MODULE

2- . Components of Special Education

INTRODUCTION

This module is introduced through a

quotation that implies the EDUCATION FOR ALL
children and youth irrespective of race, religious
affiliations, socio economic status and gender. As
learned in the previous module, the Philippine
Constitution and other laws of the land guarantee
education for all children and youth.
As future teachers, you will find children with
special needs in regular schools. That is why you
should know what special education is all about. How
we identify children with special needs in the regular
class. The different programs and services that are implemented for children with special needs.
Preparing our school in accommodating and modifying lessons for children with special needs.

LEARNING OUTCOMES
After working through this Module you should be able to :
a. define special education,
b. distinguish the following terms in special education; developmental disability,
impairment, disability, handicap and at risk.
c. identifies the components of special needs education
d. explains processes involved within and across these components

LEARNING APPROACH

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 A. ACTIVATE PRIOR KNOWLEDGE

Read the case scenario

below
Mario felt like he was always hitting the
books. While his friends were meeting for
basketball games after school, he was back
home in his room reading and rereading the
same materials. But no matter how hard he
studied, he remained barely passing. Meanwhile
his friend, John, who never seemed to study,
always aced test.

B.ANALYSIS How would you react to the scenario above? Have you feel the same way?

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 C. ABSTRACTION

What is Special Education?

Special Education-It is an individually planned, systematically implemented and carefully
evaluated instruction to help exceptional children achieve the greatest possible personal self-
sufficiency and success in present and future environments. ( Inciong et al, 2007)
Special Education- It is a set of
educational programs and services
designed to meet the particular needs of
exceptional children. It is the type of
education tailored to meet the needs of
children who cannot profit normally from
general education because of disabilities or
exceptional abilities
 It can be differentiated from regular
education by its curriculum-some
children need, intensive, systematic
instruction to learn skills that
normally developing children acquire naturally. It provides learning opportunities that are
not provided in standard or regular school curricula or by regular school services.
 The child’s individual needs dictate the curriculum. The individualized programming that
is the core of special education must provide in settings that best meet each students
special needs.
 Some exceptional children are taught certain skills to compensate or reduce the
handicapping effects of a disability.
Who:
 Exceptional children whose special needs or abilities necessitate an individualized
program of education.
 Teachers who have completed specialized training programs in preparation for their
work with students with special needs- SPED teachers and regular teachers
 Other professionals who are members of the multidisciplinary team
School administrators, parents and other family members ,caregivers, community,
legislators and society
Where:

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  Schools- special and regular schools; therapy or early intervention centers; home;
vocational centers; community
How
 Use of varied teaching methods and strategies
 Employ the same set of fundamental teaching skills- pacing content
 Special educators should be skilled in the procedures for systematically designing,
implementing and evaluating instruction
The Exceptional Child
The term exceptional child is difficult to define for the term represents many different
medical, psychological, and educational groupings of children.
Essentially, the exceptional child is one who deviates from the average child: (1) mental
characteristics,(2) in sensory abilities, (3) in neuromuscular or physical characteristics,
(4) and in social or in multiple handicaps to such an extent that modification of school
practices or special education services are required in order to develop him to his maximum
capacity. ( Kirk,1972)

Who needs SPED?

Exceptional People- refer to individuals who differ from

societal or community standards of normalcy; some
exceptionalities are obvious while others are not;
exceptionalities may be beneficial (ex. Gifted or talented)
or may be a significant problem (ex. mental retardation)
Disability- refers to the inability of an individual to do
something in a certain way; an
incapacity to perform as other
individuals due to impairments in sensory, physical, cognitive and
other areas of functioning
- refers to the loss or reduced function of a particular body part
or organ
- Synonymous to impairment
- It limits the ability to performs certain tasks
Handicap- refers to the problems that an individual with a disability
encounters as he or she attempts to functional or interact in his or her
environment; this term is used when explaining the consequences or
impact imposed on the individual by his or her disability
Developmental Delay- because of the adverse effects of
labeling, young children with special needs are sometimes identified as being developmentally
delayed or at-risk for future problems in school.
- Children do not have to be identified with any disability
label. However, they are considered to have a high
probability of developing a disability; use a generic
category – ex. Children with disabilities, children with
special needs, developmentally delayed and at-risk.
There are four major types of developmental delays.

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 They are cognitive; sensorimotor; speech and language; and socio-emotional
delays.

At-Risk – Children who have not been formally identified as having a disability but who
may be developing conditions that will limit their success in school or lead to disabilities.
The term at-risk is often used with the very young who, because of negative conditions
surrounding their birth, nurturing or environment, may be expected to experience developmental
problems.

Factors Placing Young Children At-Risk For

Developmental Problems
 Maternal alcohol and drug abuse
 Children born to teenage mothers or women over 40 above
 Home environmental lacking adequate stimulation
 Maternal diabetes hypertension
 Exposure to rubella
 Chronic poverty
 Primary caregiver is developmentally disabled
 Infections such as encephalitis or meningitis
 Oxygen deprivation
 Child abuse and neglect
 Accidents and head trauma
 In adequate maternal and infant nutrition
 Genetic disorders such as down syndrome
 Family history of congenital abnormalities
 Exposure to radiation
 Prematurity
 RH incompatibility
 Low birth weight
 Ingestion of poisons and toxic substance by the child
 Prolonged or unusual delivery

DISABILITY CATEGORIES (IDEA 2004)

1. Autism (ASD)
2. Visually Impairment/Blind
3. Hearing Impairment/Deaf
4. Intellectual Disability
5. Specific Learning Disability
6. ADHD
7. Orthopedic Impairment
8. Speech and Language Impairment
9. Developmental Delays
10. Behavioral Disorder

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 11. Multiple Disabilities
12. Traumatic Brain Injury

NORMAL AND EXCEPTIONAL DEVELOPMENT

1. Jeremy is by far the biggest boy in the kindergarten. He looks like a seven-year-old, yet behaves
like the young five-year-old that he is.
2. Aki, by age three, was fluent in three languages, by age four, she was reading in two of the
languages.
3. The twins, Jennifer and Jeffrey, began talking soon, after their first birthday. At the same time,
they develop a private language of their own, incomprehensible to others.

Each of these children can be viewed as a normal child, yet each is also atypical, different
from others of the same age.

WHAT IS NORMAL OR TYPICAL DEVELOPMENT?

Normal, or typical development, implies in on-going process of growing, changing, and
acquiring a range of complex skills. Beginning in earliest infancy, the process moves along a
developmental continuum according to a predictable pattern common to most children of the
same age. However, the term normal development has long been the subject of dispute. What is
normal for one child may be quite abnormal for another.
In addition to culturally defined differences, there are individual differences among children. No
two children grow and develop at the same rate. Even within the same culture or family.
Some children walk at eight months; others not until 18 months. Most children begin walking
somewhere in between. All children within this range, and even a bit on either side of it, are
normal with respect to walking. Typical development shows great variation and significant
differences among children.

WHAT IS ATYPICAL OR EXCEPTIONAL DEVELOPMENT?

In a cohesive definition, atypical development is referred to those children who exhibit
behaviors that fall outside of the normal, or expected, range of development. These behaviors
emerge in a way or at a pace that is different from their peers.
In the not too distant past, individuals who were noticeably different were referred to as
“crippled” or “retarded”. Society provided “homes for crippled children” and “institutions for the
feeble-minded”-common term in those days.
The term handicapped is becoming unacceptable. The term children with special needs provides
a better perspective. The language makes it clear that children with disabilities are different only
because “they need environments that are specifically adjusted to minimize the effects of their
disabilities and to promote learning of a broad range of skills”.

Developmental Disabilities and Delays (IDEA 2004)

A developmental disability is a chronic problem resulting from mental or physical impairments,
or both. People with developmental disabilities may find it difficult to perform major life
activities such as moving, learning, communicating with language, taking care of themselves and

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living independently. A developmental delay, on the other hand, refers to the fact that a child is
not meeting expected milestones, such as the ability to roll over, sit up independently, walk,
speak, interact, etc., within the broad range of what is considered normal for his age.

REFERENCES

Department of Education, Republic of the Philippines. Bureau of Elementary Education, Special

Education Division (SPED). (1997). Handbook on special education: A guide for
teachers, administrators and service related staff. Manila, Philippines: Author
Department of Education, Republic of the Philippines. (2006). Bureau of Elementary Education,
Special Education Division (SPED) at:http://www.deped.gov.ph
Hallahan, D.P. & Kauffman, J.M. (2000). Exceptional learners: Introduction to special education
8th ed. MA: Pearson Education Company.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.
Murdick, N.L., Gartin, B.C., Crabtree, T. (2002). Special education law. NJ: Pearson Education
Company.
Smith, T.C.E., Polloway, E.A, Patton, J.R. & Dowdy, C.A. (2006). Teaching students with
special needs in inclusive settings 4th ed. MA: Pearson Education Company.

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