Lecture 1: NATURE OF SPECIAL EDUCATION Characteristics of Special Education

Learning knows no boundaries • Individualized

• Students may receive modification
SPECIAL EDUCATION strategies
• An educational program/service designed to • Students who receive special education are
meet the needs of children with special systematically monitored
needs who cannot profit from general or • Students who receive special education can
regular education because of disabilities or also avail related services
exceptional abilities. (DepEd) (Bateman & Kline, 2016)
• Individuals with Disabilities Education Act
defines special education as “specially What is the purpose and goal of special
designed instruction, at no cost to the education?
parents, to meet the unique needs of a  The purpose of special education is no
student with a disability” longer just to give these students access to
• This process involves the individually education, but rather to teach the skills
planned and systematically monitored they need so they can be successful in the
arrangement of teaching procedures, general education setting or develop as
adapted equipment and materials, much independence as possible for adult
accessible settings. (K12academics.com) life.
• It also refers to the arrangement of
teaching procedures, adapted equipment ULTIMATE GOAL OF SPECIAL EDUCATION
and materials, accessible settings, and other  The integration or mainstreaming of
interventions designed to address the needs learners with special needs into the regular
of students with learning differences, school system and eventually into the
mental health issues, physical and community. (DepEd)
developmental disabilities, and giftedness.
(Bateman & Kline, 2016) OBJECTIVE OF SPECIAL EDUCATION
 To develop the maximum potential of the
Special Education Division Philippines child with special needs to enable him to
Memorandum: become self-reliant and shall be geared
Special education refers to the education of towards providing him with the
persons who are GIFTED OR TALENTED and those opportunities for a full and happy life.
who have PHYSICAL, MENTAL, SOCIAL OR
SENSORY IMPAIRMENT AND SPECIFIC OBJECTIVE OF SPECIAL EDUCATION
CULTURAL DIFFERENCES so as to require  The development and maximization of
modifications of the school curricula, programs and learning competencies, as well as the
special services and physical facilities to develop inculcation of values to make the learners
them to their maximum capacity with special needs as useful and effective
These persons may be gifted/talented, fast learner, members of society.
mentally retarded, visually impaired, hearing
impaired, with behavior problems, orthopedically FOUNDATION
handicapped, with special health problems, MENTAL, SPIRITUAL/MORAL, PHYSICAL, SOCIAL.
learning disabled, speech impaired or multiply PYSCOLOGICAL
handicapped.  All the efforts to uphold the rights and
dignity of children with disabilities primarily
 root from the philosophical understanding - Occupational therapy
of man. - Recreation, including therapeutic recreation
- Social work services
FOUNDATION – children with disabilities - School nurse services
- should have the rights as normal children - Counseling services, including rehabilitation
do counseling
- must NOT be isolated nor be looked down
- must be treated as persons of dignity needs CONSIDERATIONS IN DEVELOPING THE IEP
should be provided  Assessment of Student’s needs (identify
strengths and weaknesses)
BASIC PHILOSOPHY OF SPECIAL EDUCATION  Details of disability that are being addressed
 “Every child with special needs has a right  Individualization of IEP
to an educational program that is suitable ◦ Classification
to his needs.” ◦ Parental involvement
 Special education shares with regular ◦ Teacher involvement
education basic responsibilities of the ◦ Collaboration of what best suites
educational system to fulfill the right of the student’s needs
child to develop to his full potential.”
IEP IN THE CLASSROOM
INDIVIDUAL PROGRAMS AND PLANS - To include ACCOMMODATIONS
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP) - To include MODIFICATIONS on class work
 The IEP is a document developed by a team - To use a different assessment tool if
of persons from the child’s attending needed to measure child’s academic
school system who have a direct abilities
relationship to helping the student with - Teacher shall be an active part of the
special needs to be able to reach his full child’s planning and must use
potential. modifications
MEMBERS OF IEP TEAM
 A local representative from the school PLACEMENT DECISIONS
agency  Parents are to be included as a member of
 The child's teacher. IEP
 One or both of the child's parents or  Placement decisions cannot be reached
responsible party without IEP team agreement.
 The child, where appropriate  Parent and team consensus about aspects
 Other individuals at the discretion of the relative to child’s needs and placement
parent or agency.
REVIEWING AND REVISING IEP
TYPES OF RELATED SERVICES  Reviewed yearly
WHAT KIND OF SERVICES WILL HELP ME?  Reassess annual goals
- Transportation  Revise the IEP to address:
- Speech-language pathology - any lack of expected progress
- Audiologist services - results of any re-evaluation
- Interpreting services - info provided by the parents
- Psychological services - anticipated needs
- Physical therapy