special children in the regular
class.
 What is Special Education?
 Special education is a form of instruction that’s
designed to meet the needs of students with
disabilities so that they can learn the same skills
and information as other children in school.
Special education is designed to meet the
individual needs of students whose disabilities
are physical, emotional, and/or behavioral.
Three components of special education
1. Qualifying students with disabilities,
2. Designing the education plan (IEP),
and
3. Implementing the program in the
determined placement setting.
These components work together to ensure the student receives a
quality education.
 Example of special education
• Multiple disabilities
-A child with multiple disabilities has more than one
condition covered by IDEA.
• Intellectual disability
-is a huge catch-all term for any disorder that severely
impacts cognitive ability.
•Hearing impairment
-refers to a hearing loss not covered by the definition of
deafness. This type of loss can change over time.
 Example of special education
• Autistic Spectrum Disorders
- is a disability that impairs the social interactions
and communication skills of a person.
• Behavioral Disorders
- Various mental health issues can fall under the
“emotional disturbance” category.
 Example of special education
• Language disorder
-Speech or language impairment means a
communication disorder, such as stuttering, impaired
articulation, a language impairment, or a voice impairment
• Blindness
-Low vision or blindness; physical disability; social and
emotional difficulties or traumatic events; a specific learning
disorder including dyslexia.
2.2. The Special class or self-contained class
• A special class or self-contained class is a type of special
education placement where students with similar disabilities are
taught by a special education teacher in a separate classroom. It
is usually for moderate to severe types of disabilities.
• A self-contained class is a class composed solely of children
having special needs who share similar academic requirements.
• It is a classroom specifically designated for children with more
serious disabilities who may not be able to participate in general
education programs.
2.2. The Special class or self-contained class
• It allows students to receive one-on-one lessons,
specific interventions, strategies, and skills, and
modified lessons, activities, and materials from a
certified teacher and a paraprofessional
• It is a more restrictive environment than full
inclusion, but students should still spend some
time in the general education environment .
2.2. The Special class or self-contained class
• A self-contained classroom is one in
which the same group of students
are taught multiple subjects by one
educator throughout the day. This
setting is usually found at the
elementary level, but can be
utilized in other grade levels. Self-
contained classrooms are
authorized by a Multiple Subject
teaching credential.
 What is self-contained program?
• It provides a separate learning environment
to students whose social, emotional or
behavioral needs require highly supportive
and supervised special education services
throughout the school day. The Self-
Contained Program is essentially a school-
within-a-school.
What are the benefits of self contained special
education classrooms?
• Since self-contained classrooms usually
have smaller classes, students are able to
receive more individualized attention,
giving the teacher a better feel of what
their strengths, weaknesses, and
personality traits are.
 What is an example of self contained special
• For children with behavioral
education?problems or learning
disabilities, the goal of a self-contained program
is to increase the amount of time students spend
in the traditional classroom environment. Often
students in self-contained programs go to special
instruction areas such as art, music, physical
education or humanities.
2.3. Integration and Mainstreaming Programs
Integration
 is a positive approach that seeks to help
students with disabilities be part of the larger
group.
 includes mainstreaming into regular classes
and access to, inclusion, and participation in the
activities of the total school environment.
2.3. Integration and Mainstreaming Programs
Integration in education refers to the inclusion of
students with disabilities in regular classrooms and full
participation in school activities. This includes interaction
with nondisabled peers and access to facilities such as
libraries and gymnasiums. Students with severe
disabilities should be able to participate in general school
activities, selected activities in regular classes, and regular
academic subjects with appropriate modifications and
support.
2.3. Integration and Mainstreaming Programs
 Integration can mean including special
education students in regular classrooms or placing
them in special education classes on integrated
school sites, with an emphasis on encouraging
interaction between students with and without
 disabilities.
An example of integration in a classroom setting
could be a student with Autism Spectrum Disorder
(ASD) who attends a regular education classroom with
the support of a special education teacher.
2.3. Integration and Mainstreaming Programs
 The special education teacher works with the regular education
teacher and other school staff to create accommodations and
modifications to ensure that the student with ASD is able to access
the curriculum and participate in classroom activities as much as
possible. The student with ASD also participates in social
opportunities with their classmates without disabilities, such as
lunch, recess, and extracurricular activities. This type of
integration strategy encourages inclusion and maximizes the
student's opportunities to learn and interact with their peers.
2.3. Integration and Mainstreaming Programs
Mainstreaming

 refers to placement of a student with disabilities

into ongoing activities of regular classrooms so that
the child receives education with nondisabled peers
even if special education staff must provide
supplementary resource services.
2.3. Integration and Mainstreaming Programs
What is Mainstreaming in Education?

Some people believe the term mainstreaming has a negative

connotation. Others completely misinterpret what it means and its
purpose. What is the definition of mainstreaming in special
education? “The word ‘mainstreaming’ comes from the concept
that students with disabilities can be incorporated into the
‘mainstream’ of education, instead of placing them in separate
classrooms and giving them completely separate instruction,”
(BrightHubEd).
2.3. Integration and Mainstreaming Programs
 Most public schools still offer self-contained classrooms
for students whose disabilities are so severe that they
interfere with the learning of themselves and others.
Mainstreaming involves placing a student with a
disability in a general education classroom with a
special education teacher as a co-teacher or with an
assistant who knows the child and can ensure that s/he is
accessing all of the same instructional materials.
2.3. Integration and Mainstreaming Programs
Example:

 Mainstreaming allows a student with autism to attend

regular math and science classes with their peers. They
receive additional support from a special education teacher
who helps them understand the material and provides
accommodations, such as visual aids or extra time on tests.
This way, the student can benefit from being in a typical
classroom setting while still receiving the necessary support
to succeed academically.
2.4. Special Day School
• Also known by Special Day Class
• A special day school is an intensive educational
program designed for children with special
needs. A child may be eligible for this program if
he or she suffers from severe mental or
emotional disorders and learning disabilities.
• This program focuses on helping children
develop social skills and self-control
2.4. Special Day School
• The range of intelligence level of children in this
program measured by IQ can vary from below
average to exceedingly high.
• Academic instruction is usually adapted by an
Independent Educational Plan (IEP) to fit each
child’s individual needs and capabilities.
Programs and Services of Special Day School under Special education

SPED
1. Deaf /Hard of Hearing
• This program is designed for students who are deaf or hard
of hearing, and require daily access to specialized staff and
curriculum.
• The program is supported by a credentialed teacher of the
deaf and hard of hearing, a sign language interpreter, an
instructional assistant with signing skills and a
speech/language pathologist
Programs and Services of Special Day School under Special education
2. Therapeutic Learning Class
SPED
• These programs are designed for 4th-12th grade students who have
an emotional disturbance condition with a direct, observable
connection between the emotional disturbance and poor
educational performance
• The curriculum in these programs has an academic focus with
intensive instruction on development of behavior management
and appropriate interpersonal skills.
• The programs may be augmented by services from school
counselors, psychologists, behavioral health and other social
services staff as appropriate.
Programs and Services of Special Day School under Special education

SPED
3. Individualized Education Programs (IEPs)
• This is a plan or program developed to ensure that a
child with an identified disability who is attending an
elementary or secondary educational institution
receives specialized instruction and related services.
• Developed by a team of individuals from various
educational disciplines, the child with a disability,
family members, and/or designated advocates.
 Special Day Schools in the Philippines

1. Philippine Normal University – Special Education (PNU-

SPED)
• Located at Metro Manila
• Offers specialized programs and services for children with
different exceptionalities, including intellectual disabilities,
autism spectrum disorder, and learning disabilities.
 Special Day Schools in the Philippines

2. Philippine School for the Deaf (PSD)

• Located in Pasay City
• PSD provides education and support to students who are
deaf or hard-of-hearing. They offer a comprehensive
curriculum that includes sign language, speech
development, and academic subjects.
 Special Day Schools in the Philippines

3. Philippine National School for the Blind (PNSB)

• Located in Pasay City
• PNSB is dedicated to serving students with visual
impairments. They provide specialized instruction, mobility
training, Braille literacy, and other support services.
Characteristics of Special Day School
The specific characteristics of a special day school can
vary based on the type of disabilities or needs they address,
the educational philosophy they follow, and the resources
available to them.
1. Individualized Instruction
• Special day schools provide tailored instruction and support
based on each student’s unique needs
• Ensuring that their educational experience is adapted to
their abilities and challenges.
Characteristics of Special Day School
2. Small Class Sizes
• These schools often have smaller class sizes to allow for more
personalized attention and a better teacher-to-student ratio.
3. Specialized Curriculum
• These curricula may focus on academics, life skills,
communication, and vocational training.
4. Multidisciplinary Support
• A team of professionals collaborate to provide a holistic
approach to education and therapy.
Characteristics of Special Day School
5. Adaptive Learning Environment
• The physical environment of a special day school is often adapted to
accommodate various disabilities, ensuring accessibility and safety for all
students.
6. Individualized Education Plans (IEPs)
• Each student typically have outlines their goals, objectives, and the specific
accommodations or modifications needed to support their learning.
7. Emphasis on Life Skills
• Special day schools often prioritize teaching practical life skills that will help
students become more independent and capable in their daily lives.
Characteristics of Special Day School
8. Positive Behavioral Support
• Many special day schools implement strategies for managing behavior,
promoting positive social interactions.
9. Parent and Family Involvement
• Recognize the importance of involving parents and families in the educational
process, often through regular communication, meetings, and workshops.
10. Inclusive Community
• While these schools cater to specific needs, they also strive to create an
inclusive and accepting community where students can learn from and with
each other.
 Importance of Special Day School
1. Tailored Instruction
• Special day schools provide individualized instruction and
support for students with diverse learning needs-
• Ensuring that their unique abilities and challenges are
addressed.
2. Qualified Staff
• These schools employ teachers and staff with specialized
training to effectively teach and support students with
disabilities.
 Importance of Special Day School

3. Specialized Curriculum
• The curriculum is designed to cater to different learning styles
and needs, allowing students to grasp concepts at their own
pace.
4. Personalized Support
• They offer targeted therapies, interventions, and services that
aid in physical, cognitive, and social development.
 Importance of Special Day School

5. Inclusive Environment
• These schools create a comfortable and accepting atmosphere,
fostering social interactions and friendships among students
facing similar challenges.
6. Safe Space
• The school is equipped to handle their specific needs and
provide a secure environment.
 Importance of Special Day School
7. Parent Involvement
• Special day schools often involve parents more closely in their
child’s education
• Promoting a collaborative approach between educators and
families.
8. Focused Resources
• These schools typically have specialized resources, materials,
and equipment to address a wide range of disabilities
• enhancing the learning experience.
 Importance of Special Day School

9. Transition Preparation
• Help students transition smoothly into mainstream educational
settings or post-school life by imparting essential life skills.
10. Building Confidence
• By receiving appropriate support and achieving milestones,
students in special day schools can experience improved self-
esteem and a greater sense of accomplishment
2.4. Residential School
What is residential school?
• The term residential school refers to a historical practice that is deeply
connected to the experiences of the marginalized and indigenous
communities.
• In the context of special and inclusive education, the term "residential
school" refers to a historical practice that is deeply connected to the
experiences of marginalized and Indigenous communities. Residential
schools were institutions that forcibly separated Indigenous children from
their families, cultures, and communities, with the goal of assimilating
them into Eurocentric norms and values.
2.4. Residential School
History of residential school
• The history of residential schools serves as a reminder of the importance
of creating educational environments that are truly inclusive and
respectful of all students' backgrounds, cultures, and abilities. It
underscores the need to provide appropriate and equitable support for
students with disabilities within the framework of inclusive education.
• Moreover, inclusive education should incorporate lessons from history to
foster empathy, awareness, and understanding among all students,
promoting a more just and inclusive society.
 The importance of discussing the history of
residential schools in the context of special and inclusive
education lies in several key aspects:
1. Awareness and Sensitivity: Incorporating the history
of residential schools helps educators and students
become aware of the systemic injustices faced by
Indigenous communities, including those with
disabilities. This awareness promotes greater sensitivity
and empathy in the classroom.
2. Understanding Intersectionality: Recognizing
the experiences of Indigenous individuals with
disabilities highlights the intersectionality of
identities and challenges they faced.
3. Cultural Competence: Learning about the
impact of residential schools supports the
development of culture
Examples of residential schools in the Philippines
• Philippine School for the Deaf (PSD): Located in Manila, PSD is a
residential school that offers education and accommodation for
students with hearing impairments
• Philippine School for the Blind (PSB): Also situated in Manila, PSB
is a residential school dedicated to students with visual
impairments.
• Jose Fabella Memorial School (JFMS): JFMS is a residential
institution that caters to students with physical disabilities
• Molave Vocational Technical School (MVTS): This school in Quezon
City focuses on providing vocational and technical education to
students with disabilities.
 Why is it important to recognize harmful impact of
residential school?
• In the realm of special and inclusive education, it's
important to recognize the harmful impact that residential
schools had on Indigenous children with disabilities. These
schools often neglected the diverse needs of students,
including those with disabilities, leading to inadequate
support and a lack of understanding for their unique
requirements. As a result, many Indigenous students with
disabilities faced additional layers of discrimination and
challenges within these institutions.
 Significance of residential school
• Residential schools hold significance for students in Special
and Inclusive Education because they provide an
opportunity to explore and discuss historical injustices,
systemic discrimination, and the importance of promoting
empathy and understanding.
• Learning about the experiences of Indigenous children who
were forcibly separated from their families and cultures
helps students develop a more comprehensive perspective
on diversity, equity, and inclusion.
 E. Parent
Involvement
 What is Parent Involvement?
• Parent involvement in special inclusive education refers to
the active participation of parents in the educational
journey of students with special needs. By working
together, parents and educators ensure that the student's
educational experience is tailored to their specific needs,
promoting their academic, social, and emotional
development.

• The Philippine government has recognized the importance

of parental involvement and has taken steps to encourage
it.
 The Child and Youth Welfare Code

Article 77:
Parent-Teacher Associations – Every elementary and
secondary school shall organize a parent-teacher association
for the purpose of providing a forum for the discussion of
problems and their solutions, relating to the total school
program, and for insuring the full cooperation of parents in
the efficient implementation of such program.
 The Child and Youth Welfare Code

All parents who have children enrolled in a school

are encouraged to be active members of its PTA,
and to comply with whatever obligations and
responsibilities such membership entails.
Parental involvement is a critical factor in the success of
children’s education.

• child is more likely to be motivated and engaged in their

studies.
• have better social and emotional development.
• improves student achievement
• children develop strong communication skills
• build strong relationships between parents and their
child’s school.
 Ways that parents can get involved in their children’s
education.
• Read aloud to your preschooler every night to inculcate an
interest in books and reading.
• When selecting a school for your child, choose a school
with a school management software like Fedena which
allows you to monitor you your child easily and
communicate with the class teacher
• Team with the school, and download the school
management app to be able to communicate with your
school and
 Ways that parents can get involved in their children’s
education.
• Praise your child’s effort in the classroom and celebrate
success every small success
• Have regular heart-to-heart discussions at home about
successes and problems in school.
• Investigate your child’s academic problems before
assigning blame.
• Regularly help with homework, assignments and other
tests to help prepare your child for the next day at school
 Ways that parents can get involved in their children’s
education.
• Attend all parent-teacher meetings
• Pay attention to your child’s absentee and discipline notes
from school.
• Make school a priority over other things and teach the
same to kids
• Discuss realistic long-term school and life goals with the
students.
 What Are the Benefits of Parental Involvement in
Education

Parental involvement in education benefits

students, families, and schools. Researchers have found
that when parents are involved in their children’s
education, students are more likely to succeed
academically and socially.
• When parents are involved in their child’s education, the
child is more likely to have positive attitudes towards
school and learning.
• Parental involvement provides support for the child both
at home and at school. Studies have shown that children
whose parents are involved in their education have higher
grades and test scores and are more likely to complete
their education.
• Parental involvement can lead to increased
communication and collaboration between families and
schools.
 Potential Consequences when parents are not
involved in inclusive education
1. Less Understanding of How Kids Learn: Teachers might
not know the best ways to teach each student because they
don't have information from parents about what works well
for their child.
2. Missed Learning Opportunities: Children might not get to
do fun activities, projects, or learn extra things because
parents aren't helping plan these.

3. No Help for Challenges: If kids have problems with

reading, math, or behavior, teachers might not know how to
help them without parents explaining what's going on.
4. Not Getting Extra Support: Children with special needs
might not get the extra help and things they need to learn
and feel comfortable in school.

5. Missing Fun School Events: Parents might not know about

exciting events at school, so kids miss out on things like field
trips and parties.
6. Not Helping with Homework: Kids might struggle with
homework because parents aren't there to explain things or
make sure they're doing it right.

7. Teachers Can't Share Progress: Teachers can't tell parents

how well their child is doing in school if they don't hear from
parents.
 Thank You!
DO YOU HAVE ANY QUESTIONS FOR
US?