Division Walkthrough On Lsen 1

Walkthrough on the
Handbook for LSENs

(Learners with Special Education Needs )
1
Department of Education
L D
W OR
Session Objectives:
By the end of this session,participants will be able
to:
1.Describe the LSEN Handbook's objectives and
relevance to educational contexts.
2. Identify the Handbook’s intended audience.
3.Identify the key subjects discussed in each
chapter.
4 Recognize each topic's significance in aiding
students with exceptional needs.
Department of Education 3
THE
HANDBOOK
• a handbook is a thorough and organized
resource that offers educators,
professionals, caregivers, and stakeholders
crucial knowledge, instructions, strategies,
and useful insights to support the all-
around growth, education, and inclusion of
people with special needs.
What is this
handbook
for?
What is this handbook for?
• to be used by
teachers in the
Public School
System.
• to assist teachers
and school
personnel in
handling children
with special
educational needs.
• Learners requiring
appropriate
accommodation,
teaching strategies
and activities for
them to be engaged
in the classroom
and benefit learning
experiences.
• All learners with

special educational
needs have the
right to quality
basic education in
the least restrictive
environment.
• Hence, special
education services
prepare learners
with different
difficulties to live
and work in society,
such learners are
educated with their
peers to the
maximum extent.
Outline of the Handbook
I. Terminologies and Definitions
II. Rationale
III.Guiding Principles
IV.Background
V. Content:
▪ A. Concept of Functioning and
Disability
▪ B. Policy Provision
▪ C. Understanding Categories of
Learners with Disabilities
Chapter 1: TERMINOLOGIES AND DEFINITIONS
▪Body Functions – are the
psychological functions of the body
“Body” refers to the human

organism as a whole, thus includes
the brain.
Hence, mental (or psychological)
functions are included under the
body functions.
Chapter 1: TERMINOLOGIES AND DEFINITIONS
▪ Body structures – are the structural or anatomical
parts of the body.
▪ Impairment - is a loss or abnormality in body structure

or physiological function (including mental functions)
▪ Activity – is the execution of a task or action by an

individual.
▪ Activity limitations – are difficulties an individual may

have in executing activities.
Chapter 1TERMINOLOGIES AND DEFINITIONS
▪ Participation – is a
person’s involvement in a
life situation.
▪ Participation restrictions
– are problems an
individual may experience
in involvement in a life
situation.
Chapter 1TERMINOLOGIES AND DEFINITIONS
▪ Contextual factors – are the factors that together

constitute the complete context of an individual’s life.
The 2 contextual factors are as follows:
✔ Environmental factors – include the physical world
and its features, the human made physical factors,
other people relationships, roles, attitudes and
values, social systems and services, and policies,
rules and laws.
✔ Personal factors – age, gender, social status, life
experiences
#
Chapter II. RATIONALE
✔ Institutionalize the Special Education

Program (SPED) at the elementary and
secondary levels.
✔Learners with disabilities including those

who have difficulties in certain developmental
areas require educational resources and
instructional materials that responds to their
needs and abilities.
In line with the

government’s overall goal for
education, the Special
Education vision is to have:
“A Society in which ALL

persons regardless of their
disabilities achieve
education to realize their full
potential”.
• The Bureau’s mission is to make education
accessible to every Filipino school learner. This
include the special learners whose full potential
needs to be developed in a child-centered and
value driven teaching-learning experience.
Chapter III : GUIDING PRINCIPLES
• To provide a handbook
that will enrich and
support the curriculum,
taking into consideration
the varied interests,
abilities, learning styles,
and maturity levels of the
students served; and
Chapter III : GUIDING PRINCIPLES
To provide a handbook that will stimulate
growth in factual knowledge, literary
appreciation, aesthetic values, and
societal standards.
Chapter IV : BACKGROUND
In order to reach out
more learners with special needs,
concepts of the International
Classification of Functioning,
Disability and Health (ICF)
developed by the World Health
Organization was incorporated.
It is based on a bio-
psychosocial model of
functioning and disability,
integrating medical and social
models.
What is ICF?
(International Classifications of Functioning
Disability and Health)
The ICF Classification system uses,

to the extent possible, neutral
language to name its components and
categories.
For example:
❖Vision functions instead of blindness
❖Intellectual functions / complete
impairment instead of totally dull
❖Participation restriction instead of
handicapped
❖Persons with disabilities instead of
disabled persons
Below is the ICF model:
MEDICAL TERM ICF MODEL
1. Emotional Behavioral Disorder (EBD) 1.Learners With Difficulty in Displaying
Interpersonal Behavior
2. Children with Autism (CWA or Au) 2. Learners With Difficulty in Performing
Adaptive Skills
3. Children with Learning Disabilities (LD) 3. Learners With Difficulty in Applying
Knowledge
4. Children With Hearing Impairment(HI) 4. Learners With Difficulty in Hearing
5. Children With Multiple Disabilities or 5. Learners With Difficulty in Mobility

Physical Disabilities or Cerebral Palsy (MD,
PD, CP)
6. Children With Intellectual Disabilities (ID) 6. Learners With Difficulty in Remembering
& Concentrating
7. Children With Visual Impairment (VI) 7. Learners With Difficulty in Seeing
8. Children With Speech Delay/Disorder 8. Learners With Difficulty in

(CWSD) Communicating
General information:
• Mainstreaming –
placing learners
(with difficulties)in a
general/regular
classroom during
specific time periods
(based on their
skills)
• Self – contained
– specifically designated for learners with
difficulties
- With more serious difficulties or fragile
conditions
- Severe disabilities
• Inclusion – learners with difficulties learn alongside
their non-disabled peers in general / regular
education classrooms.
- Adaptations consists of both accommodations and
modifications.
Chapter V: CONTENT
A. CONCEPT OF
FUNCTIONING AND
DISABILITY
• As the diagram indicates, in

ICF disability and functioning
are viewed as outcomes of
interactions between health
conditions (diseases,
disorders and injuries) and
contextual factors.
• The diagram identifies the
three levels of human
functioning classified by
ICF:
1. Functioning at the level of body or
body part,
2. the whole person, and
3. the whole person in a social context.
• Disability therefore involves
dysfunctioning at one or more of these
same levels:
- impairments,
- activity limitations and
- participation restrictions.
• The learners in this Handbook covers
those who have difficulty or
impairments, have activity limitations
and experience participation
restrictions and learners who have
already been properly diagnosed and
assessed by specialists.
Chapter V: CONTENT
B. POLICY PROVISION
ASSESSMENT AND INTERVENTION
a. Child Find
b. Identification
c. Screening
d. Classroom Assessment
e. Referral
f. Placement
g. Exit Assessment
Chapter V: CONTENT
• ACCESS TO QUALITY AND RELEVANT
EDUCATION
The provision of Republic Act 10533,
otherwise known as the Enhanced
Basic Education Act of 2013 that
creating an educational policy will
prioritize the inclusiveness of
enhanced basic education which
necessitates “the implementation of
programs designed to address the
physical, intellectual, psychological
and cultural needs of learners.”
Chapter V: CONTENT
• CONDUCIVE ENVIRONMENT, HEALTH AND SAFETY
(ADAPTATION OF FACILITIES)
▪ Learning environment refers to any formal or non-formal

setting where learners gain knowledge and skills useful for
their daily lives. Learning environment may take the form
of schools, centers and/or community.
Chapter V: CONTENT
• CONDUCIVE ENVIRONMENT, HEALTH AND SAFETY
(ADAPTATION OF FACILITIES)
▪Learning Resource Center refers to a place

designated to serve as repository of basic
learning materials, equipment, facilities or the
use of schools catering to learners with special
educational needs. The center also provides
and/or coordinates the services of a multi-
disciplinary team.
Chapter V: CONTENT
C. Understanding Categories of
Learners with Disabilities
Here’s to inspire you:
“Every page turns into a
path of understanding,
and every word becomes
a bridge to
empowerment."
Genalyn C. Oarde
Presenter

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Walkthrough on the

Handbook for LSENs

• All learners with

“Body” refers to the human

▪ Impairment - is a loss or abnormality in body structure

▪ Activity – is the execution of a task or action by an

▪ Activity limitations – are difficulties an individual may

▪ Contextual factors – are the factors that together

✔ Institutionalize the Special Education

✔Learners with disabilities including those

In line with the

“A Society in which ALL

The ICF Classification system uses,

5. Children With Multiple Disabilities or 5. Learners With Difficulty in Mobility

8. Children With Speech Delay/Disorder 8. Learners With Difficulty in

• As the diagram indicates, in

▪ Learning environment refers to any formal or non-formal

▪Learning Resource Center refers to a place

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