Learning Module Property of SMCC

UNIT 3: Special and Inclusive Education

Learning Module Property of SMCC

 This course discusses the philosophies, theories and legal bases of inclusive and special
needs education, typical and atypical development of children, learning characteristics of
students with special educational needs (gifted and talented, learners with difficulty
seeing, learners with difficulty hearing, learners with difficulty communicating, learners with
difficulty walking/moving, learners with difficulty remembering/focusing, learners with
difficulty with self-care) and strategies in teaching and managing these learners in the
regular classes.

I. Sub-Topics

A. Special Education vs. Regular Education

B. Individuals with Disability Education Act
C. Individual Programs and Plans

II. Learning Outcomes

A. Value the importance of knowing multiple personalities of different learners by

understanding diversity, various learning styles and stages.
B. Cope a learning style in delivering lessons to aid disability and ability; and
C. Discuss Special and Inclusive Education, Philosophies, development and prominent
personalities.

III. Content
Special Education vs. Regular Education
1. Admission
 Regular: Entrance Examination
 SPED: Identification and Assessment
2. Curriculum (Mandated by DepEd)
 Regular: The curriculum prescribed for regular children
 SPED: The curriculum for children with special needs aimed primarily at developing
special adoptive skills to maximize their potentials.
3. Instructional materials methods and strategies
 Regular: Dimensional following the curriculum, set of objectives for learning.
 SPED: Constructivism (Learning by experience)
 Applies to both: use of materials that are low cost and indigenous material shall
develop for the use of children. Teaching strategies shall be creative and multi-
dimensional. They shall make maximum use of all remaining sense modalities and
provide for active participation in the learning process.

Learning Module Property of SMCC

 4. Teachers:
 Regular: Bachelor of Science in Elementary or Secondary Education
 SPED: Article VIII Section 2 – for the effective implementation of the special education
program. the education, welfare and training of personnel shall be given high priority.
All personnel involved in the education of children with special needs shall have
adequate and appropriate educational backgrounds and personnel qualities.

INDIVIDUALS WITH DISABILITY EDUCATION ACT

What is IDEA?

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free
appropriate public education to eligible children with disabilities throughout the nation and
ensures special education and related services to those children.

 The EAHCA of 1975 was renamed the Individuals with Disabilities Education Act
 “children” was replaced with the term “individuals”
 “handicapped” became “with disabilities”
 Significant change in attitude which focuses on person-first, not disability-first
 Disabilities are now viewed as one aspect of a person, not their sole identity.

Individual Education Plan

It is a legally binding document that schools must follow.

Goals of IEP
 Need to be “measurable” -- how will you know when s/he learns it?
 Need to make sense
 Need to be a natural part of the day
 Must be tied to general curriculum for that age and grade of child
 Need to be based on the student’s assessed need
 Must be individualized to the student. One size does not fit all.
 Need to say how goals will be worked on all during the school day (for example,
speech needs to be done in class, lunch, recess, etc.)
 Need to blend so that a student is working on several goals at a time
 Need to say what teaching methods, materials or equipment are used.
 Need to be written to encourage interaction with students without disabilities
 Must be changed if the student is not learning.

Learning Module Property of SMCC

 Who are the members of the IEP team?

1. A local representative from the school agency.

2. The child’s teacher.
3. One or both of the child’s parent or responsible part.
4. The child.
5. Other individuals at the discretion of the parent or agency.

Assessment:

Activity 1

Directions: Answer the following questions.

1. Do you think it may be necessary for children with special needs to have their own learning
facilities, separate from a public-school setting?

2. In your own opinion, do you think teachers can be trusted with these children or does there
need to be more supervision in order for proper care of these children?

Note: Put you work on Microsoft word and submit it on google classroom. Deadline is on
February 15, 2022. Be Creative! Use of designs are advisable.

Activity 2

Directions: Observe and analyze the picture below then answer the questions.

Learning Module Property of SMCC

 1. What’s going on the picture?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________.

2. What might their facial expressions/hand gestures imply?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
____________________________________________________.

3. What might the objects in the background imply?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________.

Suggested Reading/Sites:

https://prezi.com/g6otunbtjgx-/history-of-specialeducation-in-the-philippines/
https://www.slideshare.net/annvitug/foundations-ofspecial-education
https://www.rienner.com/uploads/60d0c9192ce56.pdf

References:

1. Baglieri, S. (2017). Disability studies and the inclusive classroom: critical practices for
embracing diversity in education. New York: Routledge.

2. Briggs, S. (2016). Meeting special educational needs in secondary classrooms:

inclusion and how to do it. London: Routledge.

3. Bryant, D. P. (2017). Teaching students with special needs in inclusive classrooms.

USA: Sage Publications.

Learning Module Property of SMCC

Learning Module Property of SMCC