RESPONSIBILITIES OF PRINCIPALS - They must have a sense of urgency about improving their schools, balanced by

patience to sustain them for the long haul. They must focus on the future, but remain grounded on today.

- Richard Dufour –

RESPONSIBILITIES OF TEACHERS - Management of the learning environments in which they teach and Development of
teaching and learning opportunities to learners

IEP - Individual Education Plan Providers’ Perspective of Special Education for Children

- John Ryan A. Buenaventura –

‘If a child can’t learn the way we teach, maybe we should teach the way they learn.’

- Ignacio Estrada -

DepEd mandates Education for All. Republic Act 9155 (2001) states Schools shall have a single aim of providing the best
possible basic education for all learner.

FORMS OF ASSESSMENT

1. Record Keeping

There are many different systems of record keeping. Older children have test scores and report cards. Younger children
provide more of a challenge.

2. Anecdotal Notes

This is probably the most common form of nonsystematic observation which requires systematic or organized writing,
but does not necessarily need to look beautiful.

3. Behavioral Observations

Its usual purpose is to target behaviors that need intervention or that indicate a child’s development is not following the
usual track; it includes information about the situation as well as specific characteristic relative to behavior: duration,
latency, frequency, intensity, context, and time (Sallvia & Ysseldyke, 2007).

a. Duration – behaviors have discrete beginnings and endings. It is relevant to know how long or short a child wanders
or remains at activities before leaving by using watches that have timers.

b. Frequency – relates to how often a particular behavior happens. Compute a weekly and daily average using the
frequency and duration data for episodes.

c. Intensity – has to do with the magnitude or severity of the behavior. Some children whimper, others scream.

d. Latency – the length of time between a request and the child’s response to a request.

e. Context – refers to what is happening in the classroom before, during, and after an event.

f. Time – refers to when during the day a particular behavior occurs.

4. Checklists

It can help you learn children’s names, focus on general patterns of adjustment and behavior, and learn where and how
long children play in different areas.

5. Work Samples or Portfolios

This shows what young children are doing and can serve as an alternative assessment for children with disabilities of all
ages.

RESPONSE TO INTERVENTION OR RESPONSE TO INSTRUCTION (RTI)

This is a new component of IDEA, (2004) that was designed to help children who struggling when there is a possibility
that their problems are due to inadequate instruction or there is not a good fit between the instruction and the child.

EARLY INTERVENING SERVICES (EIS)

PRODUCTIVE PARENT-TEACHER CONFERENCES - Conferences do not just happen; they require planning. Routine
conferences use the basic technique known as the “sandwich”

SCREENING - The goal of this is to identify children at risk for delayed development and who will continue to experience
delays and academic challenges without intervention.

Physical Therapist (Physical Therapy Evaluation) – evaluates a child who is experiencing problems in gross motor
functioning, living, and self-help skills, and vocational skills necessary for functioning in certain settings.

Occupational Therapist (Occupational Therapy Evaluation) – evaluates a child who may be experiencing problems in
fine motor skills and in living and self-help skills for example.

Speech Language Pathologist (Speech and Language Evaluation) – screens for speech and language developmental
problems, provides a full evaluation on a suspected disability, provides direct services, and consults with staff and
parents.

Audiologist (Audiological Evaluation) – will evaluate a learner’s hearing for possible impairment, and as a result of the
findings, may refer the learner for medical consultation or treatment.

SPED Diagnostician (Psychoeducational Assessment) – refers to a trained SPED Specialist who conducts
Psychoeducational Assessment and strategies such as standardized test, checklists, records, forms, inventory, scales
alongside interviews, observation and information skill survey and/or portfolio assessment.

Developmental Pediatrician (Developmental Pediatric Assessment)– is a medical doctor who specializes in the
diagnosis and treatment of children with behavioral, communication or mental problems.

Neurologist (Neurological Evaluation) – is a medical doctor or osteopath who has trained in the diagnosis and
treatment of nervous system disorder, including disease of the brain, spinal cord, nerves and muscles.

Psychologist (Psychological Evaluation) – evaluates and diagnoses learners with a wide range of learning, social,
emotional, or developmental problems.

Psychiatrist (Psychiatric Evaluation) – is a physician who diagnoses and treats learners with psychological, emotional,
behavioral and developmental or organic problems.

Ophthalmologist (Visual Training Evaluation) – is a medical doctor who evaluates and treats learners with vision
problems.

Special Education Teacher – conducts educational evaluations of learners with suspected disabilities in specific
categories.
 LAWS, ETHICAL CODES, AND PROFESSIONAL STANDARDS THAT IMPACT ASSESSMENT

Section 504 of the Rehabilitation Act of 1973 (Public law 93-112) – gave individuals with disabilities equal access to
programs and services. It is illegal to deny participation in activities or benefits of programs, or to in any way
discriminate against a person with disability solely because of the disability. Individuals with disabilities must have equal
access to program and services. Auxiliary aids must be provided to individuals with impaired speaking, manual, or
sensory skills.

• Education for all Handicapped Children Act of 1975 (Public law 94-142) – students with disabilities have the right to a
free, appropriate education. Schools must have on file an individualized education program for each student determined
to be eligible for services under the act. Parents have the right to inspect school records on their children when changes
are made in a student’s educational placement or program, parents must be informed. Parents have the right to
challenge what is in records or to challenge changes in placement.

• 1986 Amendments to the Education for All Handicapped Children Act (Public Law 99-457) – all rights of the Education
for All Handicapped Children Act are extended to preschoolers with disabilities. Each school district must conduct a
multidisciplinary assessment and develop an individualized family service plan for each preschool child with disability.

• Individuals with Disabilities Education Act of 1990 (Public Law 101-476) – two new disability categories (traumatic
brain injury and autism) are added to the definition of students with disabilities.

• 1997 Amendments to the Individuals with Disabilities education Act (IDEA; Public Law 105-17) – significant
provisions on mediation of disputes and discipline of students with disabilities are added.

• 2001 Elementary and Secondary Education Act (No Child Left Behind Act; Public law 107-110) – a) the act aims to
maximize student learning, provide for teacher development, and enhance school system capacity; b) the act requires to
report on an annual yearly progress for all students, including students with disabilities; c) the act provides increased
flexibility in exchange for increased accountability; d) the act gives parents whose children attend schools on state
“failing school list” for two years the right to transfer their children to another school.

2004 Reauthorization of IDEA – new approaches are introduced to prevent overidentification by race or ethnicity

FOUR BROAD ETHICAL PRINCIPLES

• Respect for the Dignity of Persons - We always recognize that students and their families have the right to participate
in decisions that affect student welfare, and that students have the right to decide for themselves whether they want to
share their thought, feelings, and behaviors.

• Professional Competence and Responsibility (Responsible Caring and Beneficence) - Beneficence or responsible
caring means educational professionals do things that are likely to maximize benefit to students or at least do not harm
them.

• Honesty and Integrity in Professional Relationships - Not only must professionals regularly engage in self-assessment
to be aware of their own limitations but also, they should recognize the limitations of the techniques they use. For
individuals, this sometimes means refusing to engage in activities in areas in which they lack competence. It also means
using techniques that meet recognized standards and engaging in the continuing education necessary to maintain high
standards of competence.

• Responsibility to Schools, Families, Communities, One’s Profession, and Society - This means behaving professionally
and not doing things that reflect badly on one’s employer or profession. As professionals, we are responsible for
promoting healthy school, family, and community environments, respecting and obeying laws, contributing to our
profession by supervising, mentoring, and educating professional colleagues, and ensuring that all students can attend
school, learn, develop their personal identities in environments free from discrimination, harassment, violence, and
abuse (Jacobs et al., 2011).