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Module 7
Components of Special and Inclusive Education

Introduction
This module will describe the components and processes involved in
identifying children through assessment and providing varied means of
support.

Student Learning Objectives (SLO)

At the end of this module you will be able to:
 identify the different placement within the continuum.
 compare accommodations and curriculum modifications.
 identify ways how to involve parents as part of the home-school
collaboration.

Content
III. Placement
Assessment results are used to decide a child’s appropriate education
placement within a continuum from the least to the most restrictive settings. During
the evaluation, student performance is assessed and the team determines if there
would be any changes in the educational placement within the continuum. Teams will
base this on their observations, assessment results, and other factors, with the goal to
move toward the least restrictive learning environment. Sound decisions are made to
allow for fluidity in the child’s placement based on the child’s strengths, abilities and
needs.

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Activity 1

Let us pause and think about our sample case, Carl. Refer back to Carl’s
Assessment to review his background and assessment results. What do
you think is the best placement for him? If he stays in his current school,
what support does he need to meet academic expectations? Should he
pulled out of the school and study in a special school? Be ready to share
with the class.

A general education classroom is the least restrictive environment for a child

with additional needs. Access to the same learning experiences and opportunities is
provided as to typically developing students. Thus it is considered as the “most
normalized or typical setting” (Gargiulo, 2012). Additional support in the form of
accommodations or changes in expectations through curriculum modifications may be
provided but still within the same classroom as peers within the year level.
Another option for placement is to be in a general education class but the child
receives supplementary instruction and services such as speech, physical, and
occupational therapy or counseling services during the school day. Options may be
provided when such sessions are conducted, either during school or as an after-school
service.
Students who may be part of a general education class are pulled-out of their
class to receive instruction from a specialist teacher in a resource room. In such a
placement, it is assumed that the child will benefit more from either a small-group or
individualized instruction with a specialist teacher who will be able to more intensively
target his learning needs.
Other students need more intensive support that is not provided in a general
education class. Teams may decide to recommend placement for a child in a more
restrictive setting such as a self-contained special education class but still located in a
general education school. In this learning environment, all students receive
individualized and group instruction with peers with disabilities and additional needs
from a special education teacher. Depending on the program goals, students may be
given the opportunity to interact with typically developing peers through school
community-building activities.
Moving up in the placement continuum, some students who need more
intensive instruction and supports are educated in a special education class in a
special education class in a special education school. Teams of professionals, along
with the special education teacher, work with students with disabilities and additional
needs in a highly specialized setting.
On the other end of the continuum is the most restrictive or isolated setting,
such as a residential facility where students live and receive their educational support
twenty-four hours a day. Finally, children with multiple disabilities, often of the sever
kind, are provided with home-or hospital-based programs to manage their medical
condition and learn as much as they could.

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Inclusive education espouses that all students, to the maximum extent
possible, is provided access to general education classroom with the provision of
support to remove barriers to enable success. Figure 1 presents this continuum of
educational placement options (Spinelli, 2012).

Home/Hospital Program

Residential facility

Special education class in a special

education

Self-contained special education class in a

general education

General education class with resource center

instruction

General education class (inclusion or co-taught with

a special education teacher)

General education class with related services

General education class with modifications

Figure 1. Educational placement options.

IV. Accommodations and Curricular Modifications

Students with disabilities and additional needs who are studying in an inclusive
general education classroom may need accommodations in the form of instructional
support and other supplementary services. Others who need more intensive support
are provided with curricular modifications.

A. Accommodations
Based on the definition, accommodations are supports provided to students
to help gain full access to class content and instruction, without altering the curriculum
standards and competencies expected and to demonstrate accurately what they know.
When accommodations are provided in a general education classroom for children
with disabilities, barriers are removed from accessing education. As a result, children
can work around the effect of their disabilities. Examples of accommodations are
altering instruments, toys or materials, changing the room during specific activities,

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providing time extensions or allowances for tests and tasks, and changing response
formats in worksheets.
Accommodations may be provided both during assessment and instruction,
depending on the learning profile and needs of a child and may vary in terms of
presentation, response, setting, and scheduling (Beech, 2010).

1. Presentation Accommodations
Children with disabilities may need specialized presentation formats
especially those with sensory impairments so they can learn the same content
alongside typically developing peers. Table 1 presents examples of accommodations
in presentation.

Table 1. Accommodations in presentation

Learning Needs Examples of Accommodations

Visual support Minimize visual distraction
Visual cues (e.g. use color-coded text, highlighting)
Use of larger print materials (font size, illustrations)
Use of sign language
Videos with closed captioning
Auditory and Read aloud by a peer
comprehension support Audio books
Digital text that reads aloud or gives definition of words
Text-to-speech software
Advance organizer or story guide
Highlighting or color coding
Listening and focusing Advance organizer
Explicit verbal or visual cues; physical prompts
Repeat/clarify directions and important information
Copy of directions

2. Response Accommodations
Response accommodations allows students with disabilities and additional
needs a variety of ways to complete assignments, written tests, performance tasks and
other activities. Providing such instructional and assessment supports allows them to
access the same learning experiences as other students in a general education
classroom. Table 2 summarizes examples of response accommodations for students
with disabilities and additional needs.

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Table 2. Response accommodations

Learning Needs Examples of Accommodations
Writing Difficulty (e.g. errors Different size/diameter of pencil, marker, or crayon
in spacing, visual Pencil or pen grip (triangular, pear-shaped)
perceptual or spatial Scribe to record dictated responses
orientation, illegible Finger spacer
handwriting) Handwriting template/guide on the student’s desk
Visual cues on paper
Different types and sizes of paper
Written expression difficulty Electronic dictionary with spell check
Online dictionary
Word processor with spelling and grammar check
Writing cue cards
List of sight words
Writing templates, outlines, and graphic organizers
Math difficulty Calculator
Concrete models and manipulatives
Visual representation
Problem-solving guides
Graphic organizers
Special paper – graphing paper for computation

3. Setting Accommodations
Changes in the location or conditions of the educational setting or
environment may be necessary for students who need support in terms of behavior,
attention, and organization of space and materials. Accommodation in a setting may
allow a child who gets easily distracted to work in a quiet corner of the classroom in
his own study carrel so that he will not be sidetracked by environmental stimuli. Or a
child who is still unable to read fluently may be allowed to take a silent reading
comprehension test in another room with a supervising adult just so she could hear
herself read aloud which helps her better understand the story.

4. Scheduling Accommodations
Changing time allotment, schedule of tasks and assessments, and
management of time are some types of scheduling accommodations. Students with
slower ability in processing information and directions well as with focusing issues may
need these types of accommodation. Some examples of accommodation that can
modify scheduling are:
a. extending time for assignments and assessments
b. providing breaks in between tasks
c. providing a visual schedule or a checklist of individual responsibilities
d. providing predictable routines and procedures
e. providing an electronic device with alarms and cues

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B. Modifications
Curriculum modifications are provided for students with significant or
severe disabilities where content expectations were altered, and the performance
outcomes are changed in relation to what are expected of typically developing students
of the same age (DEC 2007). When instruction and assessment are modified, a
student with disability is still given the right to access the same learning opportunities
as other students in the general education class, but the tasks are more respectful and
appropriate to the student’s abilities and needs.
Curricular modifications include changes in instructional level, content and
performance criteria, as well as the breadth and depth of content being learned by
students. Students with disabilities or additional needs may be given more, less, or
different content and resource materials altogether. They may also be assessed using
different standards that are more appropriate to the student’s needs and abilities, such
as being provided with fewer objectives, shorter lessons, or a smaller number of
vocabulary words to learn.
Educational teams responsible for instructional planning may indicate
curricular modifications in the student’s Individual Educational Plan (IEP). Such
modifications are needed so that students also have access to the general education
curriculum.
Let us have a look at Carl’s learning profile. Does he need
accommodations or curricular modifications? The text below presents the learning
supports Carl receives in the context of his reading and spelling difficulties.

Carl’s Learning Supports

Centered Given the significant delays in Carl’s reading and spelling

performance, the team decided to provide him with different types of accommodation
that adjusted the presentation of what is learned, how he responds, as well as the
timing when tests are given. Mrs. Yaco prepared his reading materials and worksheets
using a bigger font size and more space in between lines to allow him to point to words
as he reads, and to use a ruler so he would not lose his place while reading. In tests
that require extensive writing, he is still made to write as much as he could and after
which he is asked to either give a verbal explanation to support what he has written or
he dictates his oral responses to a scribe. The teacher now considers the oral exam
as a respectful accommodation as Carl is still able to access the same learning
standards and opportunities despite his difficulties.

V. Parent Involvement
Another component of an inclusive and special education is parent
involvement. It has long been established that parent involvement in education,
planning, and management of children with disabilities and additional needs is
essential as they are the primary caregivers and have direct influence on their children.
This is anchored on Bronfenbrenner’s Human Ecological Theory, which states that
there are five environmental systems that comprise a child’s social context. Focus is
given on the microsystem, where the child and his/her family belong, along with peers,

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school and the immediate community. Within these microsystems, a child has direct
interactions with parents, teachers, peers, and others; while the mesosystem refers to
the linkages or relationships between microsystems such as the connections between
family experiences and school experiences and between family and peers (Santrock
2011).

Figure 1. Ecological Systems Theory

The microsystem is the first level of Bronfenbrenner's theory, and are the
things that have direct contact with the child in their immediate environment, such as
parents, siblings, teachers and school peers. Relationships in a microsystem are bi-
directional, meaning the child can be influenced by other people in their environment
and is also capable of changing the beliefs and actions of other people too.

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Furthermore, the reactions of the child to individuals in their microsystem
can influence how they treat them in return. The interactions within microsystems are
often very personal and are crucial for fostering and supporting the child’s
development. If a child has a strong nurturing relationship with their parents, this is
said to have a positive effect on the child. Whereas, distant and unaffectionate parents
will have a negative effect on the child.
The Division of Early Childhood of the Council of Exceptional Children
(DEC) espoused the use of family-centered practices in the assessment and
instruction of young children. Turnbull and Turnbull (2002 cited in Kirk et.al 2015)
provided the principles of a family-centered model:
1. honors the family choice by changing the power relationship between
professional and families
2. abandons a pathology orientation and adopts a strengths orientation
3. where the entire family becomes the unit of support and not just the child
with a disability and the child’s mother
In this way, the whole family is provided support, not on their deficits and
needs. Teachers and administrators may also be guided by these principles when
communicating and collaborating with parents and families of students with disabilities.
Parent involvement has been found to be directly related to academic
achievement and improvements in the school performance of children. Educational
support and collaboration with teachers have been found to promote child success in
school (Reschly & Christenson, 2009). Moreover, programs for children with
disabilities become more effective and successful when children and families are
involved (Newman 2004).
A. Home-School Communication
Having established the critical role of parents in a student’s developmental
and academic progress and achievement, it is essential that there is a close home and
school collaboration and communication. To establish partnerships, problem-solving,
two-way communication, and shared decision making are some of the practices
needed. Communicating with parents may be done in several ways.
1. Parent-Teacher Conferences
Conducting such meetings is necessary so parents of students with
disabilities and additional needs will be able to share about their child’s background,
strengths and abilities, history of difficulties, and practices they have been
implementing at home as well as interventions done with other specialists. Together
with teachers, they can coordinate their efforts and services to support their child both
in school and at home.
Schools differ when it comes to the frequency of parent teacher
conferences. One best practice is to hold a meeting with parents at the beginning of

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a school year as part of goal setting for the student with a disability. In this way, both
parents and teachers can set expectations for the year and agree on goals and
objectives for the child. This is also a good opportunity for teachers to establish rapport
with parents. Conferences are also held after every grading period so that progress,
changes, and results can be communicated and discussed with parents and agree on
necessary action plans.
2. Written Communication
Home-school communication may also be conducted through written
messages, such as the use of a home-school communication notebook, where
teachers and parents write homework assignments, the student’s behavior in the
classroom, as well as progress on program goals. A written communication may be
time consuming, but some parents prefer this form of collaboration as the messages
are documented and they can provide a copy to a developmental specialist when
needed.
3. Digital Communication
With influx of mobile devices, many parents and families are more able to
communicate through electronic and digital means such as email, text message, and
social network messaging systems. A study found that parents and teachers perceive
technology as an effective tool to promote parent involvement and thus value its use
for communication (Olmstead, 2013). Because it is instant and real time, parents and
teachers are immediately able to receive messages and updates about the student.
However drawbacks can also occur such as when both parties are not mindful of
parameters in communication; hence, it is necessary that parties agree on certain
boundaries in order to be respectful of everyone’s time and personal space.
4. Home-School Contracts
A home-school contract contains an agreement between teachers and
parents regarding behavioral and /or academic goals for a student with disability. Just
like any formal contract, this is a written agreement between teachers, parents, and
students on specific objectives and corresponding reinforcements or rewards when
they are met.
One example of a home-school contract is a Daily Report Card, an
individualized intervention used in schools that is anchored on the behavioral
principles of operant conditioning. The card indicates the specific behaviors targeted
for a child with disability that are framed as positive statements and targets for
improvements. The use of daily report card has been found to be beneficial in helping
a child with Attention Deficit Hyperactivity Disorder in school and in promoting daily
collaboration between teachers and parents.

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Assessment and Evaluation

Directions: Answer the given questions.
1. How will an educational team determine the best placement for a child with
disabilities? Create a flowchart or a mind map to show the different aspects to
be considered for a child’s proper placement.
2. Five-year-old Renee has been observed by her teachers to show restlessness
and hyperactivity during the whole-class activities, but she enjoys singing,
dancing, and listening to stories about animal and unicorns. What steps in the
pre-referral process will you suggest to the team to find ways to help Renee.

References
Capulong, Y. et.al. (2007), Introduction to Special Education. REX Bookstore

https://www.slideshare.net/annvitug/foundations-of-special-education

Farrell, M. (2009), Foundations of Special Education: An Introduction. John Wiley &

Sons, Ltd.

Prepared: Checked: Approved:

Mrs. JENNIFER A. REYES Dr. AIDA A. CASAS Dr. RANDY M. BAJA

Instructor Department Head Dean

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