Foundation of Special and Inclusive Education

First Semester, Academic Year 2020-2021

ACTIVITY SHEET # 2
Name/Course & Year: DELA PEÑA, Patrick Mac B. AB – Literature III
Directions: Scholarly answer, write responses of each item on the spaces
provided.in this activity sheet.
a. In a graphic organizer, categorize children and youth with special needs,
including exceptional or gifted. Give types of each group.

CHILDREN WITH SPECIAL NEEDS

THE GIFTED/ DEVELOPMENTAL PHYSICAL AND BEHAVIOR

TALENTED DISABILITIES SENSORY DISORDERS
DISABILITIES
Superior cognitive Mental retardation Visual impairment Social delinquency
abilities
Cerebral palsy Hearing Substance abuse
Specific academic impairment
Autism Emotional
aptitudes
Orthopedic disturbance
Attention deficit
Creative and handicap
disorder
productive thinking
Chronic ill health
Attention deficit
Leadership skills
hyperactive disorder Severe and
Psychomotor multiple disabilities
abilities
Multiple, emotional
and other
intelligences

b. Clearly explain the vision for children with special needs.

The vision for children with special needs clearly promote quality education for
those children who are physically, mentally, and emotionally challenged. This kind of
education also shares the same responsibilities of regular education which is to make
the learners discover their potentials, their civic duties and rights, and service to God.
Indeed, this is to help them realize that their existence has worth since special
education assure a full parental and community support. It also aims to provide a
healthy academic environment which bullying and discrimination have no place.
Overall, the purpose of special education is that no learners should be left behind
despite them being different – that being different is not a bad thing, that being different
does not make them less human, that being different is not factor to be loved, and
most importantly that being different is not a hindrance to reach their dreams.
c. Discuss substantially the policy of Inclusive Education for All.
The Inclusive Education is made possible by the 1984 Universal Declaration of
Human Rights anchored to the agreement during the 1990 World Conference on
Education for all. This was adopted by the DepEd on 1997. Inclusive education is a
form of education in which the school accepts children with special needs to take
regular classes where they are able to interact with regular learners. Hence, the school
provides a special education teacher. Also this policy provides suitable programs and
activities headed by the special education and regular teachers which both the special
and regular learners can learn and enjoy. In addition, the curriculum is effective since
it makes use of special devices for easy understanding and learning for both kinds of
learners. Aside from the collaborative vision, this policy serves as an avenue to
maintain classroom communities that embrace and respect diversity. As for teachers,
this creates a harmonious relationship between the regular and special education
teachers since they will be formulating teaching strategies and conducting enrichment
activities together which diminishes the barriers of professional isolation.
d. Enumerate the goals and objectives of SPED.
Goals:
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.
To meet the individual educational needs of the learners, and to the extent
possible, prepare them for going to a more regular classroom setting.
Objectives:
Provide flexible and individualized support system for children and youth with
special needs in a regular class environment in school nearest the student’s home.
Provide support services, vocational program and work training, employment
opportunities for efficient community participation and independent living.
Implement a life-long curriculum to include early intervention and parent
education, basic education, and transition programs on vocational training or
preparation for college, and
Make available an array of educational programs and services: the SPED
Center built on ‘a school within school concept’ as the resource center for children and
youth with special needs: inclusive education in regular schools, special and
residential schools, homebound instruction, hospital instruction and community-based
programs: alternate modes of service delivery to reach the disadvantaged children in
far-flung towns, depressed areas, and underserved barangays.
e. Describe the features of inclusive education and contrastingly relate it to
special education.
Inclusive education is all about co-teaching, collaboration, consultation, evaluation,
and knowledge learned by both special education and regular teachers and learners.
This is an academic environment which is more on interaction between the two types
of teachers and learners to create harmonious relationships at the same time attain
education. On the other hand, in special education environment, the children with
special needs are isolated from the regular learners. They do not share the same
curriculum and learning environment. This type is more on attaining education by
overcoming challenges and eliminating obstacles with the same group of peers. In
simple words, inclusive education refers to education where both CNS and regular are
in the same class while in special education they are separated.