An Interview Paper

College of Teacher Education

Academic Year 2021-2022

FOUNDATIONS OF SPECIAL AND1

INCLUSIVE EDUCATION
Introduction:

Special education programs cater to pupils who are cognitively, physically, socially, or

emotionally challenged. This type of "delay," known as a developmental delay, refers to a feature

of a child's overall development such as physical, cognitive, and academic skills that puts them

behind their peers. Students' needs cannot be satisfied in a typical classroom setting due to their

specific demands. Special education programs and services tailor curriculum, teaching methods,

and delivery instruction to each child's specific requirements.

With that, it encompasses a wide range of services that can be delivered in a variety of

ways and locations. In special education, there is no "one size fits all" solution. It is designed

specifically for students with disabilities. Moreover, it focuses on assisting children with learning

difficulties. However, this does not imply isolating children in a particular classroom all day.

Federal law mandates that children receiving special education services spend as much time as

possible in regular classes.

Such as the Individuals with Disabilities Education Act (IDEA) ensures that all children

with disabilities are entitled to a free appropriate public education to meet their unique needs and

prepare them for further education, employment, and independent living. A specified under the

IDEA is the Individualized Education Program (often known as IEP) is a document that clearly

describes the unique goals and objectives set for a child with a disability. These programs are

written records of the child's special education program and academic changes required to satisfy

his or her unique needs. The IEP serves two key functions for a student; the establishment of

realistic learning objectives for the student, and the indication of the services that the school

system is expected to offer for the kid.

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 Furthermore, IEPs are created by a group that includes the child's teacher(s), parents, and

other school personnel. This team meets at least once a year to assess the student's academic and

developmental progress, devise suitable educational plans, and implement any necessary

changes. The major purpose of these reviews is to make sure the child is receiving appropriate

and enough treatment in the least restricted environment possible.

Thus, in special education, there are what we call special education teachers. They are

who work with children and youths who have a variety of disabilities. Children with special

needs require unique instruction by specially trained professionals to help them achieve their

highest potential and strive to progress beyond their limitations.

Every day presents a new challenge and new job duties for a special education teacher.

Hands-on time with students is focused on supplemental instruction, individualized academic

and behavioral support, and assessing students who have IEPs on file. Special education teachers

serve as a consultant to classroom teachers to offer advice about how to help at-risk students

succeed in the classroom. Administrative tasks consume a large portion of the day for special

education teachers. Lesson planning, updating case files of students receiving special assistance,

and writing new IEPs are regular job duties. Often, special education teachers supervise

instructional assistants and this requires managing their daily work and coaching them about how

to work with assigned students. Finally, special education teachers regularly communicate with

parents, teachers, and administrators about student progress, classroom needs, and special

concerns that may arise.

Analysis of Interviewee:

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 The special education teacher interviewed is Ms. Miriam Grace T. Battad. A teacher in

Ilocos Sur National High School which is also the Special Education (SPED) Coordinator since

2019. She took a Bachelor of Science in Biology first with a dream of pursuing medicine.

However, the person that inspires her to be a doctor shifted to nursing. She was then encouraged

to enter the field of nursing. During her duties, she was given a chance to interact with children

with difficulties. This caught her passion, but on a medical side. However, since she has a

passion for learning, she pursued a Master of Education, majoring in Special Education. Since

she realized that while doctors are the one who diagnoses children with disabilities, they too are

dependent on the assessment of SPED teachers. Now, she is taking up a doctorate in educational

leadership and management.

Analysis of Interviews:

I. About Work

1.) WHY DID YOU CHOOSE TO WORK WITH STUDENTS WITH

DISABILITIES?

Based on Dr. Miriam Grace Battad, when asked about the reason behind why did she

choose to teach students with disabilities, always says that it is all about fulfillment. While others

might think that it is about the financial aspect, it is not. Since she has been studying and

teaching in the private education sector ever since. Making her friends shocked by her decision.

Thus, she chose this kind of work because of the fulfillment.

Aside from that, the fulfillment that a teacher can fill when teaching children with

disabilities is different from the regular class. Especially when everyone knows that they cannot

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be financially rewarded for what they are doing. Career-wise speaking, teaching in special

education is not for promotion which is needed in the profession. What motivates her is the joy

that she sees in the parents of the students.

2.) WHAT IS THE BIGGEST CHALLENGE OR REWARD IN WORKING WITH

STUDENTS WITH DISABILITIES?

According to Ms. Battad, if you handle students with disabilities the challenge of

managing them cannot be felt. For a reason that the strategies that are needed for their learning

have been taught to them already. Hence, teachers, already know what appropriate methods are

to be used for the students. Thus, a challenge happens when it is the parents that are

unsupportive. It is easy when the student is already diagnosed but if a child is suspected or

undiagnosed and a teacher would them the parents that their child is special, that is the time that

they would be in denial. For a reason that even when the teacher would want to help the child to

learn using all the appropriate methods and strategies, she could not do anything if the parents

would not accept the case of the student.

Take for example Ilocos Sur National High School, there are 158 total special education

students enrolled in the school for this school year. However, only 47 of them are diagnosed, that

is the discrepancy in the pie graph. More students are undiagnosed and there are various reasons

behind that. One is that they do not have the financial capacity for their children to be diagnosed.

Although, the school offers diagnoses but not every year since it needs to be requested in the

central office in San Fernando, La Union first. Before they would send a Psychometrician to the

school. With that, a maximum of 25 students only every school year are being diagnosed.

Usually, the priorities here are the athletes that join different contests.

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 However, it is a sorrow that among the suspected students, few cases reached a certain

grade level without proper learning. Such as a certain case, wherein a student has reached 9 th

grade yet is a non-reader. That never appears in his record even from the lower year. This is

another challenge that a teacher can face in working with students with disabilities.

Also, another would be the drop-out rate. During the face-to-face setup, the rate is high.

Especially if the child cannot keep up with the phasing of inclusive education. Though, when

modular started this pandemic, the drop-out rate became zero. This is for a reason that it can be

noticed that the modules are perfectly answered. Since it is done by the parents, siblings, or any

family members. With this, the validity of assessment on the level of skills the students with

disabilities have would not be appropriately measured. This is the discrepancy during the

pandemic. Modules are cannot be trusted to measure the learning, especially in the case of

children with disabilities in which the teacher needs results for evaluation to know what could be

added to the approach given.

3.) HOW HAVE YOU ESTABLISHED PROCEDURES OR RULES TO MAINTAIN

ORDER AMONG YOUR STUDENTS?

As stated by Ms. Battad, when we talk about the order, it differs during the time of

inclusive and pull-out. Inclusive time refers to the set-up wherein students with disabilities are

placed together with the regular students. On the other hand, the pull-out time is when students

with disabilities are pulled out from the inclusive classroom and given special education. This is

done usually during the MAPEH and TLE subjects. Since there are circumstances in that

students do not have the ability to dance, for example.

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 Though, mostly, students that are being pulled out are those who are diagnosed. Teachers

do not usually pull-out students who are undiagnosed. For a reason that when the undiagnosed

are being pulled out, that is called intervention time already. This includes regular teachers that

serve as tutors.

By that, order and procedures are established by inclusive and special education. For the

students to have their proper learning environment and opportunity.

4.) WHICH TEACHING STRATEGIES DO YOU USE OFTEN AND WHY DO YOU

PREFER THEM?

As specified by Ms. Miriam Battad, the teaching strategy that is used often is the reward

system. This is applied typically to student-athletes of the special education that joins for

example in Region 1 Athletic Association (R1AA). In a view of the fact that this reward system

serves as the motivation for the students; be it may the special education or regular students.

However, the difference would be that regular students can have fulfillment in the reward of

additional grades. Yet, this does not apply to students with disabilities. What rewards that they

usually ask for are the simple things like having the time to have their phones; more playtime.

For example, a student will request to play with his phone after having a 40-meter run.

Therefore, one can say for children with disabilities, rewards do not only mean big things.

Especially since there are special children that have regression in their mental age. Thus, act and

think like a child. There are also times that they will ask for a little amount of money as their

prize for doing the task. Mainly because they cannot have the focus take for example an hour,

working should be per session with in between breaks.

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 There are other strategies like the pull-out but they cannot be applicable across the

boards. Hence, the reward system is primarily the best strategy, especially for young children.

5.) WHAT EXPERIENCE HAVE YOU HAD WITH INDIVIDUALIZED

EDUCATION PLANS, AND DO YOU THINK THEY ARE EFFECTIVE?

As per Ms. Battad, an Individualized Education Plan (IEP) is intended for a one-on-one

set-up between a student teacher. This is a plan or program developed to ensure that a child with

an identified disability who is attending an elementary or secondary educational institution

receives specialized instruction and related services. While the regular students use the Daily

Lesson Log (DLL). Which contains the lesson that is needed to be taught to the students. On the

other hand, in IEP, the progress that is being logged makes it personalized.

For a reason that in special education, time spent in learning does not matter. The

important thing is they can obtain the necessary skill that should be gained from the lesson.

For example, the identification of colors. There are situations in which a student could

memorize the five colors for half a year. Also, during her stay in a SPED Center in Manila, there

are cases where students after a weekend would not be able to recognize them. Thus, they have a

color-coding for their clothes for the students not be confused about them. That even a change of

hairstyle could not be recognized by some students. Hence, different kinds of difficulties need

different kinds of approaches.

Therefore, an IEP is only applicable to one student only. Even though there are students

that have the same disability, an IEP would not automatically be applied to both of the students.

Such as, if there are two blind students, it does mean that one IEP would fit them. The other

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blind student may or may not have the same cognitive level that necessitates a more advanced

plan.

To conclude then, the Individualized Education Plan (IEP) then is effective since it

implements a one-on-one set-up. However, if it is implemented across the board, it would not be

effective and valid. On that account, the case of Ilocos Sur National High School which has 158

students, also needs the same number of IEPs. That is how rigid special education is. It is then a

relief that in today’s time, a chairperson is appointed at every grade level to have a lesser

workload for each teacher. In each grade level, there is also one teacher appointed to one subject

area. With this, if a certain student has a difficulty in Math 7, for example, only the teacher

assigned with being tapped up for the system to be organized. It can be seen that the special

education system in Ilocos Sur National High School has advanced and is being processed to be

recognized and licensed as a SPED Center.

6.) HOW WOULD YOU ASSESS THE STUDENT LEARNING AND BEHAVIOR

PROGRESS? (GIVE EXAMPLES).

Okay, examples of this, actually, it is not expected that it is always progressive. Because

in Special Education, as what I said, IEP, sometimes when the weekend passes and the long

vacation passes especially when Christmas Break. When January comes, they most likely forgot

all the lessons. The learner will not remember anything. That’s it. Usually, what is needed is that,

you should always need to repeat and repeat it. Hence, this sem, you will learn this. They need to

have repetition. That is one of their qualities, as Ms. Battad commensurated.

Other learners might not need repetition but for example, the blind or deaf [student] what

happens, even without repetition, it is okay but it still depends on the cognitive level of that

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child’s brain. Since sometimes-in school, of course, you teach and teach, A-B-C, A-B-C like

that, numbers, plus, the learner’s now good. The learner is good at things like that even in verbal.

However, when it comes at home, no one teaches, what he is holding is like. For example, the

child, he is now very good but he is autism severe. When it comes at home, he is just holding a

cellphone. That is why it also depends on the parents. Therefore, sometimes, parents and teachers

have to compare the child’s progress. That is why the take home assignment is being done. The

modules, like that. Thus, it is not progressive. You will definitely expect sometimes regression

when it comes to learning behaviors of the child or his assessment. Therefore, every time you see

the child, you should check him daily. That is why there is Individualized Education Plans.

Usually, this is daily. However, sometimes, of course, it is too rigid when it is daily. Sometimes,

we do weekly observations.

Thus, what is the grading system of the SPED learners?”

According to Ms. Battad, the grading system is not the same as the regulars. Usually

there is modification. For example, physics. 4th year regular is having his physics class then

suddenly they have autism severe. He could not even understand 1 + 1, how could that be? In

that case, what you need to do is to tell the learner to explain. “What happens when you push the

car? When you push the car, what pushed it and how far?” Therefore, you modify the questions

or you modify the equation the activity. That is also what we do to our work plans this pandemic.

Especially they are in module, written. In modules, there are easy, average, and difficult. Usually

what work plan goes to SPED student, they will have the easy, That is what they will answer for

them to not go away from the curriculum. However, let us say non-reader, that is what difficult

is. We therefore ask the help of parents really to help. Sometimes, what happens is that, it is not a

help anymore, the parents are the one who answer the modules. That is what they do.

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Modification of Learning Activities or Learning Sheets, which is what we are already doing

during the time of face-to-face, modifications.

7.) WHAT ARE SOME CREATIVE ACTIVITIES YOU HAVE PLANNED THAT YOUR

STUDENTS HAVE LOVED?

Maybe, the one here at Ilocos Sur National High School, it is like the time when I see

them happy, during Christmas Program. That is what they always look forward to, every year.

Hence, when it was like a pandemic, we did not even have a Christmas program but we went

house-to-house. We still had a Christmas package because it was no longer present. It was like

spaghetti package and fruit salad package. That is just what we teachers did. So, we, SPED

Teachers, divided ourselves and our location. For example, I have Bantay, San Ildefonso until

Magsingal. Others would be in Vigan, because it is too many. There are 14 total SPED receiving

teachers. However, not everyone is functioning. Because others there, either totally no

experience at all and newly hired. That is why it is more on assist with the teachers. Therefore, I

think the Christmas Program activities is what my students loved.

8.) WHAT DO YOU THINK IS THE MOST DIFFICULT ASPECT OF THIS JOB?

“The most difficult aspect of my job is how I maximize my available budget. Because sometimes

we need to reroute the budget. Our number one need is when we have projects and activities; of

course, all you need is budget. Usually, I need to ask for help financially, either organizations or

if we need to fulfill this kind of activity, we need to have an activity for fund raising. So usually

some of the challenges, usually, it falls on non-acceptance of the parents. That is the hardest

aspect. The teaching of Special Education to children is easy. However, without the cooperation

of the parents, that is difficult. That is what I always say. If parents will not accept, then we

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would be able to do or conduct that certain activity. So, when we have activities, like the

Christmas Program, even the R1AA, as much as possible, we specify to thank the parents. Those

who participate. Since it is a big deal. It is really difficult if it’s only the teachers.

9.) CAN YOU PLEASE TELL US A SCENARIO WHERE YOU HAD TO DEAL WITH A

DIFFICULT PARENT. HOW DID YOU ADDRESS THE SITUATION?

This scenario has happened many times. During that time, the parent got angry, the

mother accepted it. She was willing and actually, she was okay with it. However, the father was

the one who got angry. Therefore, we need to back the child out, because the father did not

accept it. Hence, we do not want to have a scenario where we feel like we are the ones who will

be in trouble. It is really hard because the child’s only a minor. Without the consent of the

parents, there is really nothing we can do. No matter how we want to help the child, if that

child’s parents did not consent it. It is like all plans are canceled.

Sometimes, other students grew up with their grandparents, uncles, aunts especially if the

parents separated. Yet, of course, the one who will sign the consent is the parent. Then when we

call the parents, they would not consent it. The grandmother was willing and okay with it. The

child was with the grandparent. It is a legal matter actually, what we follow is the parental

consent because they are now in legal age. Therefore, we cannot say where the child lives, that

is not it. We always have parental consent that is needed to be signed no matter what, even this

pandemic. Those who participate in regional contests, dances, songs, online things like that, all

of them have the attachment of consent. Sometimes, the grandmother wants the child to join the

regional festival of talents or RFOT to sing because she is really good at singing. Then suddenly

the father did not agree but the mother agreed.

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 We cannot take the child. If it is the parents, we are now out of it. We need to follow the

procedure and the legality of the situation. Because, of course, even if we turn the world upside

down, we cannot fight back. Actually, we also have a case of abuse. When a child is abused and

that child is tagged as SPED [learner], we forward it to the DSWD. We cannot interfere as a

teacher. We need to follow the legal procedure. After we forwarded the child’s case to the

DSWD, the police have already intervened. The one who reported to us, teachers was the

grandmother. We also had a situation, during the pandemic it happened where the boy caught in

robbery. He robbed and tagged as SPED learner in school. What happened there, we cannot

intervene as a teacher because the police caught him, again, DSWD intervened not us. It is still

automatic even if you say we are second parents. Because sometimes there are parents whom

really do not their responsibility but they give the responsibility to others. Either grandmother,

aunt, and uncle. We still follow the legal procedure.

10.) HOW HAVE YOU COLLABORATED WITH GENERAL EDUCATION TEACHERS

TO BENEFIT YOUR STUDENTS?

Of course, collaboration really starts with Inclusive Education. With the DepEd Order,

we need to follow regardless if it’s severe, if moderate or really non-reader or anything, we need

to accept the students in an inclusive education. So, hand in hand we provide Inclusive Education

Training especially the newly hired teachers. Before the school year starts, before, during the

summertime, we still have face-to-face, this happened before the pandemic. We gave One week,

five-day seminar in total. Because we need to give them an idea of whether, per disability, that's

what it's all about. All newly hired teachers. There are also workshops and anything. That is why

for me, I am hoping that before they start to teach to school, all the newly hired teachers are

equipped educationally… Inclusive Education background. As what Ms. Battad corresponded.

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 However, sad to say, sometimes even trained, ‘When it is really on the field, discrepancy

really happens sometimes, they are confused, “Ma’am why, how is this, that”. We need to

reorient. We need to remind. Sometimes they wonder why it needs to be modified. Others are

complaining about why they need to modify. That is why it is Inclusive. That means, he should

be able to do what the regular ones do, which is a false notion. It does not mean to say that

Inclusive Education you will need to insist that he understand the regular course. You as a

teacher will modify the questions. That is Inclusive Education. It is not the student who will

adjust. That also happens in intervention, you will notice that “Why doesn’t he get the

identification correctly, 1-10. He can't answer it” then alter it, make it a multiple-choice setup.

Maybe if there were choices, it would be easier, than Identification. However, it should be the

same concept. That is what I always tell to the teachers or he does not get the identification as

well as the multiple choice then try to make it in essay setup. Maybe he could explain it. That is

it. It is really about the modification.

Conclusion:

Handling a Special Education (SPED) equates to ensuring students with learning

disabilities receive specialized instruction designed to meet their unique learning needs. With

that, SPED teachers’ work goes beyond what we perceive. It is about the fulfillment that they can

have even without the financial reward. Amidst the challenges that they go through such as

In conclusion, the value of special education cannot be overstated; children with special

needs can either grow up to be productive and fully functioning members of society, or they can

fall behind and fall between the cracks. Inclusion is critical for developing long-lasting

relationships, experiences, and cognitive and social abilities. No child is allowed to fail under the

No Child Left Behind Act of 2001. Individual states are held responsible for students' grades and

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competency. It is critical for students' success to have accredited and well-trained teachers.

Learning disorders affect the way students learn. Students will be guided by standard-based

IEPS, which will provide the support and services they require. Teachers who are

knowledgeable, well-trained, and accredited are essential for the success of students.

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