cherylpueblo@sksu.edu.ph
cherylpueblo@sksu.edu.ph
cherylpueblo@sksu.edu.ph
cherylpueblo@sksu.edu.ph
Lesson 2 : Ability (and Disability) as a Dimension of Diversity
Pre-discussion
https://depositphotos.com/stock-photos/fingers.html?qview=19884051
Based on the image above, what have you observed?The fingers are owned by
only one person right?But still, there are differences especially in the sizes. In our
fingers alone, we can spot differences, how much more if we compare our fingers with
the fingers of our family, classmates and friends.Surely, we could see many
differences.
https://www.google.com/search?q=images+of+Filipino+twins&tbm
What have you notice in the picture? Can you spot the differences of identical
twin? As what you can see even identical twins have individual differences. Each
has its own likes and dislikes, hobbies and talents.
Thus, diversity can be seen even in identical twins. Diversity in the
community is common especially inside the classroom. In the province of Sultan
Kudarat, Isulan SPED center caters diversity of learners with exceptional needs.
cherylpueblo@sksu.edu.ph
What to Expect
At the end of the lesson, the students can define diversity on their own words and
can demonstrate gender-cultural- and disability sensitivity in the community where
they belong.
Lesson Outline
Diversity
Diversity is a condition of having or being composed of differing
elements especially the inclusion of different types of people (such as people of
different races or cultures) in a group or organization (Mirriam Webster).
The concept of diversity encourages acceptance and respect. It means
understanding that each is unique, and recognizing individual differences.These can
be along the dimensions of race, sexual diversity and orientation, socio-economic
status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.In
an inclusive education, diversity can be clearly notice that is why there is a need of
accepting learners with exceptional needs so that they can feel safe and
belongingness being a part of a diverse community.
Dimensions of Diversity
Ability is the resources to perform well at something, while disability is the limits
or challenges a person faces. Having a variety of talents and limits in a workforce is
called ability and disability diversity.
Further, ability is a positive attribute in any field of human endeavors. Disability
poses a vast array of negativities when it comes to any adventure in any particular
field of human. Learners with exceptional needs are usually given special treatment
and have different curriculum as compared to regular learners. In inclusive setting,
teachers prepare a variety of activities suited to meet individuals educational needs in
order to help learners especially learners with exceptional needs achieve their
optimum potentials and can be able to live a normal life.
The term disability includes learners with an intellectual disability, physical
disability, vision impairment, hearing impairment, language disorder, mental health
conditions or autism. Learners with learning difficulties experience difficulties with
learning in one or more areas of the curriculum can. Thus, family members should
have access to a range of support services in order to achieve quality education.
Inspiring Stories
Anna Kristina Arce was deaf when she was born. She
was awarded class valedictorian at the Philippine
School for the Deaf.
In 2009, she graduated magna cum laude from the
De La Salle - College of Saint Benilde (CSB) with a
degree in Applied Deaf studies.
She earned her MA in Deaf Studies from the
Gallaudet University, Washington D.C., one of the world's most prominent universities
cherylpueblo@sksu.edu.ph
in the field of deaf studies. She is the first Filipino to be sent to Gallaudet University
with a World Deaf Leadership Scholarship.
Arce proved that having an impairment in hearing is not an hindrance for
achieving one’s goal and to be successful in your chosen endeavor.
Ronnel del Rio is a broadcast journalist. He is also blind. A radio journalist for
almost a decade now, Ronnel first became known in 1996 because of his radio
program, "Good Morning Southern Luzon." A voice of reason and awareness, he
discussed national issues as well as issues that the community of PWDs in the
Philippines faced. Striving to be a voice for the unheard PWDs in the Philippines,
Ronnel pushed for accessible services not only in his area but in the rest of the
country.
His resume is equally impressive. Ronnel is the president of the Philippine
Chamber of Massage Industry for Visually Impaired, is part of the Philippine Coalition
on the United Nations Convention on the Rights of Persons with Disabilities, a board
member of the Philippine Mental Health Association, president of the Federation of
Disabled Persons in Lipa, and is the chief executive officer of Punlaka — a PWD
advocacy group based in Region IV.
A man with much vision for everyone, not just his fellow PWDs, he also works as
a Housing and Homesite Regulatory Affairs Officer for the government of Batangas.
There, he pushed for the Viable Socialized Resettlement Program wherein idle land is
taken under consideration to become housing projects for the underprivileged in
Batangas.
Del Rio is also the first blind person to earn a Master's degree in the Philippines,
having studied Management Technology in De La Salle University in 2003.
Summary
Diversity is a condition of having or being composed of differing
elements especially the inclusion of different types of people (such as people of
different races or cultures) in a group or organization.
Ability and disability are dimensions of diversity. Ability is the resources to
perform well at something, while disability is the limits or challenges a person faces
cherylpueblo@sksu.edu.ph
Based on the inspiring stories of Anna Kristina Arce and Ronnel del Rio, being
blind and deaf are not a hindrance to live a normal life. Both stories give normal
people and for those people with excepionalities to strive harder in life.
Assessment
Answer the questions briefly and concisely. Write your answers in your quiz notebook.
1. In your own words, define diversity. (5 points)
2. In your own words, explain ability and disability as dimensions of diversity.(10
points)
3. Read an article or in any newspaper about an inspiring story of a person (Filipino
or foreigner) with exceptional needs especially who are part of LGBT community.
Summarize the inspiring story in one paragraph and write your insights in one
paragraph also. (10 points)
References:
https://sites.google.com/site/diversityintheclassroom1234/gender/learning-styles/abilit
y-disability
https://www.kalibrr.com/advice/2015/10/3-inspiring-people-with-disability-pwd-in-thephilippines
https://www.slideshare.net/KenGill3/disability-and-diversity
cherylpueblo@sksu.edu.ph
CHAPTER 2 – ADDRESSING DIVERSITY THROUGH YEARS; SPECIAL AND
INCLUSIVE EDUCATION
Overview
Thinking about special education turned to be a very different place in the field of
education. Addressing the individual needs of the learner is the priority than unleashing
their human potential, developing children's strengths, or introducing students to the joy
of learning. Instead, it is a world of deficits, disorders, and dysfunctions.
Instead of embracing the richness of children's lives, you will encounter
diagnostic tests, behavioral checklists, and hundreds of instructional objectives. Instead
of being playful, imaginative, inventiveness, and curiosity students possessed, as a
teacher you may confront a long list of soulless processes, including auditory sequential
memory, visual-spatial perception, short-term memory, and sensory-motor skills. The
whole child, with all of his depth, profundity, and dignity, most of time become a
problem.
LESSON 1- THE PHILOSOPHICAL AND THEORETICAL FOUNDATIONS OF
SPECIAL NEEDS AND INCLUSIVE EDUCATION
Pre discussion
For many authors, Special and inclusive education are based on different
philosophies and provide alternative views of education for children with special
educational needs and disabilities. There are many different explanations and principles
on how people learn. In teaching and learning process or in schools, these theories are
applied by teachers to maximize the experience of students.
Special and inclusive education is a unique cross disciplinary topics that covers
many disciplines. It i legal, conceptual, medical, pharmacological, neuropsychological,
social, behavioral, cognitive, psychotherapeutic, psycholinguistic, technological and
pedagogical foundations. Each foundation provides insights or practical contributions to
special education generally, and to specific disabilities and disorders in particular
(Homby, 2015).
WHAT TO EXPECT: After the lesson you can:
1.
discuss the philosophical and theoretical foundations of special and inclusive
education
2.
analyze the influence of philosophical and theoretical foundations to special and
inclusive education.
INFLUENCE OF PSYCHOLOGY TO SPECIAL EDUCATION
How teachers nor parents used the concept of rewards, reinforcement, schedule
of reinforcement, punishment and conditioning are some areas explored in teaching and
learning process. However, will these principles apply to learners with special conditions
and needs? These are some of the aspects this lesson will be discussed.
In the study Al-Shammari, Faulkner and Forlin (2019), on the theory based
special education practices, they examine of behaviorism, cognitivism, and
constructivism that are considered to underpin the theory and practice of inclusive
education. They argued that education practices related to the inclusion of students
with special educational needs can be derived from each of the three theoretical
perspectives. By adopting an eclectic approach to the use of theory-driven inclusive
education, we suggest that inclusive education practices best serve the needs of all
students, including those with special needs.
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning and
Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of Special
Education
Department of Education - Special Education Division. Policies and Guidelines
for Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children
with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional learners:an
introduction to special education, 13th edition.Boston:Pearson
Inciong, T,,Quijano, Y., Capulong, Y.(2013) Introduction to Special Education . Rex
Printing Company Inc., Manila
LESSON 2: THE HISTORICAL FOUNDATIONS
Pre discussion
Historically, the interest to educate Filipino children with disabilities was
expressed more than a century ago. In 1902 during the American regime, the General
Superintendent of Education, Mr. Fred Atkinson, reported to the Secretary of Public
Instruction that deaf and blind children were found in census of school-aged children in
Manila and nearby provinces. He proposed that these children be enrolled in school like
the other children. However, it was not until 1907 when the special education program
formally started in the country.
WHAT TO EXPECT: At the end of the lesson you can:
1.
discuss significant events relevant to the implementation of special education in
the Philippines.
2.
evaluate the influence of history to special education.
LESSON OUTLINE
Historical Perspective of Special Education
History always has its own significant influence to education. This is also true in
Special Education. Internationally, history of special education begins with the
18th century. Before that time, persons with disabilities were not taken in consideration,
and were often mistaken as being possessed by evil powers, cursed, or simply stupid.
With the beginning of the 18th century, and also of the period known as the
Enlightenment, ideas about education started to arise.
This period influenced Special Education is many ways. To start, Jean Jacques
Rousseau (1712-1778) publishes his Emile, a book about the education of children.
According to Rousseau, learning should happen in agreement with a child’s cognitive
speed, with minimal outer stimuli from society, which is known for praising social roles,
and wealth. This idea of teaching children in their own pace set the ground for many
educators.
Special education has its historical roots deeply embedded in the medical model,
a domain which focuses on the diagnosis of disease and not the articulation of degrees
of wellness. A look at the pioneers of special education in the 20th century reveals a
very different list from the thinkers.
This includes eugenicist Henry H. Goddard, who coined the diagnostic term
"moron" in 1910; neuropathologist Samuel Orton, who, in 1925, asked teachers to refer
students to him "who were considered defective or who were retarded or failing in their
school work"; neuropsychiatrist Alfred A. Strauss, who in the 1940s at Wayne County
Training School in Michigan worked out the psychopathology of "minimal brain injury";
and psychologists Samuel Kirk and William Cruickshank, who "invented" the term
"learning disability" in 1963 in a Chicago hotel room. (I heard Cruickshank say as much
in a lecture in Montreal in the mid-1970s, although apparently Kirk had used the term a
year. The development of special education during those times were more on the
stigma brought by this condition (Armstrong, 2013)
In the Philippines, the interest to study special education started during the
American regime. It was in 1902 when General Superintendent in Education, Mr. Fred
Atkinson made a report to the Secretary of Public Instruction that there were deaf and
blind children found in the census in Manila and nearby provinces. He proposed that
these children should also be in school like the other children. Ms. Delight Rice was the
first administrator and teacher in special education.
SUMMARY OF THE SIGNIFICANT EVENTS IN THE HISTORY OF SPECIAL
EDUCATION IN THE PHILIPPINES
1902 - The interest to educate Filipino children with disabilities was expressed
through Mr. Fred Atkinson, the General Superintendent of Education.
1907 - Special Education was formally started in the country by establishing the
Insular School for the Deaf and Blind in Manila.
1927 - The government established the Welfareville Children’s Village, a school for
people with mental retardation in Mandaluyong.
1945 - The National Orthopedic Hospital School for the Crippled Children and
Youth
is established.
1949 - Quezon City Science High School was inaugurated for gifted students.
1950 - PAD opened a school for the children with hearing impairment
1953 - The Elsie Gaches Village was established in Alabang to take care of the
abandoned and orphaned children and youth with physical and mental
handicaps.
1956 - Special classes for the deaf in regular class were implemented.
1957 - The Bureau of Public Schools of the Department of Education and Culture
created the Special Education Section of the Special Subjects and Service
Education.
1960 - Some private college and universities started to offer special education
courses on graduate school curriculum
1963 - With the approval of R.A. No. 3562, the training of DEC teacher scholars for
blind children started at the Philippine Normal University.
1965 - Marked the start of training programs for school administrators on the
supervision of special classes held at UP
1969 - Classes for socially maladjusted children were organized at the manila
Youth
Reception Center
1970 - Training of teacher for Children with behavior problems started at the
University of the Philippines
1973 - The juvenile and domestic Relations Court of Manila established the
Tahanan Special School for the socially maladjusted children and youth.
1975 - The Division of Manila City Schools implemented the Silahis Concept of
Special Education in public elementary schools.
1979 - The Bureau of Elementary Education Special Education unit conducted a twoyear nationwide survey if unidentified exceptional children who were I
n school.
1980 - The School for the Crippled Children at the Southern Island Hospital in
Cebu
City was organized.
1990 - The Philippine institute for the Deaf, an oral school for children with
hearing impairment was established.
1992 - The summer training for teacher of the visually impaired started at the
Philippine Normal University
1993 - DECS issued Order No. 14 that directed regional officers to organize the
Regional Special Education Council (RESC)
1995 - The summer training for teachers of the hearing impaired was held at
Philippine Normal University
1998 - DECS order No. 5 “Reclassification of Regular teacher and principal items
to SPED teacher and special schools principal item"
1999 - DECS order no. 33 “Implementation of administrative order no. 101
directing the Department of Public Works and highways, the DECS and the
CHED to provide architectural facilities or structural feature for
disabled persons in
all state college, universities and other buildings
2000 - DECS Order No. 11, s. 2000 - Recognized Special Education (SPED)
Centers in the Philippines
2002 - An ongoing mobile teacher–training program by the Department of Education
and the University of the Philippines trains regular and special
education teachers
on how to educate children with special needs.
2007- Special Education Act of 2007 identifies ten groups of Children with Special
Needs
2009 - DepEd under its wing had 217 SPED Centers that cater to the needs of
children with special abilities. The department issued Braille textbooks to help
especially visually impaired children.
2010 - Special Education Act of 2010, An act establishing at least one Special
Education center for each school division and at least three Special
Education centers in big school divisions for children with special needs,
guidelines for government financial assistance and other incentives and
support
2012 - DepEd has increased the funding for its Special Education program and is
set to open new centers
2013 - DepEd organized a National Conference for SPED Teachers to sharpen their
skills
To summarize, the different contributions and landmarks of history made
significant impact and results to the development of special and inclusive education in
the Philippines and worldwide.
Assessment:
1. Make a concept map on the significant events/contribution of history of special and
inclusive education.
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning and
Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of Special
Education
Department of Education - Special Education Division. Policies and Guidelines
for Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children
with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional learners:an
introduction to special education, 13th edition.Boston:Pearson
Inciong, T,,Quijano, Y., Capulong, Y.(2013) Introduction to Special Education . Rex
Printing Company Inc., Manila
LESSON 3: THE LEGAL BASES OF SPECIAL AND INCLUSIVE
EDUCATION
Pre discussion
Have you heard or known a child or an individual with special need rejected to
enroll in a school or a child with special need not allowed in malls?
These are some of the challenges that special education is facing how to stop the
stigma to persons with special needs.
Have you heard or known a child or an individual with special need rejected to
enroll in a school or a child with special need not allowed in malls?
These are some of the challenges that special education is facing how to stop the
stigma to persons with special needs.
WHAT TO EXPECT: At the end of the lesson the students can
1.
discuss the legal bases of special education.
2.
explain the importance of legislation in the development of special
education
LESSON OUTLINE
The practice of inclusive and special needs education does not only include
students with disabilities. Gifted and talented students are also included as one of its
target populations. To use a more descriptive but non-stigmatizing term, the Technical
Committee on Special Education also proposes the use of the term ‘students with
additional needs’ to refer to students with disabilities and those are gifted and talented.
This is in recognition that all students with or without disabilities have common needs
but some of them will have additional needs.
Department of Education mandate is “shall protect and promote the
rights of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all.”
-Article 14, Section 1 of the Philippine Constitution
Special education in the Philippines is anchored on the fundamental legal
documents that present a chronology of events on the growth and development of the
program. The First legal basis of the care and protection of children with disabilities was
enacted in 1935. Articles 365 and 259 of commonwealth Act No. 3203 asserted “the
right of every child to live in atmosphere conducive to his physical, moral and intellectual
development” and the concomitant duty of the government “to promote the full growth of
the faculties of every child.”
Republic Act No. 3562, “An Act to Promote the Education of the Blind in the
Philippines” on June 21, 1963 provided for the formal training of special education
teachers of blind children at the Philippine Normal college, the rehabilitation of the
Philippine National School for Blind (PNSB) and the establishments of the Philippine
Printing House for the Blind.
Republic Act No. 5250, “An Act Establishing a Ten-Year Teacher Training
Program for Teachers of Special and Exceptional children” was signed into law in 1968.
The law provided for the formal training of teachers for deaf, hard-of-hearing, speech
handicapped, socially and emotionally disturbed, mentally retarded and mentally gifted
children and youth at the Philippine Normal College and the University of the
Philippines.
The 1973 constitution of the Philippines, the fundamental law of the land,
explicitly stated in section 8, Article XV the provision of “a complete, adequate and
integrated system of education relevant to the goals of national development.” The
constitutional provision for the universality of educational opportunities and the
education of every citizen as a primary concern of the government clearly implies the
inclusion of exceptional children and youth.
In 1975 Presidential Decree No. 603, otherwise known as the child and youth
welfare Code was enacted. Article 3 on the rights of the children provides among others
that “the emotionally disturbed or socially maladjusted child shall be treated with
sympathy and understanding and shall be given the education and care required by his
particular condition.” Equally important is Article 74 which provides for the creation of
special classes. Thus, “where needs warrant, there shall be at least special classes in
every province, and if possible, special schools for the physically handicapped, the
mentally retarded, the emotionally disturbed and the mentally gifted. The private sector
shall be given all the necessary inducement and encouragement.”
In 1978, Presidential Decree No. 1509 created the National Commission
Concerning Disabled Persons (NCCDP). It was renamed as National Council for the
Welfare of Disabled Persons. (NCWDP).
The Education Act of 1982 or Batas Pambansa Bilang 232 states that the state
shall promote the right of every individual to relevant quality education regardless of
sex, age, breed, socioeconomic status, physical and mental condition, social and ethnic
origin, political and other affiliations. The state shall therefore promote and maintain
equality of access to education as well as enjoyment of the benefits of education by its
entire citizen.”
Section 24 “Special Education Service” of the same law affirms that “the state
further recognizes its responsibility to provide, within the context of the formal education
system services to meet special needs of certain clientele. These specific types shall be
guided by the basic policies of state embodied on General Provision of this Act which
include: (2) “special education, the education of person who are physically, emotionally,
socially, culturally different from so-called ‘normal’ individuals that they require
modification of school practices/services to develop to their maximum capacity.
In 1983, Batas Pambansa Bilang 344 was enacted. The Accessibility Law, “An
Act to Enhance the Mobility of Disabled Person” requires cars, buildings, institutions,
establishment and public utilities to install facilities and other devices for persons with
disabilities.
The 1987 Constitution of the Philippines cities the right exceptional children to
education in Article XIV. Section 1 declares that the state shall protect and promote the
right of all citizens to quality education at all levels and shall take appropriate steps to
make such education accessible to all. Section 2 emphasizes that “the states shall
provide adult citizens, the disable and out-of-school youth with training in civics,
vocational efficiency and other skills.
In 1989, R.A. No. 6759 was enacted. The Law declared August 1 of each year
as “White Cane Safety Day in The Philippines.” Blind person use the cane in travelling.
In 1992, R.A. No. 7610 was enacted. The law is “An Act Providing for Strong
Deterrence and Special Protection against Child Abuse, Exploitation and Discrimination,
Providing Penalties for Its Violation and Other Purposes.”
In the year 2000, Presidential Proclamation No. 361 set new dates for the
National Disability Prevention and Rehabilitation Week Celebration on the third week of
July every year which shall culminate the birth of the Sublime Paralytic Apolinario
Mabini.
The year 2004, ushered in a landmark legislation spearhead by the Department
of Health. Republic Act No. 9288 otherwise known as “The Newborn Screening Act of
2004” is based on the premises that a retarded child could have been normal. A drop of
blood can save the baby from mental retardation and death. Newborn screening is the
very simple test that should be given to the baby twenty-four hours after birth.
Assessment:
GROUP ACTIVITY: OUR SCHOOL POLICY.
1. Write policy statement/s of a school for students with special needs.
2. Explain what legal bases could support the policy statement that you have for your
school.
Self - Reflection
1. As s student teacher, will you accept a student with special need in your class?
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning and
Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of Special
Education
Department of Education - Special Education Division. Policies and Guidelines
for Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children
with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional learners:an
introduction to special education, 13th edition.Boston:Pearson
Inciong, T,,Quijano, Y., Capulong, Y.(2013) Introduction to Special Education . Rex
Printing Company Inc., Manila
LESSON 4: PREVALENCE OF CHILDREN AND YOUTH WITH SPECIAL
NEEDS
Pre discussion
WHAT TO EXPECT: At the end of the lesson the students can:
1.
explain the prevalence of children and youth with special needs.
Activity : Read the link https://www.manilatimes.net/2017/02/26/news/top-stories/600schools-cater-children-special-needs-deped/314217/ Over 600 schools cater to children
with special needs –DepEd . Neil Alcober. February 26, 2017
Questions are based on the article/link. Use a table/matrix to represent your answer to
the following questions.
1.
What is the estimate of the enrolled learners with special needs in the basic
education?
2.
What are the different services/program of DepED for the learners with special
needs?
Prevalence refers to the total number of cases of a particular condition, in this
chapter, those with exceptionality (giftedness and talent) and developmental disabilities
and impairments. Prevalence is viewed in two ways (Grossman, 1983 cited in BierneSmith, 2002). Identifiable prevalence refers to the cases that have come in contact with
some system. The number of children and youth with special needs is derived from the
census data. On the other hand, true prevalence assumes that there are larger number
of children and youth with special needs who are in school or in a community who have
not been identified as such and are not in the special education programs of the
Department of Education. Meanwhile, the word incidence which is considerably
synonymous is some contexts with the term prevalence, refers to the number of new
cases identified within a population over a specific period of time.
Assessment
1. With the present prevalence of learners with special needs in the basic education,
could DepEd and private schools cater all their needs?
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning and
Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of Special
Education
Department of Education - Special Education Division. Policies and Guidelines
for Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children
with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional learners:an
introduction to special education, 13th edition.Boston:Pearson
Inciong, T,,Quijano, Y., Capulong, Y.(2013) Introduction to Special Education . Rex
Printing Company Inc., Manila
LESSON 5: INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL
NEEDS
Pre discussion
The Department of Education envisioned that “Filipinos who passionately love
their country and whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation. As a learner-centered public
institution, the Department of Education continuously improves itself to better serve its
stakeholders.”
It is also envisioned that the child with special needs will get full parental and
community support for his/her education without discrimination of any kind. This special
child should also be provided with a healthy environment along with leisure and
recreation and social security measures
DepEd Handbook on Inclusive Education 2000
By 2022, we will have a nation-loving and competent lifelong
learners able to respond to challenges and opportunities through the delivery of quality,
accessible, relevant and liberating K to 12 program by a modern, professional, proactive, nimble, trusted and nurturing DepEd
WHAT TO EXPECT : At the end of the lesson the student can:
1. explain the concept of inclusive education
2. identify learners who can be in inclusive education
What is inclusive education?
Inclusion describes the process by which a school accepts the children with
special needs for enrollment in regular classes where they can learn side by side with
their peers. The school organizes its special education program and includes a special
education teacher in its faculty. The school provides the mainstream where regular
teaches and special education teachers organize and implement appropriate programs
for both special and regular students.
What are the salient features of Inclusive education?
Inclusion means implementing and maintaining warm and accepting classroom
communities that embrace and respect diversity and differences. Teachers and student
take active steps to understand individual differences and create an atmosphere of
respect.
Inclusion implements a multilevel, multimodality curriculum. This means that
special needs students follow an adapted curriculum and use special devices and
materials to learn at a suitable pace.
Here are some collaborative activities that take place in the regular classroom.
 If the class discussing activities on saving the environment, the deaf student can
work on collage of the pictures on the topic.
 Prompts or cues are added to learning task to assist children with mental
retardation in task performance. Prompts can be verbal, visual or physical. If a
student’s confuses in addition and subtraction symbol, the teacher might encircle
the symbols, make them large and write them in red (visual); o remind students
“check each other’s wok to see whether its addition or subtraction problems”
(verbal); or draw a √ o X on the arm of the students to signal whether his/her
response is correct or wrong (physical). Inclusion involves parents, families and
significant others in planning meaningful ways for students with special needs to
learn in the regular class with their normal peers.
LESSON 6: Support Services for Children with Special Needs
Pre discussion
At least two types of support services are extended to children with special
needs:
1. While the SPED program can implement only the screening and informal assessment
so that the child can be enrolled in the program as early as possible, referral services
are solicited from medical and clinical specialist as soon as possible. Some of the
specialists are:
 Clinical psychologist. School psychologist. Psychometrician for psychological
testing.
 Medical doctor and dentist for a general checkup of all children.
 Ophthalmologist for all children especially those with blindness and low vision.
 Otologist or otolaryngologist for all children especially with hearing loss,
deafness, language and speech disorders.
 Neurologist and child psychiatrist for children with mental retardation, learning
disabilities and emotional-behavioral disorders.
 Speech therapist for all children with language and speech problems.
 Physical and occupational therapist for all children especially those with physical
Disabilities.
 Interpreter for the deaf who communicates verbal activities to deaf children
through speech reading, sign language and gesture.
 Orientation and mobility instructor who teaches independent travel techniques to
blind children.
2. Assistive devices are specialized instructional and learning materials and
equipment that enable children with special needs to function efficiently. Some of the
assistive devices are:
 For blind students: Braille writer, Braille slate and stylus, Braille books, Braille
watch, Braille ruler and tape measure, Braille calculator, arithmetic slate,




computer with voice synthesizer, embossed materials, manipulative materials,
talking books, tape recorder, Braille paper
For low vision students: large print book, large print typewriter, magnifying
lenses, grade 1lined paper;
For deaf students: individual hearing aid, sign language book, speech kit, wall
mirror, speech trainer, group hearing aid;
For children with mental retardation: teacher made materials specific to the
individual Education Plan (IEP) on the functional curriculum and adaptive
behavior skills; and
For the children with physical disabilities: mobility devices such as wheel chair,
braces and splints; adjustable desk, table and chair; communication aids for clear
speech, adapted computer system.
Range of special Education Programs and Services
An array of special education programs and services are available in
the country. These are offered by public schools and private institutions.
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 a school. A SPED principal
administers the center following the rules and regulations for a regular school.
The special education teaches manage special or self-contained classes,
assessment, parent education, guidance and counseling and advocacy
programs to promote the education of children with special needs in regular
schools. The SPED teacher functions both as a teacher and tutor as well as a
consulting teacher to the regular school in planning and implementing
appropriate for the maximum participation of the special children in the
regular class.
2. The special class or self-contained class is the most popular type among
the special education programs. A special class composed of pupils with the
same exceptionality or disability. The special education teacher handles the
special class in the Special Education Center or resource room. Thus in
public and private regular schools, there are special classes for children with
mental retardation, giftedness and talent, hearing impairment, visual
impairment learning, learning disabilities, or behavior problems.
3. Integration and mainstreaming programs have allowed children and youth
with disabilities to study in regular classes and learn side by side with their
peers for the last forty years. Integration is the term used earlier. At the
present, when it is no longer unusual to find blind, deaf and even mentally
retarded students participating in regular activities at certain periods of the
school day, the preferred term is mainstreaming. There are two types of
mainstreaming. In partial mainstreaming children who have moderate or
severe forms of disabilities are mainstreamed in regular classes in subject like
Physical Education, Home Technology and Music and Arts. In full
mainstreaming, the children with disabilities are enrolled in regular classes
and recite in all the subjects. A special education teacher assists the regular
teacher in teaching the children with special needs. Likewise, the SPED
teacher gives tutorial lessons at the SPED Center or resource room. The best
model of mainstream special education program exemplified the Division of
Manila City Schools. Built around the Silahis Concept of Special Education or
“rays of the sun,” fifteen (15) elementary schools have developed
mainstream programs that are supplemented with resources room activities.
4. The special day school serves one or more types of disabilities. The special
education classes taught by the trained teachers. Aside from special
education, a comprehensive array of services is available or arranged, such
as medical, psychological and social services. Examples of special day
schools are the Southeast Asian Institute for the Deaf (SAID) and the St. John
Maria Vianney Special School for the Mentally Retarded in Quezon City.
5. The residential school provides both special education and
dormitory
services for its students. Complementing the curricular
programs are house parent services, diagnostic services,
guidance
and
counseling, recreation and
social activities. The school for the
Deaf and
Philippines National School for the blind in Pasay City and the Elsie Gaches Village
School for Children with Mental Retardation in Alabang are example of residential
Schools
Assessment:
1. What can a person with disabilities do despite their handicaps?
2. Recall and write short vignettes about person with disabilities you know, have a met
or heard about. How they overcome their disabilities? Share your articles with other.
Enrichment
1. Revisit the special class you went to earlier. Find out from the teacher how inclusive
education is implemented. Write your impression about this type of special education
service delivery mode.
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning and
Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of Special
Education
Department of Education - Special Education Division. Policies and Guidelines
for Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children
with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional learners:an
introduction to special education, 13th edition.Boston:Pearson
Inciong, T,,Quijano, Y., Capulong, Y.(2013) Introduction to Special Education . Rex
Printing Company Inc., Manila
CHAPTER 3 - Basic Concepts and Components of Special and
Inclusive Education
Overview
Over the years, the aspects of special and inclusive education have been put under the
microscope of the social model, which supports that disability is not an individual difficulty
but a problem caused by barriers in society (Nind& Seale, 2009).
Nowadays, inclusion and special education are the prevalent educational policy for the
instruction of students with disabilities or special educational needs in many countries
(Ferguson, 2008) established in the argument that all students should have equal learning
opportunities with the rest of the students in a „school for all‟ (Keil, 2012).
The notion of inclusion and its multi- level structure is high in the
educational agendas and has led to many educational reformations. Clifton (2004)
argues that “inclusion, and thereby participation, in the educational system, is more than
simply access to education.
LESSON 1 - MEANING OF SPECIAL EDUCATION AND CATEGORIES OF CHILDREN
WITH SPECIAL NEEDS
Pre discussion
It is said special education is tailored to meet the needs of students
with disabilities. The services and supports one child receives may be very different
from what another child receives. It‟s all about individualization. What‟s important is
giving kids the resources they need to make progress in school.
In this lesson let us discuss the meaning of special education to understand
it completely and the concept of individual educational plan or programs.
What to expect: after the lesson you can define special education and explain
the meaning of individually planned instruction for children with special needs.
Here are some of the definitions of special education:
What Is Special Education?
1. Current literature defines special education as individually planned
systematically implemented and carefully evaluated instruction to help exceptional
children to achieve the greatest possible personal self-sufficiency success in present and
future environments.
2. Special education refers to a range of educational and social services provided by the
public school system and other educational institutions to individuals with disabilities who are
between three and 21 years of age.
3. Special education is tailored to meet the needs of students with disabilities. The services
and supports one child receives may be very different from what another child receives. It‟s
all about individualization. What‟s important is giving kids the resources they need to make
progress in school
The definition may vary in some aspects according to the author however one thing
is common it is about fitting instruction or education to the individual need of the learner
with special needs.
Between 2012 and 2016, the number of school-age students covered under IDEA has
dramatically increased, rising from 5.67 million in 2011 to 5.83 million in 2014. Recent
statistics reveal the rapid growth in autism and similar disabilities account for much of the
growth being seen in special education. For example, the number of 6- to 21-year-olds
classified with autism increased a staggering 165 percent nationwide between the 2005-06
and 2014-15 school years. (Retrieved fromhttps://www.masters in-specialeducation.com/what-is-special-edu).
BASIC CONCEPTS OF SPECIAL EDUCATION
1. Individually planned instruction. In the United States, the law on Individuals
with disabilities Education Act (IDEA) requires that an individualized education
program (IEP) be developed and implemented for every special education student between
the ages of 3 and 21. The basic requirements of IDEA for all IEPs include statements of:
(1) the child‟s present performance, academic achievement, social adaptation, prevocational
and vocational skills, psychomotor skills, and self-skills; (2) annual goals describing the
educational performance to be achieved by the end of each school year; (3) short-term
instructional objectives presented in measurable, intermediate steps between the present
level of educational performance and annual goals; (4) specific educational services; and
(5)needed transition services from age 16 or earlier before the students leaves the school
setting.
The Principles of IDEA and IEP
The government or the state responsible for providing special education to their citizens. To
do so, they are expected to follow a set of principles:
1. Schools must educate all children with disabilities, regardless of the nature
or severity of the disability.
2. Schools must use a set of nonbiased methods of evaluation for determining if a child has a
disability. Testing and evaluation must not discriminate based on race, culture, or native
language.
3. All children with disabilities must receive a free, appropriate public education. An IEP must
be developed and implemented to meet the needs of children with disabilities. 4. Children with
disabilities must be educated with children without disabilities as much as possible. Students
can only be moved to separate classrooms or schools if they cannot receive an appropriate
education in a general education classroom.
5. Schools must have safeguards in place to protect the rights of children
with disabilities and their parents.
6. Schools must collaborate with parents and students when designing
and implementing special education services.
To qualify, children must fall under one of the 13 disabilities identified by IDEA:
a. Autism
b. Deafness
c. Emotional disturbance
d. Visual impairment, including blindness
e. Speech or language impairment
f. Orthopedic impairments
g. Hearing impairment
h. Intellectual disability
I Multiple disabilities
j. Traumatic brain injury
k. Other health impairment, including ADHD
l. Specific learning disability, including (among others) dyslexia, dyscalculia, and dysgraphia
Children eligible for IDEA must have a diagnosis for one or more of the
above named disabilities and, because of that disability, require special accommodations
to make academic progress. The criteria used for determining whether a child has
a specific learning disability includes:
2. Systematically implemented and evaluated instruction. Each type of children with
special education needs requires particular educational services, curriculum
goals, competencies and skills, educational approaches, strategies and procedures in
the evaluation of learning skills.
3. Personal self-sufficiency. An important goal of special education is to help the
child become independent from the assistance of the adults in personal maintenance
and development, home making, community life, vocational and leisure activities and travel.
4. The present environment refers to the current conditions in the life of the child
with disability. The present environment includes the family, the school, the
community where he/she lives, the institution in society that extends assistance and support
to the children and youth with special education needs such as the
government, nongovernment organizations, socio civic organizations and other groups.
5. The future environment is a forecast of how the child with disability can move on the
next level of education, from elementary to secondary school and to college or vocational
program, and finally, to the work place where he/she can be gainfully employed. Special
education helps the child in the transition from a student to a wage earner so that he she
can lead a normal life even if he or she has a disability.
In summary, special education works with the students with the different needs under
the principles and concept of IDEA and IEP that answer the real needs of this kind of
learners.
Assessment
1. Define in your own words special education. (5 points)
2. Explain individually planned of instruction in special education. (15 points)
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning
and Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of
Special Education
Department of Education - Special Education Division. Policies and Guidelines for
Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children with
Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional
learners:an introduction to special education, 13th edition.Boston:Pearson
Inciong, T., Quijano, Y., Capulong, Y.(2013) Introduction to Special Education. Rex
Printing Company Inc., Manila
What is special education.Retrieved from https://www.masters-in-special
education.com/what-is-special-education-2/
https://tandfonline.com.Inciong T., Quijano Y. (2013) Inclusion of Children
with Disabilities: The Philippine Experience. Asia Pacific Journal of Education.Vol.24
Lesson 2. The Exceptional Children or Youth with Special Needs Pre
discussion
Learners or students differ from one another to varying degrees. Learners may have
different learning styles, capabilities, interest, motivation and even in learning difficulty or
disabilities. However in some students the learning difficulties are more serious, and the
children deviate more significantly in one way or another. These are youth who are
exceptional in that their learning and behavior deviates significantly from the norm. They
may show differences in the physical, intellectual, communicative, social, or emotional
domains, or in some combination of these.
What to expect: after the lesson you can discuss who are the exceptional children and how
exceptional children benefit from special education.
Lesson Outline
Children and youth who have one or more of the condition among others, are called
exceptional children. The term exceptional children and youth covers those with mental
retardation, giftedness and talent learning disabilities, emotional and behavioral disorders,
communication disorder, deafness, blindness and low vision, physical disabilities, health
idmpairments and severe disabilities. These are children and youth who have experience
difficulties in learning the basic education curriculum to help them attain their full potential.
Exceptional children are also referred to as children with special needs (CSN). Like
the children and youth in elementary and secondary schools, the mental ability of exceptional
children or CSN may be average, below or above average.
Who are the exceptional children and youth with special needs?
Exceptional is the most inclusive term, since it encompasses gifted and
talented children as well as those who fall below the norm in some aspect of
functioning. However, terms such as handicaps, disabilities, impairments, atypical,
special needs, and at-risk are often used synonymously with exceptional, even though
the meanings are slightly different. Children with significant disabilities may be referred
to as developmentally delayed, developmentally disabled, having special
health management needs, medically fragile, technology dependent, or
severely handicapped. Two relatively new terms that refer to students with
multiple disabilities are dually diagnosed and comorbid.
These are four points of view about special education (Heward, 2003). 1.
Special education legislatively governed enterprises.
This point of view expressed in the legal bases of special education that are discussed in the
Chapter 1. Article IV, Section 1 and section 5, Article XIII, and Section 11 of the Philippine
Constitution guarantee that the state shall protect and promote the rights of all citizens to
quality education at all levels and shall take appropriate steps to make such education
available to all. The state shall provide adult citizens, the disabled and out of school youth
with training in civics vocational efficiency and other skills. The states shall adopt an
integrated and comprehensive approach to health and other social services available to all
people at affordable cost. There shall be priority to the needs of the underprivileged, the sick
the elderly, the disabled, women and children.
R.A 7277- The Magna Carta for Disable person- provides for the rehabilitation, selfdevelopment and self-reliance of disabled person and their integration into mainstream
society.
The Philippine Policies and Guidelines for special education provides that every child
with special needs has a right to an educational program that is suitable to his/her needs.
Special education shares with regular education basic responsibilities of the educational
system to fulfill the right of the child to develop his/her potential.
There are many other laws, memoranda and circulars that have been enacted the
years in support of special education.
2. Special education is a part of the country’s educational system.
Special education is a part of the Department of Education‟s basic educational program.
With its modest historical beginning in 1907, special education is now a major part of the
basic education program in elementary and secondary schools. The special Education
Division of the Bureau of Elementary Education formulates policies, plans and programs,
develops standards of programs and services. There are special education programs in
public and private schools in all the regions of the country. The government continuous to
grant scholarship to deserving school administrators and teachers to pursue the graduate
degrees at the Philippine National Normal University and the University of the Philippines. Inservice education programs are conducted to upgrade the competencies of administrators,
teachers and non teaching personnel. Networks and linkages in the country and overseas
are sustained.
3. Special education is teaching children with special needs in the least
restrictive environment.
In the final analysis, teaching is what special education is all about. From
this perspective, special education is defined in terms of the who, what, how and where
of its implementations.
WHO: the exceptional children or the children and youth with special education needs
are the most important person in special education. Then there are the school administrators,
the special education teachers, the regular teachers, the interdisciplinary teams of
professionals such as the guidance counselors, the school psychologist, the speech
therapist, physical and occupational therapist, medical doctors, and specialist who help
provide the specific services the exceptional children need.
WHAT: Every exceptional child needs access to differentiated and modified curricular
program to enable him/her to learn the skills and competencies in the basic education
curriculum. The individualized education program (IEP) states the annual goals, quarterly
objectives, strategies for teaching and evaluation of learning and the services the
exceptional child needs.
HOW: Children with mental retardation are taught adaptive skills and basic academic
content that are suitable to their mental ability. Gifted children are provided with enrichment
activities and advanced content knowledge so that they can learn more than what the basic
education curriculum offers. Most of them are in accelerated classes where they finish
elementary education in five years instead of six. Children who are blind learn Braille and
orientation and mobility or travel techniques. Children who are deaf learn sign language and
speech reading.
WHERE: There are several educational placements for these children. The most preferred
is inclusive education where they are mainstreamed in regular classes. Other types of
educational placements are special schools, residential schools, self contained classes,
homebound and hospital instruction.
4. Special education is purposeful intervention
Special education may be best described as a purposeful intervention designed to
overcome or eliminate the obstacles that keep children with disabilities from learning. In
other words, it is about providing children with disabilities with individualized plans
of instruction to help them succeed.
There are three, specific types of special education interventions:
a. Preventive Interventions: Preventive interventions are designed to prevent potential or
existing problems from becoming a disability. Special education in this form seeks to either
stop something from happening or reduce a condition that has been identified.
b. Remedial Interventions: Remedial interventions are designed to eliminate the effects
of a disability. They are generally used to teach children with disabilities skills that allow
them to function successfully and independently. They may be aimed at academic, social,
personal, and/or vocational goals.
c. Compensatory Interventions: Compensatory interventions involve teaching special
skills or using special devices to improve functioning. Compensatory intervention may be
best identified as teaching a child to perform a task or conquer a skill in spite of a
disability. It involves providing children with disabilities an asset that non-disabled children
do not need.
The concern of special education to exceptional learners too will reflect the
wide scope of this area in education. Individual differences, needs,
identification, classification of this kind of learners will be a great challenge to the teachinglearning process.
Assessment :
1. Compare and contrast two (2) exceptional condition of children. Show intervention that
is applicable to the condition. 20 points
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning
and Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of
Special Education
Department of Education - Special Education Division. Policies and Guidelines for
Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children with
Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional
learners:an introduction to special education, 13th edition.Boston:Pearson
Inciong, T., Quijano, Y., Capulong, Y.(2013) Introduction to Special Education. Rex
Printing Company Inc., Manila
Jung, L.A, Frey, N., Fisher, D., Kroener, J. 2019. Your Students, My Students, Our
Students. Retrieved fromwww.ascd.org/ASCD/pdf/books/jung2019.pdf
https://tandfonline.com.Inciong T., Quijano Y. (2013) Inclusion of Children
with Disabilities: The Philippine Experience. Asia Pacific Journal of Education.Vol.24
LESSON 3: The Basic Terms in Special Education: Developmental Disability, Impairment or Disability
Handicap and At Risk
Pre discussion
Understanding the basic terminologies use in special and inclusive education is important to deliver the correct
message to the reader, listener and to anybody involve in area of education. Maybe by knowing these basic terms
may avoid misuse and labeling which is one of the goals of special and inclusive education.
WHAT TO EXPECT : After the lesson, you can explain and differentiate the basic terms in special education.
Lesson Outline:
All individuals have its developmental milestone. Skills such as taking a first step, smiling for the first time, and
waving “bye-bye” are called developmental milestones. Children reach milestones in how they play, learn, speak,
behave, and move (for example, crawling and walking).
Children develop at their own pace, so it‟s impossible to tell exactly when a child will learn a given skill. However, the
developmental milestones give a general idea of the changes to expect as a child gets older. But to children with
special needs this milestone could be thwarted or interrupted.
In this lesson you need to understand the basic terms that are related to developmental milestone of children.
1. Developmental disability refers to a severe, chronic disability of a child five years of age or older that is:
1. Attribute to a mental or physical impairment or a combination of mental and physical impairments;
2. Manifested before the person attains age of twenty two;
3. Likely to continue indefinitely;
4. Result in substantial functional limitations in three or more of the areas of major life activities such as self - care,
language, learning, mobility, self direction, capacity for independent living and economic self - sufficiency; and
reflects the person‟s needs for a combination and sequence of special care, treatment or other services that are
lifelong or of extended duration and are individually planned and coordinated (Beirne-Smith, 2002). This may have
impact day to day and usually last throughout a person‟s lifetime.
Commented [C1]: Commented [C2R1]: Commented [C3R1]:
2. Impairment or disability refers to reduced function o loss of a specific pat of the body or
organ. A person may have disabilities such as blindness or low vision, deafness or hard of
hearing condition, mental retardation, learning disabilities, communication disorders,
emotional and behavioral disorders, physical and health impairments and severe disabilities.
This disabilities or impairments limit or restrict the functions of a particular organ of the body.
In case sensory disabilities-blindness and deafness- vision or sight and audition or hearing do
not function normally and restrict the person‟s seeing and hearing. The speech mechanism is
impaired in communication disorders and causes the person to have voice problems,
improper rhythm and timing in speech even stuttering. The skeletal and nervous systems are
impaired in cases of physical and health impairments and severe disabilities. The results are
crippling conditions, cerebral palsy and other physical disabilities. Impairment and disability
are used interchangeably.
3. Handicap refers to a problem a person with a disability or impairment encounters when
interacting with people, events and the physical aspects of the environment. For example, a
child with low vision or blindness cannot read the regular print of textbooks. The child either
reads books that are published in large print or transcribed into Braille. A child who is hard of
hearing or who suffers from deafness cannot hear regular conversation and uses a hearing
aid and reads the lips of the speaker. A child has physical disability such as a crippling
condition cannot walk normally and uses wheelchair, braces or artificial limbs. However, it
must be remembered that is that a disability may pose a handicap in one environment but
not in another. A wheelchair bound child with a physical disability may not be able to compete
with his classmates in the Physical Education class, but may excel in Mathematics, Science
and other academic subjects.
4. At Risk refers to children who have greater chances than other children to develop a
disability. The child is in danger of substantial development delay because of
medical, biological, or environmental factors if early intervention services are not provided.
Down syndrome occurs during the early phase of pregnancy when one parental
chromosome fails to separate at conception resulting in the child‟s forty-seven chromosomes
instead of normal forty-six or twenty-three pairs. At birth, infant has abnormal
physical characteristic and mental retardation. The fetus in the womb of a woman who
consumes alcohol heavily and chain-smokes, or takes prohibited is at risk for brain injury
that causes disabilities. If disability runs in the family, the fetus may inherit it and the
infant will be born with disability. Children may meet accidents; suffer from certain
diseases, malnutrition and other environmental deprivations that can lead to disabilities.
Knowing these basic terms in special education will allow every person to handle
these conditions with respect and accurate use of terms in this area of education.
Assessment :
1. Distinguish the different basis terms in special education. Use a matrix to present it. 25
points:
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning
and Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of
Special Education
Department of Education - Special Education Division. Policies and Guidelines for
Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children with
Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional
learners:an introduction to special education, 13th edition.Boston:Pearson
Inciong, T., Quijano, Y., Capulong, Y.(2013) Introduction to Special Education. Rex
Printing Company Inc., Manila
Jung, L.A, Frey, N., Fisher, D., Kroener, J. 2019. Your Students, My Students, Our
Students. Retrieved fromwww.ascd.org/ASCD/pdf/books/jung2019.pdf
Winzer, M. Children With Exceptionalities in Canadian
Classroom.2010. Pearson.Retrieved from
https://wps.pearsoned.ca/ca_ph_winzer_children_8/66/16943/4337612.cw/index.html
https://tandfonline.com.Inciong T., Quijano Y. (2013) Inclusion of Children
with Disabilities: The Philippine Experience. Asia Pacific Journal of Education.Vol.24
Lesson 4 : Categories of Children at Risk
Pre discussion
A child with an exceptionality is different from the average student in some or many areas of
functioning, the study of children with exceptionalities is the study of differences. However,
children with exceptionalities do not differ in every way from their
normally developing peers, and it would be wrong to focus the study of these
children solely on differences (Pearson, 2019).
WHAT TO EXPECT: After the lesson you can discuss and differentiate the categories
of children at risk.
Lesson Outline
Children with established risk are those with cerebral palsy, Down syndrome, and
other conditions that started during pregnancy. Children with biological risk are those who
are born prematurely, underweight at birth, whose mother contracted diabetes or rubella
during the first trimester of pregnancy, or who had bacterial infections like meningitis and
HIV. Environmental risk results from extreme poverty, child abuse, absence of adequate
shelter and medical care, parental substance abuse, limited opportunities for nurturance and
social stimulation.
What are Categories of Exceptionalities among Children and Youth with
Special Needs?
1. Mental retardation refers to substantial limitations in present functioning. It
is characterized by significantly sub-average intellectual functioning,
existing concurrently with related limitations in two or more of the following
applicable adaptive skill areas: communication, self-care, home living, social skills,
2. Community use, self-direction, health and safety, functional academics, leisure and work.
Mental retardation manifests before age 18 (American Association of Mental
Retardation, 1992).
2. Giftedness and talent refers to high performance in intellectual, creative or artistic areas,
unusual leadership capacity, and excellence in specific academic field (US Governance).
Giftedness refers to the traits of above-average general abilities, high level task commitment,
and creativity (Renzulli, 1978). Giftedness emphasizes talent as the primary defining
characteristic (Feldhusen, 1992). Giftedness shows in superior memory, observational
powers, curiosity, creativity, and ability to learn (Piirto, 1994).
3. Specific Learning Disability means a disorder in one or more of the
basic psychological processes involved in understanding r in using language, spoken
or written, which may manifest itself in an imperfect ability to listen, think, speak,
read, write, spell or to do mathematical calculations. The term includes such conditions
as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia. The tem does include children who have learning
problem which are primarily the result of visual, hearing or motor handicaps, of mental
retardation or of environmental, cultural, or economic disadvantages (US Office
of Education).
4. The term emotional and behavioral disorders means a condition exhibiting one
or more of the following characteristics over a long period of time and to marked
degree, which adversely affects educational performance: (a) an inability to learn which
cannot
be explained by intellectual, sensory, and health factors; (b) an inability to build or maintain
satisfactory interpersonal relationship with peers and teachers; (c) inappropriate types of
behavior or feelings under normal circumstances; (d) a general pervasive mood of
unhappiness or depression; or (e) a tendency to develop physical symptoms or fears
associated with personal or school problems. The term includes children who are
schizophrenic (or autistic). The term does not include children who are socially maladjusted
unless it is determined that they are seriously emotionally disturbed (US Department of
Education).
5. Speech and language disorder or communication disorder exist when the impact that
a communication pattern has on a person‟s life meets any one of the following criteria: (a) the
transmission and/or perception of messages is faulty; (b)the person is placed at an economic
disadvantage; (c) the person is placed at a learning disadvantage; (c) there is negative
impact on the persons emotional growth; (d) the problem causes physical damage or
endangers the health of the person (Emerick and Haynes, 1986)
6. Hearing impairment is a genetic term that includes hearing disabilities ranging from mild
to profound, thus encompassing children who are deaf and those who are hard of hearing. A
person who is deaf is not able to use hearing to understand speech, although he or she may
perceive some sounds. Even with a hearing aid, the hearing loss too great to allow a deaf
person to understand speech through the ears alone. A person who is hard of hearing has a
significant hearing loss that makes some special adaptations necessary (Paul and Quigley,
1990, cited in Heward, 2003).
7. Students with visual impairment display a wide range of visual disabilities – from total
blindness to relatively good residual (remaining) vision. There is visual restriction of sufficient
severity that it interferes with normal progress in a regular educational program without
modifications (Scholl, 1986, cited in Hewad, 2003). A child who is blind is totally without sight
or has a little vision that he or she learns primarily through the other senses, such as touch
and read Braille. A child with low vision is able to learn through the visual channel and
generally learns to read print.
8. Physical impairment may be orthopedic impairments that involved the
skeletal system that involve the skeletal system – the bones, joints, limbs, and
associated muscles. Or, they may be neurological impairments that involve the nervous
system
affecting the ability to move, use, feel, or control certain parts of the body.
Health impairments include chronic illnesses, that is, they are present over long periods
and tend not to get better or disappear.
9. The term severe disabilities generally encompass individuals with severe and profound
disabilities in intellectual, physical and social functioning. Because of intensity of their
physical, mental or emotional problems, or a combination of such problems, they need highly
specialized educational, social, psychological and medical services beyond those which are
traditionally offered by regular and special education programs in other to maximize their
potential for useful and meaningful participation in society and self fulfillment. Children and
youth with severe disabilities include those who are seriously emotionally disturbed,
schizophrenic, and autistic, profoundly and severely mentally retarded, deaf-blind, mentally
retarded-blind and cerebral-palsied-deaf (US Department of Education).
Labels and names that were derogatory were used in the past to describe people
with physical deformities, mental retardation and behavior problems. These
demeaning terms that are not used anymore are “imbecile, moron, idiot, mentally deficient,
dunce and fool.” Even words “mute” and “dumb” are unacceptable to describe persons
who manifest speech and language problems as a result of deafness.
It is Correct to Use Disability Category Labels?
There are two points of view regarding the use of labels to describe children and youth with
disabilities. He first point of view frowns on labeling these children as mentally retarded,
leaning disabled, emotionally disturbed, socially maladapted, blind, deaf, or physically
disabled. Use of disability labels calls attention to the disability itself and overlooks the more
important and positive characteristics of the person. These negative labels cause the “spread
phenomenon” to permeate the mind of the able-bodied persons. The disability becomes the
major influence in the development of preconceived ideas that tend to be negative, such as
helplessness, dependence and doom to a life of hopelessness. The truth is, persons with
disabilities are first and foremost human beings who have the same physical and
psychological needs like everybody else. They need to be long, to be love, to be useful.
The second and less popular point of view is that it is necessary to use
workable disability category labels in order to describe the exceptional learning needs
for a systematic provision of special education services.
Nevertheless, decade‟s research and debates on the issue have not arrived at any
conclusive resolution of labeling problem. A number of pros and cons have been advance
by various specialists and educators (Hewad, 2003).
Assessment:
1. Choose two (2) from the different categories of children at risk. Make a checklist as to its
characteristics and risks. 30 points.
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning
and Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of
Special Education
Department of Education - Special Education Division. Policies and Guidelines for
Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children with
Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional
learners:an introduction to special education, 13th edition.Boston:Pearson
Inciong, T., Quijano, Y., Capulong, Y.(2013) Introduction to Special Education. Rex
Printing Company Inc., Manila
Jung, L.A, Frey, N., Fisher, D., Kroener, J. 2019. Your Students, My Students, Our
Students. Retrieved fromwww.ascd.org/ASCD/pdf/books/jung2019.pdf
Winzer, M. Children With Exceptionalities in Canadian
Classroom.2010. Pearson.Retrieved from
https://wps.pearsoned.ca/ca_ph_winzer_children_8/66/16943/4337612.cw/index.html
https://tandfonline.com.Inciong T., Quijano Y. (2013) Inclusion of Children
with Disabilities: The Philippine Experience. Asia Pacific Journal of Education.Vol.24
LESSON 5 - Components of Special Needs Education and Processes
Involved Within and Across These Components
Pre discussion
Although special education in the country started 94 years ago, in many respects, the
demands and needs of this program have not changed. The advent of the 21 st century
requires new perspectives and directions in special education to meet the needs of the
disadvantaged children against the persistent challenges and demands of the new
millennium (Ebol, 1999).
Inclusion and special needs education are the common approaches in
handling special education. In inclusive education means that all students in a
school, regardless of their strengths or weaknesses in any area, become part of the
school community. However, there are some individuals who by virtue of their physical
and mental abilities require a more relevant or appropriate instruction than is
usually available within formal and informal educational structures. This is called special
needs education.
WHAT TO EXPECT: After the lesson you can discuss the components and processes of
special need education among the components.
Lesson Outline
Special Needs Education is education for students with disabilities, in consideration
of their individual educational needs, which aims at full development of their capabilities
and at their independence and social participation.
This field of Special Needs Education encompasses heterogeneous groups
who demand varied services: visually impaired, hearing impaired, mentally
retarded, orthopaedic handicapped, children with behaviour disorders, gifted or talented
and finally the learning disabled or children with learning difficulties.
The first of these, held in Jomtein, Thailand in 1990, promoted the idea of „education for all‟,
this was followed in 1994 by a UNESCO conference in Salamanca, Spain, which led to a
Statement that is being used in many countries to review their education policies. The
Salamanca Statement proposes that the development of schools with an „inclusive‟
orientation is the most effective means of improving the efficiency and ultimately the costeffectiveness of the entire education system. Inclusion is a collaborative process among
students, parents, and educators which enables students with and without disabilities to learn
together in the same class to the greatest extent possible utilizing appropriate support
services
Before every disability will have a separate school like school for the blind, school for
the deaf and the like. However with the increasing number of learners with disabilities
To realize the successful implementation of special and inclusive education, these important
components and processes are to be considered and understood. In the Department Order
of Deped s. 2009, the following components are given emphasis.
1. 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.
2. 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. 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.
3. 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-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-onone 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.
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.
4. These components are included in the School Improvement Plan
(SIP) particularly in the DepEd (DepED DO 7, 2009).
In the “Bill of Rights of children and families with disabilities” (Public Law 94142), these six major components or guarantees that have forever changed the landscape
of education across the United States. These components include:
1. A free appropriate public education (FAPE). All children, regardless of the severity of the
disability, must be provided an education appropriate to their unique needs at no cost to the
parent(s)/guardian(s). Included in this principle is the concept of related services, which
requires that children receive other services as determined educationally necessary to
benefit from special education. These related services may include occupational therapy,
physical therapy, orientation and mobility instruction, and a host of other support services
for the student.
2. The least restrictive environment (LRE). Learners with disabilities are to be educated,
to the maximum extent appropriate, with students without disabilities. Placements must
be consistent with the pupil‟s education needs. Each state is required to provide a full
continuum of alternate placements.
3. An individualized education program (IEP). In IEP, developed with
the parent(s)/guardian(s), is an individually tailored statement describing an educational
plan for each learner with exceptionalities. The IEP is required to address: (1) the present
level of academic functioning; (2) annual goals and accompanying instructional objectives;
(3) educational services to be provided; (4) the degree to which the pupil will be able to
participate in general education programs; (5) plans for initiating services and the length of
service delivery; and (6) an annual evaluation procedure specifying objective criteria to
determine if instructional objectives are being met.
4. Procedural due process. Parents or guardians several safeguards pertaining to the child‟s
education. Briefly, parents or guardians have the right to confidentiality of records; to
examine all records; to obtain an independent evaluation; to receive written notification (in
the parents‟ native language) of proposed changes to the child‟s educational classification
or placement; and the right to an impartial hearing whenever disagreements arise regarding
educational plans for the child. Furthermore, the student‟s parents or guardians have the
right to representation by legal counsel.
5. Nondiscriminatory assessment. Prior to placement, a child must be evaluated by a
multidisciplinary team in all areas of suspected disability by tests that are not racially,
culturally, or linguistically biased. Students are to receive several types of assessments,
administered by trained personnel. A single evaluation procedure is not permitted for either
planning or placement purposes.
6.
Parental participation. P.L. 94-142 mandates meaningful parent involvement.
This legislation requires that parents participate fully in the decision-making process
that affects the child‟s education.
References:
Booth, T. and Ainscow,, M. (2013). Index for Inclusion: Developing Learning
and Participation in schools Childhood and Youth Welfare Code P.D. No.603, s.1974
Department of Education -Special Education Division.Handbook of
Special Education
Department of Education - Special Education Division. Policies and Guidelines for
Special Education DepEd Orders
Gargiulo, Richard and Jennifer Kilgo (2011). An Introduction to Young Children with
Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen P. 2015. Exeptional
learners:an introduction to special education, 13th edition.Boston:Pearson
Inciong, T., Quijano, Y., Capulong, Y.(2013) Introduction to Special Education. Rex
Printing Company Inc., Manila
Jung, L.A, Frey, N., Fisher, D., Kroener, J. 2019. Your Students, My Students, Our
Students. Retrieved fromwww.ascd.org/ASCD/pdf/books/jung2019.pdf
Winzer, M. Children With Exceptionalities in Canadian
Classroom.2010. Pearson.Retrieved from
https://wps.pearsoned.ca/ca_ph_winzer_children_8/66/16943/4337612.cw/index.html
https://tandfonline.com.Inciong T., Quijano Y. (2013) Inclusion of Children
with Disabilities: The Philippine Experience. Asia Pacific Journal of Education.Vol.24
https://www.mext.go.jp/en/policy/education/elsec/title02/detail02/1373858.htm