Republic of the Philippines

Province of Cebu
City of Talisay

TALISAY CITY COLLEGE

Poblacion, City of Talisay, Cebu
1st Semester, Academic Year 2020-2021

PROF ED 6: FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Module Writer and Reviewer: Miss Nhikie M. Del Socorro Department Teacher Education

Course Facilitator Contact No.

Program & Year BEED & BSED Second Year Credit Units 3.0

Course Description
This course shall deal with the philosophies, theories, and legal bases of special needs and
inclusive education, typical and atypical development of children, learning characteristics
of students with special educational needs (gifted and talented learners with difficulty in
seeing, learners with difficulty in hearing, learners with difficulty in communicating,
learners with difficulty walking/moving, learners with difficulty remembering and
focusing, learners with difficulty with self – care) and strategies in teaching and
managing these learners in the regular class. Furthermore, it equips the student’s
abilities in developing an instructional framework that aids in handling children with
special needs.

Students create a tailored and holistic instructional program for children and youth with
Culminating Outcome
special education needs in inclusive and segregated educational settings.

Deliberate opinions on the issues relevant to the philosophies, theories, and legal bases
Prelim Unit Outcome
of special needs and inclusive education and relate to current practice.

Student’s Name Curricular Yr.& Sec.

Contact No. Time Allotment 9 hours
Residence Inclusive Date/s Sept 7-25,2020

Course Material 2 Introduction to Special Education

CONTENT LEARNING OBJECTIVES

Introduction to Special Education
 What is Special Education?
 IDEA’s Categories of Disabilities
At the end of this course material, students will…
 differentiate the key terms in Special Education
 summarize the various nature and characteristics of the
categories of disabilities; and
 analyze a news article that tackles relevant issues and
relate to current practice.

ENGAGE

IMPAIRMENT DISABILITY HANDICAP

Do the three terms above mean the same? What do you think are their differences? Give a specific example.
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 To serve as a professional educator is potentially the most important contribution a person can offer in society
today. In particular, those who choose to serve students with special needs play a significant role in improving the
outcomes of individuals with disabilities. This course is designed to be a guide in assisting you in acquiring basic
understandings of special education processes and the nature and needs of students with disabilities.

EXPLORE
SKILL BOX
The growth of special education in the Philippines has been Use terms that show respect and acceptance
given relatively good support all these years both by the government, for all by placing the person ahead of the
non-government organizations, and stakeholders in response to the disability.
needs and challenges of the times. The level of awareness of both the
government and the private sector in providing equal opportunities Say: a student with an intellectual disability
to children with special needs have considerably increased. One Instead of: an intellectually disabled student
positive development in special education is the implementation of
the Republic Act 7277, otherwise known as the Magna Carta for Say: a boy with autism
Disabled Persons, an Act providing for the rehabilitation, self- Instead of: an autistic boy
development, and self-reliance of disabled persons and their
integration into the mainstream of society. In support of this Say: students in special education
legislation, the Department of Education has directed all school Instead of: special education students
divisions in the country to establish Special Education Centers to help
provide effective delivery of special education services nationwide.
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 21st 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.

VISION, POLICY, GOALS, & OBJECTIVES OF SPECIAL EDUCATION

VISION

The State, community, and the family life hold a common vision for the Filipino child with special needs:

 he/she should be adequately provided with basic education;

 education should fully realize his/her own potentials for development and productivity as well as being
capable of self – expression of his/her rights in the society;
 he/she is God – loving and proud of being a Filipino.

The fundamental principle of inclusive school is that all children should learn together, wherever possible,
regardless of any difficulties or differences they may have. (The Salamanca Statement on Principles, Policy and Practice
in Special Education)

PHILOSOPHY

 The State shall promote the right of every individual to relevant quality education regardless of sex, age,
socio – economic status, physical and mental condition, social or ethnic origin, political and other affiliation.
The State shall therefore promote and maintain equality of access to education as well as the enjoyment
of benefits of education by all its citizens. (Batas Pambansa Blg. 232)

 Every child with special needs has a right to an educational program that is suitable to his needs. Special
Education shares with regular education the basic responsibilities of the educational system to fulfill the
right of the child to develop its full potential.

GOALS AND OBJECTIVES

 The ultimate goal of special education shall be the integration or mainstreaming of learners with special
needs into the regular school system and eventually in the community.
 Special Education shall aim 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.

 The specific objectives of special education shall be the development and maximization of learning
competencies, as well as the inculcation of values to make the learners with special needs a useful and
effective member of the society.

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 CATEGORIES OF EXCEPTIONALITY

As defined in our previous module, Special Education is a broad term used to by the law (IDEA) to describe
specially designed instruction that meets the unique needs of a child who has a disability. These services are provided
by the public school system and are free of charge. Services can include instruction in the classroom, at home, in
hospitals and institutions.

There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA). In
order to qualify for special education, the IEP team must determine that a child has one of the following. Let us take an
overview of the most prevalent categories of disabilities:

IDEA’s Categories of Exceptionalities

Figure 1

AUTSIM SPECTRUM DISORDER (ASD)

Autism spectrum disorder (ASD) is a complex developmental condition that involves persistent
challenges in social interaction, speech and nonverbal communication, and restricted/repetitive
behaviors. The effects of ASD and the severity of symptoms are different in each person.

ASD is usually first diagnosed in childhood with many of the most-obvious signs presenting around 2-3 years old,
but some children with autism develop normally until toddlerhood when they stop acquiring or lose previously gained
skills. According to The Centers for Disease Control and Prevention (CDC), 1 in 59 children is estimated to have
autism. Autism spectrum disorder is also three to four times more common in boys than in girls, and many girls with
ASD exhibit less obvious signs compared to boys. Autism is a lifelong condition. However, many children diagnosed
with ASD go on to live independent, productive, and fulfilling lives.

Characteristics of Autism Spectrum Disorders

Autism differs from person to person in severity and combinations of symptoms. There is a
great range of abilities and characteristics of children with autism spectrum disorder — no two children
appear or behave the same way. Symptoms can range from mild to severe and often change over time.
Characteristics of ASD fall into two (2) categories:

o Social interaction and communication problems: including difficulties in normal back-and-forth conversation,
reduced sharing of interests or emotions, challenges in understanding or responding to social cues such as
eye contact and facial expressions, deficits in developing/maintaining/understanding relationships (trouble
making friends), and others.

o Restricted and repetitive patterns of behaviors, interests or activities: hand-flapping and toe-walking, playing
with toys in an uncommon way (such as lining up cars or flipping objects), speaking in a unique way (such as
using odd patterns or pitches in speaking or “scripting” from favorite shows), having significant need for a
predictable routine or structure, exhibiting intense interests in activities that are uncommon for a similarly
aged child, experiencing the sensory aspects of the world in an unusual or extreme way (such as indifference
to pain/temperature, excessive smelling/touching of objects, fascination with lights and movement, being
overwhelmed with loud noises, etc.), and others.

Also, while many people with autism have normal intelligence, many others have mild or significant intellectual
delays. Additionally, people with ASD are at greater risk for some medical conditions such as sleep problems, seizures
and mental illnesses.

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 Diagnosis and Risk Factors

Early diagnosis and treatment are important to reducing the symptoms of autism and
improving the quality of life for people with autism and their families. There is no medical test for
autism. It is diagnosed based on observing how the child talks and acts in comparison to other children
of the same age. Trained professionals typically diagnose autism by talking with the child and asking
questions of parents and other caregivers.

Under federal law, any child suspected of having a developmental disorder can get a free evaluation. The
American Academy of Pediatrics recommends that children be screened for developmental disorders at well-child
preventive visits before age three.

If you have concerns that your infant or toddler is not developing normally, it is important to bring that concern
to your primary care provider. The Centers for Disease Control and Prevention (CDC) have identified possible red
flags for autism spectrum disorder in young children, including:

 not responding to his/her name by 12 months of age;

 not pointing at objects to show interest by 14 months;
 not playing "pretend" games by 18 months;
 avoiding eye contact or preferring to be alone;
 getting upset by minor changes
 flapping their hands, rocking their body or spinning in circles; and
 having unusual and sometimes intense reactions to the way things smell, taste, feel and/or look.

If there is a strong concern that your child is showing possible signs of autism, then a diagnostic evaluation should
be performed. This typically involves an interview and play-based testing with your child done by a psychologist,
developmental-behavioral pediatrician, child psychiatrist or other providers.

Source: (Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC, 2020)
BLINDNESS
Blindness is defined as the state of being sightless. A blind individual is unable to see. In a strict
sense the word "blindness" denotes the inability of a person to distinguish darkness from bright light
in either eye. The terms blind and blindness have been modified in our society to include a wide range
of visual impairment. Blindness is frequently used today to describe severe visual decline in one or both
eyes with maintenance of some residual vision.

Vision impairment, or low vision, means that even with eyeglasses, contact lenses, medicine, or surgery,
someone doesn't see well. Vision impairment can range from mild to severe. Worldwide, between 300 million-400
million people are visually impaired due to various causes. Of this group, approximately 50 million people are totally
blind. Approximately 80% of blindness occurs in people over 50 years of age.

CAUSES OF BLINDNESS

The many causes of blindness differ according to the socioeconomic condition of the nation being studied. In
developed nations, the leading causes of blindness include ocular complications of diabetes, macular
degeneration, glaucoma, and traumatic injuries. In third-world nations where 90% of the world's visually impaired
population lives, the principal causes are infections, cataracts, glaucoma, injury, and inability to obtain any glasses. In
developed nations, the term blindness is not used to describe those people whose vision is correctable with glasses.

Infectious causes in underdeveloped areas of the world include trachoma, onchocerciasis (river blindness),
and leprosy. The most common infectious cause of blindness in developed nations is herpes simplex. Other causes of
blindness include vitamin A deficiency, retinopathy of prematurity, blood vessel diseases involving the retina or optic
nerve including stroke, infectious diseases of the cornea or retina, ocular inflammatory disease, retinitis pigmentosa,
primary or secondary malignancies of the eye, congenital abnormalities, hereditary diseases of the eye, and chemical
poisoning from toxic agents such as methanol.

Source: MedicineNet. 2020. Blindness Symptoms, Treatment & Types

DEAFNESS OR HEARING LOSS

Hearing is one of our five senses. Hearing gives us access to sounds in the world around us—
people’s voices, their words, a car horn blown in warning or as hello! When a child has a hearing loss, it
is cause for immediate attention. That’s because language and communication skills develop most
rapidly in childhood, especially before the age of 3. When hearing loss goes undetected, children are
delayed in developing these skills (March of Dimes, 2010).

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 Recognizing the importance of early detection, the Centers for Disease Control and Prevention (CDC)
recommends that every newborn be screened for hearing loss as early as possible, usually before they leave the
hospital. Catching a hearing loss early means that treatment can start early as well and “help the child develop
communication and language skills that will last a lifetime” (CDC, 2013). SKILL BOX

Types of Hearing Loss Did you know that sound is measured by:
decibels (Db) – loudness or intensity
Hearing loss is generally described as hertz (Hz) – frequency or pitch
slight, mild, moderate, severe, or profound,
depending upon how well a person can hear A falling leaf has 10Db; while the thunder has
the intensities or frequencies most strongly 130 Db.
associated with speech. Impairments in
hearing can occur in either or both areas, and may exist in only one ear or in both ears.
Generally, only children whose hearing loss is greater than 90 decibels (dB) are considered
deaf. There are four types of hearing loss, as follows (eHealthMD, 2013):

Conductive hearing losses are caused by diseases or obstructions in the outer or middle ear (the pathways for sound
to reach the inner ear). Conductive hearing losses usually affect all frequencies of hearing evenly and do not result in
severe losses. A person with a conductive hearing loss usually is able to use a hearing aid well or can be helped medically
or surgically.

Sensorineural hearing losses result from damage to the delicate sensory hair cells of the inner ear or the nerves that
supply it. These hearing losses can range from mild to profound. They often affect the person’s ability to hear certain
frequencies more than others. Thus, even with amplification to increase the sound level, a person with a sensorineural
hearing loss may perceive distorted sounds, sometimes making the successful use of a hearing aid impossible.

A mixed hearing loss refers to a combination of conductive and sensorineural loss and means that a problem occurs in
both the outer or middle and the inner ear.

A central hearing loss results from damage or impairment to the nerves or nuclei of the central nervous system, either
in the pathways to the brain or in the brain itself.

Source: (Deafness and Hearing Loss | Center for Parent Information and Resources, 2020)

EMOTIONAL BEHAVIOURAL DISORDERS (EBD)

Emotional Behavioral Disorder (EBD) refers to a condition in which behavior or emotional responses of an
individual are so different from generally accepted norms, that they adversely affect that child's
performance. Moreover, it is often used to a group of more specific difficulties which interferes with a
child’s own learning.

Due to the potential emotional difficulties or disturbance, children with EBD may refuse or unsuccessfully be
able to utilize educational opportunities offered to them and are therefore potentially difficult or challenging to
manage.

CHARACTERISTICS OF EBD

 Disruptive, anti-social and aggressive behavior;

 Poor peer and family relationships;
 Hyperactivity, attention and concentration problems.

DIFFERENT TYPES OF EBD

A child with EBD will usually have their behavior categorized into recognizable disorders, such as one of
the following:

 Adjustment Disorders. A child suffering from an Adjustment Disorder may have witnessed a stressful
event or had a big change in their normal lifestyle. This could then have an adverse reaction on their
behavior and the child may become prone to truancy, vandalism, or fighting.
 Anxiety Disorders. A child suffering from an Anxiety Disorder may be prone to frequent panic attacks.
Here the child may complain of physical symptoms such as headaches or stomach aches. The child
may also display inappropriate emotional responses, such as outbursts of laughter or crying out of
context.

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  Obsessive-Compulsive Disorder ('OCD'). A child suffering from EBD may also have an Obsessive Compulsive
Disorder (OCD). Here the child can display recurrent and persistent obsessions or compulsions. Behaviors may
include repetitive hand washing, praying, counting, and repeating words silently.

Children with EBD need to be in environments which allow them to interact comfortably. They will often feel
more comfortable in smaller groups with familiar peers, where extra support can be offered. Children will benefit from
having structured and routine educational instructions. This can assist them in reaching their full academic potential.

Source: (Emotional & Behavioral Difficulties (EBD), 2020)

INTELLECTUAL DISABILITY

Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence
or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can
and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability,
from mild to profound.

Someone with intellectual disability has limitations in two areas. These areas are:
 Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions,
and solve problems.
 Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate
effectively, interact with others, and take care of oneself.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85
and 115. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75.

What are the signs of intellectual disability in children?

There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not
be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common
signs of intellectual disability are:
 Rolling over, sitting up, crawling, or walking late;
 Inability to connect actions with consequences
 Talking late or having trouble with talking
 Difficulty remembering things
 Behavior problems such as explosive tantrums
 Difficulty with problem-solving or logical thinking
 Slow to master things like potty training, dressing, and feeding himself or herself

In children with severe or profound intellectual disability, there may be other health problems as well. These problems may
include seizures, mood disorders (anxiety, autism, etc.), motor skills impairment, vision problems, or hearing problems.

SPEECH AND LANGUAGE IMPAIRMENTS

The Individuals with Disabilities Education Act (IDEA) officially defines speech and language impairments as
“a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice
impairment that adversely affects a child’s educational performance.” Each point within this official
definition represents a speech and language subcategory.

A communication disorder such as stuttering provides an example of a fluency disorder; other fluency issues
include unusual word repetition and hesitant speech. Impaired articulation indicates impairments in which a child
experiences challenges in pronouncing specific sounds.

A language impairment can entail difficulty comprehending words properly, expressing oneself and listening to
others. Finally, a voice impairment involves difficulty voicing words; for instance, throat issues may cause an abnormally
soft voice.

The obstacles created by speech and language impairments vary by the specific case, but because
communication is at the core of education, these impairments can impact a student’s entire educational experience.
Some of these challenges might involve:
 communicating effectively with classmates and teachers;
 understanding and/or giving oral presentations;
 participating in classroom discussions; and/or
 attaining normalcy within a group

Source: (Speech and Language Impairments Defined | Special Education Guide, 2020)

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 SPECIFIC LEARNING DISABILITY
Specific learning disability is a neurodevelopmental disorder that begins during school-age, although may
not be recognized until adulthood. Learning disabilities refers to ongoing problems in one of three areas,
reading, writing and math, which are foundational to one’s ability to learn.

Other specific skills that may be impacted include the ability to put thoughts into written words, spelling, reading
comprehension, math calculation and math problem solving. Difficulties with these skills may cause problems in
learning subjects such as history, math, science and social studies and may impact everyday activities.

TYPES OF LEARNING DISABILITIES

 Dyslexia is a term that refers to the difficulty with reading. People with dyslexia have difficulty connecting letters
they see on a page with the sounds they make. As a result, reading becomes a slow, effortful and not a fluent
process for them.
 Dysgraphia is a term used to describe difficulties with putting one’s thoughts on to paper. Problems with writing
can include difficulties with spelling, grammar, punctuation, and handwriting.
 Dyscalculia is a term used to describe difficulties learning number related concepts or using the symbols and
functions to perform math calculations. Problems with math can include difficulties with number sense,
memorizing math facts, math calculations, math reasoning and math problem solving.

Source: (What Is Specific Learning Disorder, 2020)

VISUAL IMPAIRMENT

Vision is one of our five senses. Being able to see gives us tremendous access to learning about the world
around us—people’s faces and the subtleties of expression, what different things look like and how big
they are, and the physical environments where we live and move, including approaching hazards.

When a child has a visual impairment, it is cause for immediate attention. That’s because so much learning typically
occurs visually. When vision loss goes undetected, children are delayed in developing a wide range of skills. While they
can do virtually all the activities and tasks that sighted children take for granted, children who are visually impaired
often need to learn to do them in a different way or using different tools or materials. (2) Central to their learning will
be touching, listening, smelling, tasting, moving, and using whatever vision they have. (3) The assistance of parents,
family members, friends, caregivers, and educators can be indispensable in that process.

The term “blindness” does not necessarily mean that a child cannot see anything at all. A child who is considered legally
blind may very well be able to see light, shapes, colors, and objects (albeit indistinctly). Having such residual vision can
be a valuable asset for the child in learning, movement, and life.

Sources: (Visual Impairment, Including Blindness | Center for Parent Information and Resources, 2020)

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 KNOWLEDGE-BUILDING
Assessment Task 1 QUIZLET
Instructions: Read and understand each item properly.
Basis for Rating: No. Right x 2 Your Rating/Total Points 20

PART I. Analyze each number and circle the letter of your choice. Strictly no erasures.

1. Which of the following is not a law pertaining to individuals with disability?

A. IDEA B. LRE C. NCLB D. ARRA

2. Which of the following is a type of learning disability?

A. dyscalculia B. dysgraphia C. orthographia D. dyslexia

3. Which law has given provisions that there shall be at least special classes in every province for the
physically handicapped, emotionally disturbed and the mentally gifted?
A. PD 603 B. RA 6759 C. Batas Pambansa Blg. 344 D. IDEA

4. Which if the following best describes Special Education?

A. It is a specially designed instruction provided in the LRE appropriate for the child.
B. It is a group of services available at no cost to parents.
C. It is an instruction designed to meet the needs of a child with disability.
D. All of the above

5. What is caused when an individual encounters an adverse situation based on external factors?
A. Handicap B. Disability C. Impairment D. Exceptionality

PART II. Write TRUE if the statement is affirmative, and if not, underline the word that makes it false and
write the correct word on the space provided.

_________6. Every child has the right to education.

ASSESSMENT

_________7. Student C finds it difficult to read a 3 – letter word and doesn’t make any progress as the
semester ends. He might have a learning disability called dyscalculia.

_________8. Special Education has the responsibility to fulfill the development of child into its partial
potential.

_________9. Coughing is an example of a speech and language impairment.

_________10. Audiologists are specialists that you go to when your child has hearing problems.

CRITICAL THINKING
Assessment Task 2 ESSAY
Give your insights on the following number. Answer it briefly in no less than
Instructions:
five (5) sentences. You may use an extra sheet if necessary.
10 points each
Basis for Rating: Your Rating/Total Points 30
number.

A. What is meant when we say that, “Not all impairments can result in disabilities; one may also
be disabled but not a handicapped”?

B. Discuss the importance of early detection in Special Education.

C. With the given overview of the categories of exceptionality, what do you think are the
challenges of being a Special Education teacher?

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 CREATING
Assessment Task 3 Situation Analysis
Analyze the given situation and answer the questions that follow. Use an extra
Instructions:
sheet if necessary.
Rubric: Please see attached rubrics for Situation Analysis.

Caroline is six years old, with bright brown eyes and, at the moment, no front teeth, like so many other first
graders. She also wears a hearing aid in each ear—and has done so since she was three, when she was
diagnosed with a moderate hearing loss.

For Caroline’s parents, there were many clues along the way. Caroline often didn’t respond to her name if
her back was turned. She didn’t startle at noises that made other people jump. She liked the TV on loud. But
it was the preschool she started attending when she was three that first put the clues together and
suggested to Caroline’s parents that they have her hearing checked. The most significant clue to the
preschool was Caroline’s unclear speech, especially the lack of consonants like “d” and “t” at the end of
words.

A. If you are Caroline’s audiologist, what assessments do you think are appropriate for her?

B. As her special education teacher, what accommodations will you make to cater her needs?

C. What possible contributory behaviors do you think can intervene with her academics? How are you
going to address those?

REFERENCES AND SUGGESTED READINGS

(Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC, 2020)

MedicineNet. 2020. Blindness Symptoms, Treatment & Types
(Deafness and Hearing Loss | Center for Parent Information and Resources, 2020)
(Emotional & Behavioral Difficulties (EBD), 2020)
(Speech and Language Impairments Defined | Special Education Guide, 2020)
(What Is Specific Learning Disorder, 2020)
(Visual Impairment, Including Blindness | Center for Parent Information and Resources, 2020)

LEARNING MODULE ENGAGEMENT CHECKLIST

Your feedback matters to us. The following are statements about the module. Please indicate the point to which each
statement characterizes your assessment on module by checking the appropriate box.

YES NO
 The module is easy to understand.
 The given instructions are clear.
 The given tasks are doable.
 The given information is complete.
 The teacher seeks ongoing feedback.

What is your personal thought on the module? __________________________________________________________

_________________________________________________________________________________________________

ACADEMIC HONESTY STATEMENT

I confirm that I have read and fully understood the policies of Talisay City College with regards to Academic Dishonesty,
and that I am fully aware of its possible legal and disciplinary consequences.
Student’s Signature Over
Checked by
Printed Name
E-mail Address E-mail Address
Date Submitted Date Received

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