Foundations of Special Education, Special Education, SPED Philippines, education

1. Learning knows no boundaries
FOUNDATIONS OF
SPECIAL EDUCATION
BY ANN VITUG

2. OUTLINE
• OBJECTIVES OF
SPECIAL EDUCATION
• CATEGORIES OF
EXCEPTIONALITIES
• INDIVIDUAL
PROGRAMS AND
PLANS (IEP)

3. INDIVIDUAL WITH DISABILITIES EDUCATION IMPROVEMENT ACT

4. SPECIAL EDUCATION
• An educational
program/service designed to
meet the needs of children
with special needs who
cannot profit from general or
regular education because of
disabilities or exceptional
abilities.

5. PHILOSOPHICAL
FOUNDATION
All the efforts to uphold the rights and dignity
of children with disabilities primarily root from
the philosophical understanding of man.

6. Special Education Division Philippines Memorandum:
Special education refers to the education of persons
who are GIFTED OR TALENTED and those who have
PHYSICAL, MENTAL, SOCIAL OR SENSORY IMPAIRMENT AND
CULTURAL DIFFERENCES so as to require modifications of
the school curricula, programs and special services
and physical facilities to develop them to their
maximum capacity
These persons may be gifted/talented, fast learner,
mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically
handicapped, with special health problems, learning
disabled, speech impaired or multiply handicapped.

7. PHILOSOPHICAL
FOUNDATION
- should have the
rights as normal
children do
- must NOT be
isolated nor be
looked down
- must be treated as
persons of dignity
- needs should be
provided

8. BASIC PHILOSOPHY OF
SPECIAL EDUCATION
“Every child with special needs has a
right to an educational program that
is suitable to his needs.”
“Special education shares with regular
education basic responsibilities of the
educational system to fulfill the right
of the child to develop to his full
potential.”

9. OBJECTIVE OF SPECIAL EDUCATION
To develop the
maximum potential of
the child with special
needs to enable him to
become self-reliant
and shall be geared
towards providing him
with the opportunities
for a full and happy
life.

10. SPECIFIC OBJECTIVE OF
SPECIAL EDUCATION
The development and maximization of
learning competencies, as well as the
inculcation of values to make the
learners with special needs as useful
and effective members of society.

11. ULTIMATE GOAL OF
SPECIAL EDUCATION
The integration or mainstreaming of
learners with special needs into the
regular school system and
eventually into the community.

12. EXCEPTIONALITY
An individual or a child who has an exceptionality
has some area of functioning in which he or she is
significantly different from an established norm.
This definition includes both students with
disabilities and those with special gifts or talents.
•learning disabilities
•developmental delays
•emotional and behavioral disorders
•communication disorders
•hearing disabilities
•visual impairments
•physical disabilities

13. 13 LEGAL CATEGORIES FOR
EXCEPTIONALITIES
1. Autism
2. Deaf-blindness
3. Deafness
4. Emotional Disturbance
5. Intellectual Disability
6. Hearing Impairment
7. Multiple Disabilities
8. Orthopedic Impairment
9. Other Health impairment
10.Specific Learning Disability
11.Speech or Language
Impairment
12. Traumatic Brain Injury
13. Visual Impairment

14. A developmental disability significantly affecting
verbal and nonverbal communication and social
interaction.
3 Primary Features
- Restricted range of
social interaction
- Impaired
communication skills
- Persistent pattern of
stereotypical behaviors,
interests, and activities
1. AUTISM

15. 2. DEAF-BLINDNESS
A concomitant hearing and
visual impairments, the
combination of which causes
such as severe communication
and other developmental and
educational needs that they
cannot be accommodated in
special education programs
solely for children with
deafness or children with
blindness.

16. 3. DEAFNESS
A hearing impairment that is
so severe that the child is
impaired in processing
linguistic information
through hearing; with or
without amplification that
adversely affects a child’s
educational performance

17. 4. EMOTIONAL DISTURBANCE
A condition exhibiting one or more of the
following characteristics over a long period of
time and to a marked degree that adversely
affects a child’s educational performance.
- Inability to learn that cannot be explained
- Inability to build or maintain satisfactory
interpersonal relationships with peers
- Inappropriate types of behaviors
- A general pervasive mood of unhappiness
- A tendency to develop physical symptoms
or fears with personal or school problems
*schizophrenia

18. 5. HEARING IMPAIRMENT
An impairment in hearing,
whether permanent or
fluctuating, that adversely
affects a child’s educational
performance but that is not
included under the
definition of deafness.

19. 6. INTELLECTUAL DISABILITY
A significantly sub-average general
intellectual functioning, existing
concurrently with deficits in adaptive
behavior and manifested during the
developmental period, that adversely
affects a child’s educational
performance.

20. 7. MULTIPLE DISABILITIES
Concomitant impairments,
the combination of which
causes such severe
educational needs that
they cannot be
accommodated in special
education solely for one
of the impairments.

21. 8. ORTHOPEDIC IMPAIRMENTS
A severe orthopedic impairment that
adversely affects a child’s educational
performance.
Includes:
- Congenital anomalies
Ex. clubfoot
- Caused by disease
Ex. poliomyelitis
- Other causes
Ex. Cerebral palsy

22. 9. OTHER HEALTH IMPAIRMENTS
Having limited strength, vitality or alertness,
including a heightened alertness to
environmental stimuli, that results in
limited alertness with respect to the
educational environment.
- Due to chronic or acute asthma, ADD, ADHD,
diabetes, epilepsy, a heart condition, hemophilia, lead
poisoning, leukemia, nephritis, rheumatic fever, and
sickle cell anemia.
- Adversely affects a child’s educational performance.

23. 10. SPECIFIC LEARNING DISABILITY
A disorder in one or more of the basic
psychological processes involved in
understanding or in using language,
spoken or written, that may manifest itself
In an imperfect ability to
listen, think, speak,
read, write, spell,
or to do mathematical
discussions
Also brain injury,
minimal brain
dysfunction,
development
aphasia.

24. 11. SPEECH OR LANGUAGE IMPAIRMENT
A communication
disorder, such as
stuttering, impaired
articulation, language
impairment, or a voice
impairment, that
adversely affects a
child’s educational
performance.

25. 12. TRAUMATIC BRAIN INJURY
An acquired injury to the
brain caused by an
external force, resulting
in total or partial
functional disability or
psychosocial
impairment, or both,
that adversely affects a
child’s educational
performance.

26. 13. VISUAL IMPAIRMENT
An impairment in vision
that, even with correction,
adversely affects a child’s
educational performance.
The term includes both
partial sight and
blindness.

27. INDIVIDUAL PROGRAMS
AND PLANS

28. INDIVIDUALIZED EDUCATIONAL
PROGRAM (IEP)
The IEP is a document
developed by a team of
persons from the child’s
attending school system
who have a direct
relationship to helping the
student with special needs
to be able to reach his full
potential.

29. IEP AMENDED 2004 (IDEA)
Must include information
about students functional
ability to perform & academic
levels
Must include measurable
yearly goals that are academic
and functional
Parents to be provided
progress reports

30. MEMBERS OF IEP TEAM
A local representative from
the school agency
The child's teacher.
One or both of the child's
parents or responsible party
The child, where appropriate
Other individuals at the
discretion of the parent or
agency.

31. TYPES OF RELATED SERVICES
- Transportation
- Speech-language pathology
- Audiologist services
- Interpreting services
- Psychological services
- Physical therapy
- Occupational therapy
- Recreation, including therapeutic recreation
- Social work services
- School nurse services
- Counseling services, including rehabilitation
counseling
WHAT KIND OF
SERVICES
WILL HELP ME?

32. CONSIDERATIONS IN DEVELOPING
THE IEP
Assessment of Students
needs (identify strengths
and weaknesses)
Details of disability that
are being addressed
Individualization of IEP
◦ Classification
◦ Parental involvement
◦ Teacher involvement
◦ Collaboration of what best suites
student’s needs

33. IEP IN THE CLASSROOM
-To include ACCOMMODATIONS
-To include MODIFICATIONS on class work
- To use a different assessment
tool if needed to measure child’s
academic abilities
-Teacher shall be an active part
of the child’s planning and must
use modifications

34. PLACEMENT DECISIONS
• Parents are to be included as a member
of IEP
• Placement decisions cannot be reached
without IEP team agreement.
• Parent and team consensus about
aspects relative to child’s needs and
placement

35. REVIEWING AND REVISING IEP
Reviewed yearly
Reassess annual goals
Revise the IEP to address:
- any lack of expected progress
- results of any re-evaluation
- info provided by the parents
- anticipated needs

36. REFERENCES
Special Education Law Resource File. Website:
http://emquinlansped.weebly.com/index.html
Department of Education, Philippines. http://www.deped.gov.ph/
http://www.scribd.com/doc/21371406/Special-Education-Division-
Philippines-Memorandum
http://idea.ed.gov/explore/home
http://www.annikeris.com/special_education_faq.html#What_is_an_IEP
National Information Center for Children and Youth with disabilities
Web site: http://www.nichcy.org/trainpkg/traintxt/7addonly.htm
Wright, P. D., & Wright, P. D. (1998-2006). Road Map to IDEA 2004: What You
Need to Know about IEPs, IEP Teams, IEP Meetings. In P. Wright & P. Wright
(Eds.), Individuals with Disabilities Education Improvement Act (IDEA 2004)
Website: www.wrightslaw.com/idea/art/iep.roadmap.htm

37. Learning knows no boundaries