Early Childhood Special Education Presentation

1. 1. Early Childhood Special Education How history, laws and trends affect
Early Childhood Special Education
2. 2. Early Childhood Special Education Overview ● Early Childhood Special
Education is required by federal and state laws ● Every disabled child
should be provided with the appropriate education based on their
individual needs. ● The Individuals with Disabilities Education Act (IDEA) is
for 3, 4 and 5-year-old children with disabilities who require special
education ● The No Child Left Behind Act of 2001 (NCLB) focuses on
school success as measured by student achievement. Also expand options
for parents and concentrate on school methods that have been proven to
work.
3. 3. Historic Events ● 1965 - Bureau of Education for the Handicapped later
named Office of Special Education Programs (OSEP) was started. ● 1972 -
Court decides that children with disabilities should have an equal right to
access education. ● 1974- The Family Educational Rights and Privacy Act
(FERPA) is passed, enabling parents to gain access to their child’s
personal information used by the school. ● 1975- the Education for All
Handicapped Children Act (EAHCA), is passed. Allowing all schools to
educate children with disabilities. ● 1990- The Education for All
Handicapped Children Act (EAHCA) is renamed to Individuals with
Disabilities Education Act (IDEA) ● 1993 - Parental advocacy groups are
formed to push for federal help in the hope of fair educational
opportunities for their children with disabilities. ● 1999 - Americans with
Disabilities Act is enacted allowing disabled children to become more
commonplace in school districts and gives parents and children certain
rights under IDEA. ● 2001 - The No Child Left Behind law becomes enacted
calling for ALL students to become proficient in reading and math by the
year 2014.
4. 4. Laws There has been many laws passed by the government to better
and protect Early Childhood Special Education over the years. In the next
few slides I’ve highlighted some of the main ones.
5. 5. The Rehabilitation Act of 1973 ● Prohibits employment discrimination
against individuals based on disability by federal contractors and
subcontractors. ● This law is enforced by the Employment Standards
Administration's Office of Federal Contract Compliance Programs (OFCCP)
within the U.S. Department of Labor ● Requires that federal contractors
and subcontractors take affirmative action to recruit, employ, train, and
promote qualified individuals with disabilities. ● The Rehabilitation Act has
been amended twice since its inception, once in 1993 and again in 1998.
6. 6. Americans with Disabilities Act of 1990 (ADA) ● Is a wide-ranging civil
rights law that prohibits, under certain circumstances, discrimination
based on disability ● It provides similar protection such as the Civil Rights
Act of 1954 which made discrimination based on sex, age, race, religion
illegal. ● Discrimination may include, among other things: o Limiting or
classifying a job applicant or employee in an adverse way o Denying
 employment opportunities to people who truly qualify, or not making
reasonable accommodations to the known physical or mental limitations
of disabled employees o Not advancing employees with disabilities in the
business, and/or not providing needed accommodations in training
materials or policies o The provision of qualified readers or interpreters.
7. 7. The No Child Left Behind Act of 2001 (NCLB) ● The aim of NCLB is to
have all students performing at proficient levels in the two educational
cornerstones, reading and mathematics, by the year 2014. While at the
same time closing the achievement gaps of students of different genders
or minority groups; students who are English language learners or who are
economically disadvantaged; and students who have a disability. ● All
states will implement statewide systems of testing and accountability for
all public schools and all students in order to provide a picture of how
successfully each school is teaching its established standards. ● To
receive federal school funding, states must give these assessments to all
students at select grade levels.
8. 8. Individuals with Disabilities Education Act of 2004 (IDEA) ● Is a law that
ensures services to children with disabilities throughout the nation. ● It
addresses the educational needs of children with disabilities from age 3 to
age 18 or 21. In cases that involve 14 specified categories of disability. ●
Controls how states and public agencies provide early intervention,
special education and related services to millions of eligible infants,
toddlers, children and youth with disabilities. ● To receive federal school
funding, states must give these assessments to all students at select
grade levels. ● The act requires states to provide "highly qualified"
teachers to all students. Each state sets its own standards for what
counts as "highly qualified"
9. 9. Trends The passing of many different laws over the years have made a
big impact in Early Childhood Special Education. Parents receive more
financial help towards their disabled children, more teachers are receiving
qualified training on dealing with different types of disabilities, more
disabled children are getting the right help, children with special
education are treated equally and are being less discriminated, teachers
and parents communicate more which helps with the child’s development
and a lot more.
10.10. Our Job as Educators Our Job as educators is to make sure the laws
are being followed and Early Childhood Special Education keeps getting
the support it deserves. It is very important children with special needs
receive special care and love at school and home. Parents and teachers
should always stay active when it comes to communicating the child’s
behavior and changes
11.11. Sources Anna Garefalakis Sources: ●
http://nichcy.org/laws/nclb/disabilities ●
http://www.calstat.org/publications/pdfs/edge_spring_03.pdf ●
http://www.dol.gov/compliance/laws/comp-rehab.htm#overview ●
 http://en.wikipedia.org/wiki/Americans_with_Disabilities_Act_of_1990 ●
http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

Kindergarten Outcome

 School Readiness
 Children with disabilities will enter
kindergarten at age 5 prepared for success.

Children with disabilities will enter kindergarten at age 5 prepared for success

 All eligible 3- and 4-year-old children with

disabilities will have access to
 (1) a high-quality preschool experience
reflecting the general education curriculum
 (2) A school readiness experience that will
prepare them for school and
 (3) Will enter kindergarten at age 5, the same
age as their typical peers.

Three K Indicators - Evidence of Change

 Increase the percent of eligible preschool

children with disabilities, 3- and 4-years of age
who participate in regular education kindergarten
at age 5
 Increase the percent of eligible preschool
children with disabilities, 3- and 4-years of
age, who receive their special education and
related services in settings that are least
restrictive
 Decrease the number of preschool and kindergarten
children with disabilities who are suspended or
expelled from school

Children with disabilities will enter kindergarten at age 5 prepared for success

 Evidence of Change
 Increase the percent of eligible children with
disabilities 3- and 4- years of age, who
participate in regular education kindergarten at
age 5.

 Definition
  The total number of eligible 3- and 4-year-old
children with disabilities who at age 5 are in
and participate in a regular education
kindergarten placement.

Increase the percent of eligible preschool children with disabilities, 3 and 4-years of age, who
participate in regular education kindergarten at age 5

 During the 2002-03 school year there were a total

of 2,925 eligible students, 5 years of age, with
disabilities.
 Of that, 2,262, or 77.3 were placed in a regular
education kindergarten
 575 children, or 19.7 of 5 year old children
with disabilities were placed in preschool

Increase the percent of eligible preschool children with disabilities, 3 and 4-years of age, who
participate in regular education kindergarten at age 5

 Five years of data identifies a fluctuation in

the utilization of kindergarten settings for
eligible 5-year-old students with disabilities.
 In 2000-01, more eligible 5-year-olds were in
kindergarten grade placements commensurate with
their peers although 2002-03 shows and increase
from the previous year.

Transition Outcome

 Transition From EI to 619

 Families and children are able to access
appropriate educational and community supports
and services when children leave the Birth to
Three System

Three Transition Indicators - Evidence of Change

 Increase the percent of eligible preschool

children with disabilities who exited from B-3
and received a FAPE at 3
 Increase the percent of eligible 3-year-old
children with disabilities who receive their
special education and related services in
inclusive settings
 Increase the percent of eligible 3-year-old
children with disabilities who receive their
 special education and related services in
settings with non-disabled peers

FAPE at Age 3

 Evidence of Change
 Increase the percent of eligible students with
disabilities, who transitioned from Birth-3 at
age 3 and who received a FAPE by their 3rd
birthday.

 Indicator Definition
 The total number of students in the Birth-3
System, who exited at age 3 and were found
eligible for Special Education, who had their IEP
implemented no later than their 3rd birthday.

FAPE at Age 3 - Status

 Of the 1,591 students, Birth to Three formally

referred 646 (40.6) to special education and
convened a transition meeting for these children
at least 90 days prior to the childs third
birthday. Nearly seventy-six percent (490) of the
646 children received FAPE at three, this
includes 3 of the 9 students who had already
exited by the December 2002 data collection.

What methods were used to conduct evaluation, measurement information?

 Statewide data collection system for special

education, December 1st reporting (primary)
 Part C data provided to the SEA
 Program review, monitoring information collected
 Parent interviews, survey results
 Information reported annually to the public and
identification of next steps
 Follow-up at the statewide level and at the
school district level
 Setting targets and re-evaluating strategies and
activities

What were the major findings, results of the evaluation?

 Most significant findings came from data analysis

conducted to identify status of 619, what is the
state-of-the-state?
  Identified need to correct data, data
definitions, validate data
 Identified that data not always reflective of
what is occurring in the state, in school
districts or with individual children
 Allowed the SEA to target policies and practices
impacting eligible children ages 3-5
 Provided a data profile that schools could learn
from in changing their own practices
 Created opportunity for courageous conversations
and change

Did the availability of resources pose challenges?

 Multiple resource challenges data systems,

resources for data analysis, report writing,
follow-up
 Funding, personnel, federal state fiscal crisis
 Data system capacity for new data elements
 Resources to capture and validate data through
other than statewide data collection
 Dueling political footballs do more with less
 Training, technical assistance, professional
development

What important lessons were learned about the approach and methods used?

 Challenges in merging Part C data

 Challenges in 619 LRE data
 Challenges in reliability, validating data
 Differences between data and actual school
district implementation of promising practices,
meeting individual child needs
 Challenges in coordinating with other state early
childhood activities, initiatives measuring
results

What would you recommend to others who want to report outcome data?

 Create one results system that has meaning and

can help identify effects of positive change
 Utilize resources well
 Critical to work between C and B Programs
 Critical to work within early care and education
activities
Special education in the philippines

1. 1.  In 1902, the interest to educate Filipino Children was expressed

through...
2. 2.  1926 – 1949 Philippine Association for the Depth (PAD).  1956 The
first Samar institute for teaching the depth.  1957 Department of
Education created the Special Education Section.
3. 3.  1958 The American Foundation for overseas blind open it’s regional
office in Manila.  1960 Some private Colleges & Universities started to
open special education cources in their graduate school.
4. 4.  1962 Training of Teachers at University of the Philippines. 1. Hearing
Impairment 2. Mental Retardation 3. Mental Giftedness
5. 5.  Republic Act No. 5250 An Act Establishing a ten year Teaching
training programs for teachers of special and exceptional children. 
Presidential Decree No. 603 In 1975 known as the Child and Youth Welfare
Code was enacted.  Presidential Decree No. 1509 In 1978, created the
National Commission Concerning Disable Persons (NCCDP). It was
renamed as National Council for the welfare of Disable Person (NCWDP).
6. 6.  Batas Pambansa Bilang 232 Also known as Education Act of 1982.
The State shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socio-economics status, physical
and mental condition, social and ethnic origin, political and other
affiliations.
7. 7.  Batas Pambansa Bilang 344 In 1983, The Accessibility Law. An Act to
Enhance the Mobility of Disabled Persons.  Republic Act No. 6759 In
1989, The Law declared August 1 of each year as “ White Cane Safety Day”
in the Philippines.
8. 8.  Republic Act No. 7610 In 1992, The Law is An act providing for Strong
Deterrence and Special Protection against Child Abuse, Exploitation and
discrimination.  Presidential Proclamation No. 361 In 2000, set new dates
for the National Disabilty Prevention and Rehabilitation.  Republic Act No.
9288 In 2004, known as The Newborn Screening Act of 2004.”
9. 9.  Republic Act No. 9288 In 2004, known as The Newborn Screening Act
of 2004.”  Magna Carta for Disabled Persons (Republic Act No. 7277)

Presentation on theme: "Chapter 14 Early Childhood Special

Education"— Presentation transcript:
1 Chapter 14 Early Childhood Special Education

2 The Importance of Early Intervention

IDEA and Early Childhood Special EducationMandates early intervention services for any child
under 3 years of age who has developmental delaysMandates preschool for children with
disabilities ages 3–5States that receive IDEA funds for early intervention must serve all infants
and toddlers with developmental delays or established risk conditionsStates may also serve
infants and toddlers who are identified as at-risk

3 Individualized Family Services Plan

An IFSP is a plan that addresses the needs of the child and family and is developed by a
multidisciplinary teamAn IFSP defines the family as being the recipient of early intervention
servicesThe IFSP must be evaluated once a year and reviewed at six-month intervalsSpecial
education for preschoolersPreschool children do not have to be identified under existing
categories to receive servicesLocal education agencies may elect to use a variety of service
options

4 Screening, Identification, and Assessment

Assessment in early childhood special education is conducted for at least four different
purposes:ScreeningDiagnosisProgram planningEvaluationTests measure performance in 5
major areas:Motor developmentCognitive developmentCommunication and language
developmentSocial and emotional developmentAdaptive development

5 Curriculum and Instruction in Early Childhood Special Education

Curriculum and program goalsSupport families in achieving their own goalsPromote child
engagement, independence, and masteryPromote development in all important domainsBuild
and support social competenceFacilitate the generalized use of skillsPrepare and assist children
for normalized life experiences with their familiesHelp children and their families make smooth
transitions

6 Curriculum and Instruction in Early Childhood Special Education

Selecting IFSP/IEP Goals and ObjectivesGoals and objectives should be evaluated according to
the following five quality indicators:FunctionalityGeneralityInstructional
contextMeasurabilityRelationship between long-range goals and short-term objectives

7 Instructional Adaptations and Modifications

Modifications and adaptations to the physical environment, materials, and activities are often
sufficient to support successful participation and learning by a child with disabilitiesEmbedded
learning opportunitiesPreschool activity schedules should include a balance of child-initiated
and planned activities, large- and small-group activities, active and quiet times, and indoor and
outdoor activities
8 Service Delivery Alternatives for Early Intervention
IDEA requires that early intervention services be provided in natural environments to the
greatest extent possibleService delivery options for early childhood special education
include:Hospital-based programsHome-based programsCenter-based programsCombined
home-center programs

9 FamiliesParents are the most important people in an early intervention programAct as

advocatesParticipate in educational planningObserve their child’s behaviorHelp set realistic
goalsWork in the classroomTeach their children at home

Policies and Guidelines of Special Education in the Philippines

1. 1. Maria Martha Manette Apostol Madrid, Ed.D. Professor Institute of
Graduate Studies Panpacific University North Philippines Urdaneta City,
Pangasinan, Philippines martzmonette@yahoo.com
2. 2. Article 1: Philosophy, Goals and Objectives  Section 1: The State shall
promote the right of every individual to relevant quality education
regardless of sex, age, breed, socio-economic status, physical and mental
condition, social or ethnic origin, political and other affiliation. The State
shall therefore promote and maintain equality of access to education as
well as the enjoyment of the benefits of education by all its citizen. (BP
Blg. 232)mental condition, social or ethic origin, political )  Section 2:
Every child with special needs has a right to an educational program that
is suitable to his needs. Special education shares with regular education
basic responsibilities of the educational system to fulfill the right of the
child to develop to his full potential.
3. 3. Article 1: Philosophy, Goals and Objectives  Section 3: 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. 
Section 4: The specific objectives of special education shall be the
development and maximization of learning competencies, as well as the
inculcation of values to make the learners with special needs a useful and
effective member of society.  Section 5: The ultimate goal of special
education shall be the integration or maintenance of learners with special
needs into the regular school system and eventually in the community.
4. 4. Article 2: Definition and Scope  Section 1: Special education refers to
the education of persons who are gifted or talented and those who have
physical, mental, social or sensory impairment and cultural differences so
as to require modifications of the school curricula, programs and special
services and physical facilities to develop them to their maximum
capacity. These persons may be gifted/talented, fast learner, mentally
retarded, visually impaired, hearing impaired, with behavior problems,
orthopedically handicapped, with special health problems, learning
 disabled, speech impaired or multiply handicapped.  Section 2: These
policies and guidelines shall apply to all schools, centers and classes
(national or local, public or private, formal or nonformal) established under
the educational system of the Philippines for the education of children
with special needs.
5. 5. Article 3: Identification, Screening, Assessment and Evaluation of
Children  Section 1: Identification, screening, assessment and evaluation
of children with special needs shall be conducted by the school and the
community utilizing appropriate assessment instruments.  1.1
Identification and assessment of every child shall be conducted as early
as possible.  1.2 The team approach shall be used in the identification
and assessment procedures. The team shall be composed of persons with
working knowledge and understanding of children with special needs,
such as the following:  1.2.1 parents/guardians/extended families,
neighbors and friends  1.2.2 regular teachers
6. 6. Article 3: Identification, Screening, Assessment and Evaluation of
Children  1.2.3 special education teachers  1.2.4 guidance counselors 
1.2.5 school administrators  1.2.6 health workers  1.2.7 social workers 
1.2.8 psychologists  1.2.9 speech and physical therapists  1.2.10 law
enforcement officers  1.2.11 probation officers
7. 7. Article 3: Identification, Screening, Assessment and Evaluation of
Children  1.3 Aspects to be covered in the identification, screening,
assessment and education of children with special needs shall cover the
following aspects:  1.3.1 Physical:  1.3.1.1 height and weight  1.3.1.2
physical deformities  1.3.1.3 gross and fine motor coordination  1.3.1.4
hearing  a.3.1.5 visual function  1.3.1.6 oral hygiene and dental
developmen  1.3.2 Psycho-social  1.3.2.1 family history  1.3.2.2
personality  1.3.2.3 behavior  1.3.3 Educational  1.3.3.1 learning
disabilities  1.3.3.2 language and speech  1.3.4 Medical
8. 8. Article 3: Identification, Screening, Assessment and Evaluation of
Children  1.4 Appropriate assessment instruments shall be developed or
adopted in order to identify handicapping conditions as early as possible. 
1.5 Identification and assessment of children with special needs shall be a
continuing process  1.6 The synthesis of identification and diagnostic
information shall be the basis for the appropriate educational placement of
the child with special needs.
9. 9. Article 4: School Admission and Organization of Classes  Section
1:Children with special needs shall enjoy equality of access to formal and
nonformal education.  1.1 Educational help for the handicapped child
shall be made available as early as possible.  1.2 Every school division
shall organize special classes and provide special services for children
with special needs. (PD 603)  1.3 All schools at the preschool,
elementary, secondary and tertiary levels shall admit children and youth
with special needs.  1.4 Preschool education and post secondary
education for technical and vocational courses shall be salient features of
the formal education of children with special needs.
10.10. Article 4: School Admission and Organization of Classes  1.5 The
school entrance age of a child with special needs to formal academic
instruction shall follow the current regulation of the Ministry of Education,
Culture and Sports. He may be admitted any time during the year, if
circumstances warrant such admission. No age requirement nor time
limitation shall be imposed for attendance to nonformal education
programs.  1.6 Only persons with special needs shall be eligible for
enrolment in special schools.  1.7 Special educational provisions shall be
made in hospital schools during treatment periods of handicapped
children.  1.8 An assessment test to determine proper grade placement
shall be administered to special students who cannot present school
credentials. Their admission shall be subject to the approval of the
regional director.
11.11. Article 4: School Admission and Organization of Classes  1.9 Over-
aged students assessed by the Philippine Educational Placement Test but
found deficient in communication and other skills, shall be admitted
provided that they shall undergo remedial instruction in the areas of
deficiency.  1.10 Admission requirements for regular students taking
degree courses at the tertiary level shall apply to students with special
needs.  1.11 Adaptation in the administration of college entrance tests
and other examinations given by the Ministry of Education, Culture and
Sports and other agencies shall be provided to meet the needs of special
students.
12.12. Article 4: School Admission and Organization of Classes  Section 2:
For maximum efficiency, class size at any given time shall be as follows: 
Exceptionality...One-Grade Level...Multi-Grade or Multi-Level  Gifted/Fast
Learner...30-35...15-20  Mentally retarded...8-15...8-10  Blind 7-10 5-6 
Deaf 7-15 6-8  Behavior Problems 15-20 7-12  Orthopedically
Handicapped 10-15 10-15  Multiply Handicapped 5-8 3-6  Speech
Defective 10-15 10-15  Learning Disabled 7-10 5-6
13.13. Article 4: School Admission and Organization of Classes  2.1
Placement in a special class shall be temporary and not terminal, thus a
continuous assessment process is essential.  2.2 A maximum of only 2
children with the same or different type of handicapping condition shall be
integrated in a regular class at any given time.  2.3 An itinerant teacher
shall have a case load of not more than five children with special needs. 
2.4 The special education teacher shall be assisted by one or more
teacher aide when necessity demands and whenever possible.  Section 3:
Promotion of children with special needs shall follow the promotion policy
for the regular grades.  3.1 The promotion from grade to grade or from
level to level shall follow the promotion policy for the regular grades.
14.14. Article 4: School Admission and Organization of Classes  3.2 The
following modifications shall be made for special learners.  3.2.1
Promotion Scheme for Gifted/Talented/Fast Learners  3.2.1.1 Yearly
progression  3.2.1.2 Acceleration  3.2.1.3 Finishing the last three grades
in the elementary grades in 2 years  3.2.1.4 Advanced placement  3.2.2
 The levels of instruction for the mentally retarded shall be as follows: 
3.2.2.1 Preschool  3.2.2.2 Lower Primary  3.2.2.3 Upper Primary  3.2.2.4
Intermediate  3.2.2.5 Advanced  3.2.2.6 Post-Secondary  3.2.3 For the
multiply handicapped, individualized promotion shall be adopted on a case
to case basis.
15.15. Article 5: Curriculum Content, Instructional Strategies and Materials 
Section 1: Curriculum Content, Instructional Strategies and Materials  1.1
The following schemes or options may be adopted for Special Education
Programs  1.1.1 Regular curriculum - the curriculum prescribed for
regular children.  1.1.2 Modified curriculum - the curriculum prescribed
for regular children with certain adaptations to meet the needs of special
children.  1.1.3 Special curriculum - the curriculum for children with
special needs aimed primarily at developing special adoptive skills to
maximize their potentials.  1.2 Curriculum plans shall be research-based,
tested successfully on a pilot basis before their implementation on a
bigger scale, and evaluated periodically. These plans shall be
accompanied by a variety of instructional materials.
16.16. Article 5: Curriculum Content, Instructional Strategies and Materials 
1.3 The modified curriculum for the visually impaired shall include sensory
training, special instruction in Braille reading and writing, mathematics,
orientation and mobility, Braille music, and typing.  1.4 The modified
curriculum for the hearing impaired shall emphasize communication and
language development based on the philosophy of TOtal Communication
which is tailored to meet the individual child's communication, and
educational needs. The curriculum, in addition, shall include special
instruction in speech and speechreading, auditory training and rhythm.
The multi-sensory approach shall be maximized and speech/speechreading
and sign language shall be encouraged starting in Grade I.  1.4.1 Pilipino
Sign Language shall be used in the education of the hearing impaired.
17.17. Article 5: Curriculum Content, Instructional Strategies and Materials 
1.5 The modified curriculum for children with behavior problems shall
include special activities and instructional techniques for the
normalization of behavior with emphasis on moral, civic and spiritual
values as well as training in livelihood, and technical and academic skills
to prepare them for the world of work.  1.6 The curriculum for the
physically handicapped child shall include functional exercises.  1.7 The
special curriculum for the mentally retarded shall emphasize training in
self-care, socialization, motor and pre- vocational and vocational skills.
For the more severely ratarded child, emphasis shall be on development of
self-care skills.  1.8 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.
18.18. Article 5: Curriculum Content, Instructional Strategies and Materials 
1.9 All special schools shall strengthen their vocational and technical
training programs. Arrangements shall be made to enable the child with
special needs to attend special courses offered in the regular vocational
 schools whenever practical.  1.10 A community-based, home-based or
any useful alternative special education delivery system shall be
established to reach those who cannot avail of regular institution-based
programs.  1.11 Effective guidance and counselling programs shall be
developed and maintained.  Section 2: Instructional Materials  2.1 Low
cost and indigenous materials shall be developed for the use of children
with special needs.
19.19. Article 6: Organization Patterns  Section 1: Children with special
needs shall be provided with a variety of educational patterns and
services.  1.1 The assessed needs of each child shall be the primary
consideration in determining his particular program and services.  1.2
Programs may be organized in a variety of settings, namely:  1.2.1
Integration/Mainstreaming. This refers to the enrolment of a child with
special needs in a regular school with additional teaching/care resources.
There are degrees of integration. In partial integration, a child enrolled in a
special class in a regular school is integrated with regular children in non-
academic activities like work education, physical education, arts, school
programs, etc. Later on, qualified children may be integrated gradually in
one or more academic subjects. In full integration (sometimes called "zero
reject model"), the handicapped child sits in the regular classes in all
subjects, academic or non-academic.
20.20. Article 6: Organization Patterns  1.2.2 Resource Room Plan. Under
this scheme, the child with special needs is enrolled in the regular school
program but goes to a resource room to use the specialized equipment
either in a tutorial situation or in a small group. The resource room teacher
functions both as an instructor and as a consultant. The usual procedure
is for the resource room teacher to serve the area of exceptionality in
which she has had training. However, occasionally in small communities,
necessity may dictate that she serves children with a variety of learning
disabilities. Such a resource room service that does not constitute a
complete program of special education should not turn out to be a
segregated plan.  1.2.3 Itinerant Teacher Plan. Under this plan, an
itinerant or traveling teacher serves one or more regular schools
depending on how many pupils need special help. She gives direct and
consultative services to children. In addition, these specialists observe,
diagnose, make referrals, requisition textbooks and equipment, prepare
instructional materials and evaluates performance.  1.2.4 Cooperative
Class Plan (Part-Time Special Class Plan). In this plan, the child with
special needs is enrolled in a special class but receives some of his
academic instruction in the regular grades. In this way, the child is, to a
varying extent, integrated into regular education.
21.21. Article 6: Organization Patterns  1.2.5 Special Class Plan (Self-
Contained/Segregated Plan). Under this plan, usually, pupils with only one
type of exceptionality label are enrolled in the special class. This plan is
needed for those with more sever problems which makes it impossible for
them to learn in a regular classroom setting. At times, they may be with
 their normal peers, but not usually in an academic situation.  1.2.6
Special Education Center. A growing alternative service delivery system is
the Special Education Center which holds classes for children with special
needs within the regular school. Itinerant, resource room services, special
and cooperative classes are held in the special education center. Classes
range from three to more than twenty, depending upon the population and
affluence of the community. The school-within-a-school concept receives
much support from parents of the children themselves and from civic and
social community organizations. The Center is administered by a principal
and operated according to the rules and regulations that govern a regular
school.
22.22. Article 6: Organization Patterns  1.2.7 Special Day School. This type
of school serves specific types of children with moderate to severe
disabilities. It offers a range of trained special educators and a
comprehensive array of medical, psychological and social services.  1.2.8
Residential School. The reason for placing a child in a residential school is
based on the premise that he can make greater progress in such setting
than in any other. Residential schools provide special education services
that are qualitatively and quantitatively superior to those available in local
communities. They also offer comprehensive diagnostic and counselling
services, and vocational and recreational services.  1.2.9 Hospital
Instruction. Provision of children confined to hospitals, sanatoria, and
convalescent homes is a service of special education. The types of
children in need of hospital instruction are the severely emotionally
disturbed, the profoundly retarded who are bedbound, the crippled, those
with chronic and/or serious health disabilities, and recovering patients.
Both bedside tutoring and group instruction are made available to the
above.
23.23. Article 6: Organization Patterns  1.2.10 Homebound Instruction. This
plan is provided by the local school system to serve the chronically ill,
usually the bedridden, the convalescents from operation, accident or
temporary illness, the disturbed, and the retarded pupils. Services are
provided by either a full time itinerant teacher who instructs each pupil in
his own home about three times a week, or the regular class teacher who
instructs her temporarily homebound pupils.  1.2.11 Community-based
Delivery System. This is a plan for children with special needs who reside
in distant communities and cannot avail of existing special education
programs. They are reached by teachers, para-teachers or volunteers
trained to teach the basic 3 R's and self-help activities to prepare them for
useful and independent living.
24.24. Article 6: Organization Patterns  1.3 A combination of plans may be
considered where special children are not concentrated in a particular
geographic area; where there are not enough children to justify employing
more than one teacher or where the spread is great; and/or where a
variety of services is not feasible.  Examples of variation:  a) A Resource
Room Plan may be established and the special teacher works part-time as
 an itinerant teacher, since the children enrolled for the Resource Room
Program can be scheduled to attend the regular classroom when he is not
in the building.  b) A plan such as the one described above may also be
established when one special teacher must meet the needs of children at
both elementary and secondary levels.  c) The Cooperative Class Plan
may be maintained for some pupils and other pupils scheduled under the
Resource Room PLan, particularly when a program is being changed from
a Cooperative Class Plan to a Resource Room Plan.  d) If the Cooperative
Class Plan is being used, the special teacher could leave her class for a
portion of time to serve as an itinerant teacher when a provision is made
for the children enrolled in the Cooperative Class.
25.25. Article 6: Organization Patterns  1.4 Appropriate referral system shall
be established if the result of an assessment merits residential school
placement, e.g., for the child who lives too far from existing special
education services. Otherwise, homebound instruction shall be provided. 
1.5 Special supportive services like readers, interpreters, notetakers, and
others shall be provided when necessary.  1.6 Special programs for the
gifted, talented and creative shall be developed and maintained.  1.6.1
Special provisions for the gifted, talented and creative may take the
following prototypes, singly or in combination:  1.6.1.1. Grouping -
clustering of small groups from different sections to be placed with a
teacher who can modify the curriculum to suit the gifted as in seminars,
mini courses, a library period a week, etc.  1.6.1.2 Vertical Acceleration -
early school admission, double grade promotion, advanced placement,
tutoring; correspondence courses; independent study, acceleration by
grade skipping or time compression.  1.6.1.3 Horizontal Acceleration -
mentorship wherein gifted students are paired with adults who serve as
their mentors in a subject of mutual interest; individual or group research
projects; honors classes; a core or block program for the integration of
ideas from two or more subjects.  1.6.1.4 Guidance - individual
conferences; community-sponsored programs; scholarship societies;
career and vocational counseling; peer facilitator.
26.26. Article 6: Organization Patterns  Section 2: The goal of special
education shall be integration or mainstreaming of children with special
needs.  2.1 Integration or mainstreaming of children with special needs
shall be viewed as a developmental process.  2.2 Special supportive
services like readers, interpreters, notetakers, and other auxiliary services
shall be provided when necessary.  2.3 The school division shall extend
such services as orientation and training of administrators, teachers,
other school personnel and regular popils on special education.
27.27. Article 7: School Plant Facilities  Section 1: Adequate physical
facilities and equipment shall be provided to assure quality education for
all children with special needs.  1.1 The school system shall assign
buildings and resource rooms and adapt physical facilities to suit children
with special needs.  1.2 The school system shall provide appropriate
specialized equipment, instructional materials and supplies.  1.3
 Requirement for school site, school plants, physical facilities and
classroom size shall be for the purpose of securing permit for operation of
special schools modified in accordance with the type of exceptionality and
enrolment size.  1.4 The minimum requirement for basic classroom
equipment for children with special needs prepared by the Ministry of
Education, culture and Sports including medical and dental facilities shall
be complied with.
28.28. Article 7: School Plant Facilities  Section 2: Buildings and facilities
shall be made accessible to persons with special needs.  2.1 Steps shall
be taken to remove architectural barriers to and within buildings
(walkways, corridors, doors, washrooms and toilets) to enhance mobility
of disabled persons.
29.29.  Article 8: Personnel Recruitment, Welfare and Development 
Section 1: For the effective implementation of the special education
program, the education, welfare and training of personnel shall be given
high priority.  1.1 All personnel involved in the education of children with
special needs shall have adequate and appropriate educational
background and training and personnel qualities specified as follows: 
1.1.1 Education and Work Experience  1.1.1.1 For a special education
teacher  Bachelor of Elementary Education specializing in special
education  Bachelor of Science in Elementary Education or Secondary
Education, major in Special Education  Bachelor of Science in Elementary
Education or Secondary Education plus 18 units in special education in the
graduate level
30.30.  Article 8: Personnel Recruitment, Welfare and Development 
Bachelor of Science in Elementary Education or Secondary Education plus
16 units in special education with 4 years of very satisfactory experience
in the regular schools  Bachelor of Science in Elementary or Secondary
Education plus 14 units in special education with 4 years of very
satisfactory experience in the regular schools  Bachelor of Science in
Elementary or Secondary Education plus 12 units in special education with
6 years of very satisfactory experience in the regular schools  1.1.1.2 For
Regional and Division Supervisors, coordinators, and administrators of
special schools and centers  Master of Arts with 18 units in special
education or any related field
31.31.  Article 8: Personnel Recruitment, Welfare and Development  1.1.2
Civil Service Eligibility For security of tenure of all personnel, possession
of an appropriate civil service eligibility is required.  1.1.3 Personal
Qualities Must demonstrate positive attitudes, desirable personal values
and commitment toward children with special needs.
32.32.  Article 8: Personnel Recruitment, Welfare and Development  1.2 In
the absence of qualified teachers in the division,  equivalent experience
or training in handling children with special needs and demonstrated
commitment shall be considered for appointment.  1.3 Teaching and non-
teaching personnel working with children with special needs shall be
provided with on-going and various training opportunities to ensure staff
 competence.  1.4 Training programs shall be upgraded periodically to
emphasize early identification, screening, assessment and evaluation of
children with special needs. It shall include courses in psychology to
develop the right attitudes toward handicapped persons.  1.5 The hiring
rate of special education teachers shall be at least two ranges higher than
that of regular teachers.
33.33.  Article 8: Personnel Recruitment, Welfare and Development  1.6
Incentives shall be given to special education personnel through the
following:  1.6.1 master teacher positions when they meet the
requirements;  1.6.2 awards for consistent outstanding performance for
the last 3 years;  1.6.3 priority in recommendations to related
scholarships and fellowships;  1.6.4 attendance to conferences or
observations of special education programs in countries with more
advanced programs in special education.
34.34.  Article 9: Administration and Supervision  Section 1: The Ministry of
Education, Culture and Sports shall have overall responsibility for the
administration and supervision of special education in the country.  1.1
The Bureau of Elementary Education through the Special Education
Division shall provide leadership and guidance over the Special Education
program for learners with special needs in the elementary level. The
Bureau of Secondary Education and the Bureau of Higher Education shall
likewise establish a division or unit that shall provide similar functions and
responsibilities over learners with special needs in their respective levels.
 1.1.1 Until such divisions or units are established, said Bureaus shall
send a representative to an ad hoc group based at the Bureau of
Elementary Education to facilitate the administration and supervision of
the special education program in these upper levels.
35.35.  Article 9: Administration and Supervision  1.2 The Special
Education Division shall provide supervisory and consultative services to
assist regional and division offices develop and expand their program and
to ensure quality and continuity of services. It shall meet these
responsibilities through the following main functions:  1.2.1 provision of a
broad framework and minimum standards for use in establishing and
maintaining field programs for children with special needs;  1.2.2
supervision of programs for children with special needs. It shall provide
assistance in planning, establishing andmaintaining such programs and for
the interpretation of the needsof such programs;  1.2.3 development and
validation of prototype instructional materials for children with special
needs; and  1.2.4 consultation and coordination of services with other
divisions and bureaus within the MECS and with other national, public and
private agencies for the proper development and maintenance of programs
in special education.
36.36.  Article 9: Administration and Supervision  1.3 The implementation
of these four functions shall be carried out by the Special Education
Division in the following ways:  1.3.1 provision of a broad framework and
minimum standards;  1.3.1.1 development of policies and guidelines to
 serve as guide for the field in establishing and maintaining programs for
children with special needs;  1.3.1.2 cooperation with public and private
agencies to insure the development of all services in the best interests of
gifted and handicapped children;  1.3.1.3 collaboration with other
divisions and bureaus within the Ministry of Education, Culture and Sports
for the proper development and maintenance programs;  1.3.1.4
development and coordination of policies and procedures relative to the
preparation and monitoring of programs/reports to the Director, Bureau of
Elementary Education.
37.37.  Article 9: Administration and Supervision  1.3.2 supervision of
programs for children with special needs. This is basically the
responsibility of the regional and division offices. It shall be carried out
through the following means:  1.3.2.1 encourage schools to initiate and
develop programs for children with special needs;  1.3.2.2 assist schools
in the identification and diagnosis of such children. The Division of Special
Education shall encourage schools to conduct vision screening programs
and to follow up these programs by requiring that students who are
identified as having vision problems be referred to a qualified eye
specialist for accurate diagnosis;  1.3.2.3 assist schools in the selection
of teachers, suitable classroom facilities, and special instructional
materials and equipment needed by children with special needs;  1.3.2.4
interpret policies and regulations for the development and maintenance of
programs;  1.3.2.5 plan and conduct workshops for teachers, school
administrators and other interested persons to provide an understanding
of the program;  1.3.2.6 serve as in-service consultant to field programs;
and  1.3.2.7 assist schools in the utilization of services available from
other local and national agencies.
38.38.  Article 9: Administration and Supervision  1.3.3 development and
validation of prototype instructional materials for children with special
needs. Such materials shall be managed and handled in accordance with
existing rules and regulations; and  1.3.4 consultation and coordination
with public and private agencies. The following procedures shall be used
to complement this function:  1.3.4.1 consultation and coordination of
activities with public and private agencies that have responsibilities for
the diagnosis, treatment and rehabilitation of children with special needs,
such as the National Commission Concerning Disabled Persons, the
Ministry of Social Services and Development and the Ministry of Health; 
1.3.4.2 promotion and carrying out a program of cooperation and
coordination with private agencies having programs for such children; 
1.3.4.3 consultation with institutions of higher learning with regard to
recruitment of persons for training as special education teachers and the
development of programs in the area of special education;  1.3.4.4 act in
advisory capacity, upon request, to private groups maintaining programs
for children with special needs; and  1.3.4.5 serve as representative to
regional, national and international professional organizations dealing with
children with special needs.
39.39.  Article 9: Administration and Supervision  Section 2: The Regional
and Division Offices shall have the primary responsibility for the initiation
and implementation of programs for children with special needs. The
education of these children is the responsibility of the total school system.
The overall effectiveness of the program will depend largely upon the
leadership and cooperation of the regional/division promotional and
administrative staff and teachers.  2.1 Regional Director The Regional
Director shall have overall responsibility for the administration and
supervision of special education in the region.  2.2 Chief of Elementary
Education Division The Chief of Elementary Education Division shall
directly assist the Regional Director in the development and
implementation of policies, plans and programs in special education for
the region. He may preferably assign one who had training in special
education the responsibility of supervising the program.
40.40.  Article 9: Administration and Supervision  2.3 Schools
Superintendent The Schools Superintendent shall have the overall
responsibility for the administration and supervision of special education
in the division. He shall be assisted preferably by a Division Supervisor
who had training in special education whose responsibility of the program
shall include the following:  2.3.1 assisting in the integration of the
program into the division or district total school program;  2.3.2 assisting
the special education teacher in an itinerant program to arrange a
workable district-wide schedule  2.3.3 arranging with district
supervisors/principals for adequate classroom facilities for the special
education program;  2.3.4 helping the special education teacher secure
materials and equipment necessary to his particular program;
41.41.  Article 9: Administration and Supervision  2.3.5 providing
assistance to special education teachers through the conduct of in-service
training, seminars and workshops  2.3.6 visiting the program periodically
to gain a better understanding of the special education teachers' work; 
2.3.7 arranging periodic conferences with the special education teacher; 
2.3.8 assisting special education teachers to monitor records  2.3.9
scheduling opportunities for the special education teacher to discuss and
explain his program;  2.3.10 assigning special education teachers who
are promoted as administrators to schools wih the special education
program; and  2.3.11 urging all administrators/supervisors of
schools/districts who underwent training in special education to organize
special education in their respective schools/districts.
42.42.  Article 9: Administration and Supervision  2.4 District Supervisor
The District Supervisor shall have the overall responsibility for the
administration and supervision of special education in the district.  2.5
School Principal and Other School Administrators The principal and other
school administrators shall help maximally in the development and
continuing success of an effective special education program by:  2.5.1
creating within the school an atmosphere of acceptance of the program; 
2.5.2 including the special education teacher in all staff activities and
 programs in the school;  2.5.3 coordinating the program with other
programs offered by the school including guidance services, physical
education activities, music activities, home economics and other
programs;
43.43.  Article 9: Administration and Supervision  2.5.4 providing an
adequately equipped room for a Resource Room, or on an adequate place
for the itinerant teacher, if this plan is used;  2.5.5 Securing necessary
equipment and materials which are available within the school building for
the special education teacher;  2.5.6 making available to special
education teachers pertinent data concerning the family background,
scholastic and other pertinent records of all children enrolled in the
program;  2.5.7 assisting the special education teacher with scheduling
classes for each child;  2.5.8 encouraging classroom teachers to consult
with the special education teachers regarding any problem which might
arise in relation to the child in their classroom;
44.44.  Article 9: Administration and Supervision  2.5.9 notifying the special
education teacher (especially the itinerant teacher) in advance when
special activities or programs will prevent children from following their
regular schedule;  2.5.10 visiting the special education program as he
does the regular classroom program; 2.5.11 arranging for classroom
teachers to visit periodically the class for children with special needs; and
 2.5.12 arranging for the special education teacher to talk with parents,
teachers and other community groups about his program.  Section 3:
Teacher Responsibilities It is important to the effective functioning of a
school program for children with special needs to have full cooperation of
all teachers in the school.
45.45.  Article 9: Administration and Supervision  3.1 Classroom Teacher Of
primary importance to the successful functioning of the child in the
regular classroom are the attitudes of people he meets, his self-regarding
attitudes and the attitudes he develops. The positive attitudes that are
essential are most likely to develop where accurate information is
available. It is the responsibility of the special education teacher to
provide such information when possible; however, in some instances
where there is no special education teacher available, to following are
suggested for the classroom teacher to do:  3.1.1 be alert to the
behavioral signs and physical symptoms of difficulties in all children. Be
sure that proper referrals have been made and everything possible has
been done to correct or ameliorate the problems;
46.46.  Article 9: Administration and Supervision  3.1.2 accept and provide
for a wide range of individual differences on many dimensions among the
children with special needs;  3.1.3 view the physical, mental and social
limitations of the child as only one of his attributes;  3.1.4 accept the
child as much as you would any other child;  3.1.5 provide a setting for,
and expect achievement of the pupil in terms of his scholastic aptitude
and other attributes;  3.1.6 provide lesson presentations which utilize all
 senses;  3.1.7 arrange preferential seating for the child in terms of his
needs;
47.47.  Article 9: Administration and Supervision  3.1.8 obtain assistance in
the form of constructive consultation and specialized materials and
equipment from those who assume special responsibilities for the child; 
3.1.9 help the child to develop concepts meaningful to himself and in line
with his own reality;  3.1.10 if possible, provide first-hand experiences for
the child rather than vicarious ones; and  3.1.11 do not expect the special
education teachers to re-teach what has been taught in the regular
classroom. The itinerant teacher's role is to facilitate learning (more than
to teach directly) through assistance to the regular teachers and to the
child.
48.48.  Article 9: Administration and Supervision  3.2 Responsibilities of
the Resource Room Teacher The resource room teacher shall:  3.2.1
share the responsibility for program planning and scheduling with the
classroom teacher, principal, guidance counselor, and other appropriate
school personnel;  3.2.2 interpret the child's needs to the classroom
teacher and other school personnel who will be working with him;  3.2.3
advise the classroom teacher as to the best seating arrangement for the
visually impaired or hearing impaired child;  3.2.4 interpret to the
classroom teacher and other school personnel, practices and procedures
which make learning tasks easier for the child;  3.2.5 assume the
responsibility for procuring texts, supplementary materials, educational
aides and equipment needed by the handicapped child; and  3.2.6 see
that the child is provided with the necessary materials, in appropriate
media, for full participation in the regular classroom.
49.49.  Article 9: Administration and Supervision  3.3 Responsibilities of
the Itinerant Teacher The itinerant teacher shall:  3.3.1 share the
responsibility for program planning and scheduling with teachers,
principals, guidance counselors and other school personnel;  3.3.2 confer
with the classroom teacher in order to determine: a) when the child needs
help b)how often he will work with the child c) other matters related to his
work  3.3.3 reinforce the work of the classroom teacher and do intensive
teaching of certain phases of a subject as the need arises;  3.3.4 consider
the following in scheduling for: a) working with the child with the least
interruption of his class participation b) keeping travel time to the
minimum c) conferring with teachers, parents and other personnel d)
preparing and delivering needed materials and equipment
50.50.  Article 9: Administration and Supervision  3.3.5 maintain records
and exchange information about the child with the classroom teacher on a
regular basis;  3.3.6 prepare a master schedule to be given to his superior
and the principal of each building in which he works;  3.3.7 work within
the framework and policies of the schools in which he serves children; 
3.3.8 understand the pertinent medical reports concerning the children; 
3.3.9 prepare appropriate materials for the handicapped child being
served; and  3.3.10 assist in the initiation of new services and coordinate
 existing ones for use in the educational program; interpret to the general
educators resources of value in the education of children with special
needs.
51.51.  Article 9: Administration and Supervision  3.4 Responsibilities of
the Cooperating Classroom Teacher The cooperating classroom teacher
shall:  3.4.1 maintain all school records for children in his class;  3.4.2 be
responsible for the overall educational program for each child;  3.4.3
determine the amount of participation each child can manage in the
regular classes  3.4.4 teach much of the subject matter and arrange with
the classroom teacher and other school personnel (principal, guidance
counselor, and other appropriate school personnel for pupils to participate
in some of the activities of the regular classroom and of the entire school;
and  3.4.5 see that the child has all the materials needed for participation
in the regular class.
52.52.  Article 9: Administration and Supervision  3.5 Responsibilities of
the Special Class Teacher The special class teacher is responsible for
teaching the basic academic subjects with minimum integration with the
non-handicapped in physical education, for socialization purposes. He
must interpret the child's needs and abilities to the regular classroom
teacher or any other school personnel. He must work closely with all
personnel in the school in planning a program which will be beneficial to
these special children.
53.53.  Article 10: Evaluation of Programs and Services  Section 1: The
Ministry of Education, CUlture and Sports shall develop and implememnt a
system of evaluating special education programs and services.  1.1 An
internal and external evaluation of programs shall be conducted. It shall
include an investigation of all program components such as curriculum,
staff development, physical facilities, funding and research.  1.2 Private
schools for children with special needs shall be acrredited upon
compliance with the minimum standards that shall be prescribed by the
Ministry of Education, Culture and Sports.  1.3 Results of evaluation and
feedback shall be used for program improvement and decision-making.
54.54.  Article 10: Evaluation of Programs and Services  Section 2: The
government shall provide through legislation, incentives for individuals,
governmental and non-governmental entities and agencies engaged in
special education and as:  2.1 franking privilege  2.2 tax exemption  2.3
tax reduction  2.4 educational grants or scholarships and fellowships 
2.5 loans from government financial institutions  Section 3: Government
assistance in job placement for beneficiaries of the special education
program shall be provided by:  3.1 allocating positions in government
offices for them  3.2 creating positions for them through the
establishment of skills training centers (faarmer's handicarft, etc.)
55.55.  Article 11: Research and Special Studies  Section 1: Research
relevant to the education of children with special needs shall be
conducted to provide empirical basis for the improvement of instruction at
all levels.  1.1 Research on the theory and practice of special education
 in the country and abroad should be given equal opportunity.  1.2
Specifically, researches should include:  1.2.1 theoretical and conceptual
models in special education  1.2.2 identification, screening, assessment
and evaluation of children with special needs;  1.2.3 programs and
delivery systems  1.2.4 curricular content, instructional strategies and
materials  1.2.5 program evaluation schemes  1.2.6 policy analysis
56.56.  Article 11: Research and Special Studies  1.3 Research proposals
shall come from all sectors of society, e.g., government ministries
including the Ministry of Education, Culture and Sports, non-government
organizations, the academic community, research centers and private
persons.  1.4 A scheme for the dissemination and utilization of research
findings should be evolved and applied.  Section 2: Special studies shall
be made in other areas not specified but needed in the development of the
special education program.
57.57.  Article 12: Parent Education and Community Involvement  Section
1: Parents of children with special needs are valuable members of the
educational team in the program of rehabilitation for independent living of
their children.  1.1 Parent education shall be a necessary component of
the special education program. As early as possible, parents shall be made
aware of their children's handicaps and the intervention strategies needed
to help facilitate each child's academic, social-emotional and
communicative development.  1.2 Parents shall be provided with
information, and a process of sharing experiences continuously with other
parents experiencing similar problems.  1.3 Parents of children with
special needs shall be directly involved in the planning of educational and
special services for their children. They shall be helped to develop
confidence in their abilities to cope with, care for and teach their disabled
children.
58.58.  Article 12: Parent Education and Community Involvement  1.4 The
family of the child shall be involved in the process of habilitation and
rehabilitaion. It shall be encouraged as the major rehabilitation unit.  1.5
The training of trainors from among community volunteers, including
parents and family members of children with special needs, in basic
special education techniques as part of the community-based or home-
based rehabilitation services shall be conducted to promote programs on
early identification and intervention and to enhance home-school
relationships.
59.59.  Article 13: Linkages  Section 1: Linkages with government and non-
government organizations shall be established, maintained and expanded.
 1.1 Special education shall be a component of all community- based,
home-based and other rehabilitation services. These shall be coordinated
with medical, social and vocational rehabilitation services.  1.2 All
health, welfare and other community services, like parent- teacher
organizations, socio-economic clubs, and other groups which can help
children with special needs and their families shall be tapped.  1.3
Carefully designated pilot programs that shall demonstrate the effective
 collaboration of education, medical, health care, and social services shall
be undertaken.
60.60.  Article 13: Linkages  1.4 A system of referral, collaboration and
follow-up among various disciplines and services for specific areas shall
be established and intensified.  1.5 A directory or service information
center that lists all rehabilitation services available in a particular
geographical areas and the types of children with special needs that can
be served shall be prepared and made available.  1.6 The school shall
exert effort to link with the community in providing wholesome
recreational and other facilities that would enable children with special
needs to interact with their normal peers.
61.61.  Article 14: Public Information, Education and Communication 
Section 1: A nationwide information dissemination campaign on the
prevention, early identification and intervention of children with special
needs shall be intensified.  1.1 Mass media shall be utilized to make the
public aware of the importance and availability of services for children
with special needs.  1.2 Short radio and TV messages that are easy to
grasp shall be aired utilizing language that parents and laymen can
understand to change and improve public attitudes towards children with
special needs.  1.3 Information dissemination on special education
services shall be the responsibility of the Ministry of Education, Culture
and Sports.
62.62.  Article 14: Public Information, Education and Communication  1.4
Guidelines to disseminate relevant information concerning educational
programs for children with special needs, as distinguished from other
disciplines, shall be issued as often as necessary.  1.5 Annual celebration
and activities on special weeks like Sight Saving, Hearing Conservation,
and others shall be publicized for the information of the public.  1.6 Data
bank in special education shall be developed and maintained at the
regional, division and district levels.
63.63.  Article 15: Funding  Section: The cost of educating children with
special needs shall be borne by the national and local governments  1.1
The national government shall provide for the items and salaries of special
education teachers and other school personnel.  1.2 The national
government shall authorize the reclassification of the present items of
personnel presently involved in special education to special education
items at all levels whenever requirements are met.  1.3 The national
government shall provide for the construction of appropriate buildings and
the procurement of special equipment, tools and supplies.
64.64.  Article 15: Funding  1.4 The regional office shall allot funds for
research and evaluation, the training of special education personnel, the
cost of special equipment, facilities and instructional materials ans travel
allowance of their own personnel.  1.5 The division office and local
government units shall allot funds for the travel allowance of itinerant
teachers and division supervisor in-charge of the program and, where
possible, transportation of pupils.  1.6 The City and/or Provincial school
 board shall provide for additional funds for facilities and instructional
materials, and for yearly inservice training of teachers and scholarship
grants to qualified teachers and administrators.
65.65.  Article 16: Policy Support Legislation  Section 1: Legislative
measures to strengthen the special education program shall be passed.
These shall be geared towards:  1.1 Maximization of (1) teacher salaries
and other benefits, and (2) opportunities for professional growth.  1.2
Provision of sufficient appropriation for continuing research,
establishment of diagnostic centers, facilities and supplies, etc.  1.3
Greater family and community involvement.  1.4 Establishment of special
day and residential schools.
66.66.  Article 17: Special Provisions  Section 1: Special schools shall
provide the following levels of instruction by themselves or in consortia
with other institutions:  - Preschool  - Elementary  - Secondary  -
Continuing education for technical and vocational training if faculty and
facilities are available and upon approval by proper authorities. Short term
courses only.  - Tertiary level  - Graduate level
67.67.  Article 17: Special Provisions  Section 2: Special schools shall
serve in a variety of alternative settings which may be one or more of the
following:  - Residential school  - Day school  - Hospital school  -
Homebound instruction  - Rehabilitation Center (also for drug dependents
and juvenile delinquents)  Section 3: Special schools shall expand their
role from being primarily an educational institution to that of a resource
development and service center for the special education program in the
community.
68.68.  Article 17: Special Provisions  Section 4: Criteria for admission to a
government dormitory for children with special needs shall take into
account the following factors:  - Age (at least 5 years old)  - Good health
(as certified by a government physician) - Financial status (preferably
those with low family income as shown in the family income tax returns) 
- Distance of residence from school (inaccessible by transportation or
travel is risky for the pupil)  Section 5: The quality of instruction in
special schools shall equal or be better than that of the general school
system, and closely linked to it.
69.69.  Article 18: Special Provisions  Amendment Clause  Any revision or
amendment of these policies and guidelines to be made by the
implementing offices shall be referred to the respective Divisions which
shall in turn recommend its promulgation to the Minister of Education,
Culture and Sports.
70.70.  Article 19: Effectivity  These policies and guidelines shall take
effect immediately upon its approval by the Minister of Education, Culture
and Sports.
71.71. The final word is yours!
Special education - EDUCATION FOR ALL!
1. 1. SPECIAL EDUCATION
2. 2. The White Paper on Education, Charting our Education Future (1995),
states: ALL STUDENTS, regardless of their personal circumstances, HAVE
A RIGHT of access to and participation in the education system, according
to their potential and ability.
3. 3. DEFINITION: SPECIAL EDUCATION OR SPECIAL NEEDS EDUCATION - is
the education of students with special needs in a way that addresses the
students' individual differences and needs.
4. 4. It also refers to the arrangement of teaching procedures, adapted
equipment and materials, accessible settings, and other interventions
designed to address the needs of students with learning differences,
mental health issues, physical and developmental disabilities, and
giftedness.
5. 5. VISION FOR CHILDREN WITH SPECIAL NEEDS
6. 6. “The State, community and family hold a common vision for the Filipino
child with special needs. By the 21st century, it is envisioned that he/she
could be adequately provided with basic education. This education should
fully realize his/her own potentials for development and productivity as
well as being capable of self-expression of his/her rights in society. More
importantly, he/she is God-loving and proud of being a Filipino.
7. 7. GOAL OF SPECIAL EDUCATION - to provide children with special needs
appropriate educational services within the mainstream of basic
education.
8. 8. The two-pronged goal includes the development of key strategies on
legislation, human resource development, family involvement and active
participation of government and non-government organizations.
9. 9. 1987 Philippine Constitution. Article II, Section 17 -provides that the
state must give priority to education.
10.10. Article XIV, Section 1 guarantees that this education be accessible to
all: appropriate steps must be taken.
11.11. Chapter II of Title II of the Magna Carta for Disable Persons, RA 7277
Sec. 12 mandates that the "State shall take into consideration the special
requirements of disabled persons in the formulation of educational policies
and programs."
12.12. On the other hand, learning institutions are encouraged "to take into
account the special needs of disabled persons with respect to the use of
school facilities, class schedules, physical education requirements, and
other pertinent consideration." Specifically, learning institutions are
encouraged to provide "auxiliary services that will facilitate the learning
process for disabled persons."
13.13. Sec. 14 of RA 7277 provides that the State "shall establish, maintain
and support complete, adequate and integrated system of special
education for the visually impaired, hearing impaired, mentally retarded
persons and other types of exceptional children in all regions of the
country."
 14.14. OBJECTIVES OF SPECIAL EDUCATION
15.15. OProvide a flexible and individualized support system for children and
youth with special needs in a regular class environment in schools nearest
the students’ home.
16.16. OImplement a life-long curriculum to include early intervention and
parent education, basic education and transition programs on vocational
training or preparation for college, and
17.17. O Make available an array educational programs and services: the
Special Education Center built on “a school within a 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;
alternative modes of service delivery to reach the advantaged children in
far-flung towns, depressed areas and underserved barangays.
18.18. Special Education Act of 2007 identifies ten groups of Children with
Special Needs (CSNs): 1. gifted children and fast learners 2. mentally
handicapped/mentally retarded 3. visually impaired 4. hearing impaired 5.
children with behavior problems 6. orthopedically handicapped 7. children
with special health problems 8. children with learning disabilities
(perceptual handicap, brain injury, minimal brain dysfunction, dyslexia and
developmental aphasia) 9. speech impaired 10. persons with autism
19.19. PRINCIPLES OF SPECIAL EDUCATION
20.20. • students with special educational needs have a right to an
appropriate education • the needs of the individual student are paramount
in decisions relating to their education • parents should have an active
role within the system • a continuum of educational services should be
provided and, where practicable, appropriate education should be provided
in ordinary schools for all students with special educational needs • only
in exceptional circumstances should a student have to live away from
home to avail of an appropriate education • the state should provide
adequate resources to enable students with special educational needs to
avail of an appropriate education.
Brief History of Special Education
1. 1.  Special education or special needs education is the practice of
educating students with special needs in a way that addresses their
individual differences and needs.  This process involves the individually
planned and systematically monitored arrangement of teaching
procedures, adapted equipment and materials, accessible settings.
2. 2.  SPED in the Philippines started in 1908 where the school for deaf ( in
Harrison, Pasay City) was established and marked the official government
recognition of obligations towards the education of the handicapped
children.
3. 3.  An Act of Promote the EDUCATION of the blind in the Philippines
which established teacher training course and Philippine National School
for the Blind.  Philippine Normal College offered courses in Sped for
 teaching the blind in 1964 wherein 14 elementary teachers were selected
for training.
4. 4.  In 1952, a pilot school for the SPED ( at the Phil. Women’s University)
of mentally handicapped children was started. All children from this school
were transferred to the Special Child Study Center in Cubao, Q.C. in 1957.
5. 5.  AN ACT PROVIDING FOR THE REHABILITATION, SELF-DEVELOPMENT
AND SELF-RELIANCE OF DISABLED PERSONS AND THEIR INTEGRATION
INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PURPOSES.
6. 6.  AN ACT ESTABLISHING A TEN-YEAR TRAINING PROGRAM FOR
TEACHERS OF SPECIAL AND EXCEPTIONAL CHILDREN IN THE
PHILIPPINES AND AUTHORIZING THE APPROPRIATION OF FUNDS
THEREOF.
7. 7. Goal of special Education
8. 8.  States that the ultimate goal of special education shall be integration
of mainstreaming of learners with special needs into the regular school
system and eventually in the community.  To meet the individual
educational needs of the learners and, to extent possible, prepare them for
going to a more regular classroom setting.
9. 9. Kind of Learners Children with special needs who necessitate
individualized program Regular Learners Number of Learners For one-on-
one : 1 For group : 3-4 For resource group : 5-10 Private school : 35-50
Public school : 50-60 or more Curriculum Attention skills (ADHD) Memory
Skills (MR), Braille (VI), Sign Language ( HI), Auditory and Visual
Perception skills (LD), anger Management ( emotional/ Behavior
Disturbance), Creative and Critical Thinking Skills (Giftedness), functional
Academics ( Autism) English, Reading, Math, Makabayan. Who dictates the
Curriculum? Individual needs of the child School System (DECS) Received
instruction from? SPED teachers, occupational therapist, Physical
Therapist, Speech Pathologist. Regular Teachers ( Subject Teachers)
Primary Function OF SPED TEACHER: To meet the goals and objectives
established in the IEP OF REGULAR TEACHER: To teach the curriculum
Type of Classroom SPED Classroom, Self-contained room; Resource Room,
Mainstream classroom Regular Classroom
Inclusive education ppp
1. 1. INCLUSIVE EDUCATION By Carlos Araya
2. 2. The following presentation has educational purposes only. It intends to
make people aware about the importance of Inclusive education
nowadays.
3. 3. What’s Inclusive education? <ul><li>Inclusive education is about
embracing all, making a commitment to do whatever it takes to provide
each student in our class a right to belong, not be excluded. </li></ul>
4. 4. <ul><li>We are all different, like flowers in a beautiful garden. Teaching
to be knowledgeable about difference, supportive of others, and active in
changing structures that are oppressive to various groups can all begin
with inclusive classrooms. </li></ul>
5. 5. School is a building that has four walls---with tomorrow inside .
 6. 6. Inclusive education is based on the right of all learners to a quality
education that meets basic learning needs and enriches lives.
7. 7. Inclusion happens when everyone feels welcome and appreciated.
8. 8. BENEFITS OF INCLUSION FOR STUDENTS WITH DISABILITIES
<ul><li>Friendships </li></ul><ul><li>Increased social initiations,
relationships and networks. </li></ul><ul><li>Peer role models for
academic, social and behavior skills. </li></ul><ul><li>Greater access to
general curriculum. </li></ul><ul><li>Greater opportunities for interactions.
</li></ul><ul><li>Integration. </li></ul><ul><li>Increased collaboration .
</li></ul>
9. 9. BENEFITS OF INCLUSION FOR STUDENTS WITHOUT DISABILITIES
<ul><li>Meaningful friendships. </li></ul><ul><li>Increased appreciation
and acceptance of individual differences </li></ul><ul><li>Increased
understanding and acceptance of diversity. </li></ul><ul><li>Respect for
all people. </li></ul><ul><li>Prepared for adult life in an inclusive society.
</li></ul>
10.10. Special education placement for students with disabilities or special
needs has failed to demonstrate substantive advantages over regular
classes .
11.11. Let’s Change our attitude! Let’s start being Inclusive.
<ul><li>EVERYONE COUNTS </li></ul>
12.12. THANKS!!!!
Inclusive education system in Sped Philippine Setting
1. 1. INCLUSIVE EDUCATION SYSTEM Educ 206 Modern Methods and
Approaches Reporter: Mica Sta.Ana, LPT September 14, 2019
2. 2. Inclusive Education ■ Defined as a learning environment that promotes
full personal, academic and professional development of all learners
irrespective of race, class, color, gender, disability, sexual preference,
learning styles, and language. ■ In simpler words, it is changing the way
things are organized so they suit pupil needs by providing flexible learning,
learning social responsibility, and celebrating diversity and individuality.
3. 3. Inclusive Education’s Concept ■ The public school system is the
foundation for inclusive education. ■ All students have the right to receive
a public education in the regular classroom. ■ Inclusive education at all
levels benefits students with special needs and their peers. ■ Each
student is unique and needs an individualized approach to education to
meet his or her intellectual, physical, social, and emotional and career
development goals.
4. 4. Inclusive Education’s Concept ■ Parents are valuable contributing
partners in the education system and their involvement enhances the
effectiveness and accountability of the school system. ■ Parents have a
responsibility to be involved in their child’s education and schools have
the responsibility to encourage parental involvement. ■ Students’
participation in all aspects of school life is vital to a rich education
experience. ■ Transitions are more successful for students when
formalized student- centered planning occurs. ■ Ref:
 https://inclusionbc.org/our-resources/guiding-principles-of- inclusive-
education/
5. 5. Inclusion and Mainstream ■ IDEA (Individuals with Disabilities
Education Act in USA) is the Special Education Law in the US. ■ When we
speak of Inclusion and Mainstream, the term LRE comes to life. IDEA says
that children who receive special education should learn in the least
restrictive environment.This means they should spend as much time as
possible with peers who do not receive special education. ■ Ref:
https://www.understood.org/en/school-learning/special-services/special-
education- basics/least-restrictive-environment-lre-what-you-need-to-know
6. 6. 13 categories of SPED as per IDEA 2004 1. Autism 9. Other Health
Impairment 2. Blindness 10. Specific Learning Disability 3. Deafness 11.
Speech Language Impairment 4. Emotional Disturbance (EBD)
12.Traumatic Brain Injury (TBI) 5. Hearing Impairment 13.Visual
Impairment 6. Intellectual Disability 7. Multiple Disabilities 8. Orthopedic
Impairment
7. 7. Physically Handicapped ■ A physical disability is a physical condition
that affects a person’s mobility, physical capacity, stamina, or
dexterity.This can include brain or spinal cord injuries, multiple sclerosis,
cerebral palsy, respiratory disorders, epilepsy, hearing and visual
impairments and more. The causes of a physical disability are also
varied.They usually fall into one of two categories: ■ Hereditary/Congenital
– where a person has been born with a physical disability or developed one
due to inherited genetic problems, has suffered an injury at birth, or has
issues with their muscles. ■ Acquired – An acquired physical disability
could be due to an accident, infection or disease, or as a side effect of a
medical condition.
8. 8. Teaching Strategies ■ Encourage support for the student from
classmates. ■ Consider physical access issues such as ramps, toilets, lifts
and classroom layout. ■ Incorporate advice from the occupational
therapist in the student’s programme. ■ Use computers and audio-visual
aids in the student’s learning and teaching programme. ■ Specialised
equipment may also be necessary such as adapted keyboards, page
turners, word boards or special desks.
9. 9. Blindness ■ an impairment in vision that, even with correction,
adversely affects a child’s educational performance.The term includes
both partial sight and blindness. ■ Intelligence does not require sight;
therefore, overcoming educational challenges is vital to enabling a student
with a visual impairment to reach his or her full academic potential. Such
challenges may entail: ■ Safely maneuvering around the classroom ■
Conceptualizing objects ■ Reading ■ Operating standard educational tools
such as calculators and word processing software
10.10. Teaching Strategies ■ Braille System ■ Use of corrective lenses ■
Adaptations in the curriculum ■ Use of AT (assistive technology)
11.11. Hearing Impaired ■ an impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but is
 not included under the definition of ‘deafness.’ ■ A hearing loss above 90
decibels is generally considered deafness, which means that a hearing
loss below 90 decibels is classified as a hearing impairment.
12.12. Teaching Strategies ■ Cochlear Implant ■ Hearing Aids ■ Sign
Language (ASL or FSL) ■ Speech and LanguageTherapy ■ Lip reading ■
Captioned films and videos ■ Written lecture notes ■ Interpreter
13.13. Intellectual Disabilities ■ “significantly subaverage general
intellectual functioning, existing concurrently [at the same time] with
deficits in adaptive behavior and manifested during the developmental
period, that adversely affects a child’s educational performance. ■ An IQ
below 70 to 75 indicates an intellectual disability. ■ Factors considered
include the ability to comprehend and participate in a conversation, to
understand and follow social norms and to perform activities such as
getting dressed and using the restroom.
14.14. Teaching Strategies ■ TASK ANALYSIS – dividing big tasks into
smaller ones. ■ Patience ■ Using Prompts, assistance, and cues.
15.15. Gifted Children ■ Children who give evidence of high performance
capability in areas such as intellectual, creative, artistic, leadership
capacity, or specific academic fields, and who require services or
activities not ordinarily provided by the school in order to fully develop
such capabilities.“ ■ gifted child also appears to have his share of
emotional stresses. ■ GC often have high expectations that the gifted child
has for himself, and therefore, his unrealistic goals for which he
strives.This situation tends to cause anxiety, as the gifted child pushes
himself unrealistically.
16.16. Teaching strategies ■ Offer most difficult task first to show mastery. ■
Differentiated Instruction ■ Enable Gifted Students to work together ■
Tiered Learning : planning lessons or units at different tiers of difficulty
17.17. Competencies of an InclusiveTeacher

Integrating Technology in Special Education

1. 1. TEACHING and LEARNING SPECIAL TECHNOLOGY with in EDUCATION
Edwin L. Del Rosario EDUC 190
2. 2. Activity
3. 3. Definition ofTerms impairment lossof function
4. 4. Definition ofTerms impairment lossof function
5. 5. Definition ofTerms impairment lossof function
6. 6. Definition ofTerms impairment lossof function disability limiting factor
blah, blah.. handicap inability to fulfill a role
7. 7. Definition ofTerms …HANDICAP is NOT a CHARACTERISTIC of an
INDIVIDUAL… (Gargiulo, as cited by Roblyer)
8. 8. Special Education in the Philippines 80 million Filipinos Based on
DepEd Report, 2000, as cited by Sta. Ana
9. 9. Special Education in the Philippines 50% children and youth Based on
DepEd Report, 2000, as cited by Sta. Ana
10.10. Special Education in the Philippines 12% children and youth with
special needs Based on DepEd Report, 2000, as cited by Sta. Ana
11.11. Special Education in the Philippines 10% children with disabilities
Based on DepEd Report, 2000, as cited by Sta. Ana
12.12. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 2% gifted children
13.13. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 4NATIONAL Special Schools
14.14. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 450PRIVATE Special Schools
15.15. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 147Special Educational Centers
16.16. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 1504Regular Schools with SPED programs
17.17. Special Education in the Philippines Based on DepEd Report, 2000, as
cited by Sta. Ana 4NATIONAL Special Schools 450PRIVATE Special
Schools 147Special Educational Centers 1504Regular Schools with SPED
programs
18.18. Technology Integration TECHNOLOGY ASSISTIVE for individuals with
disabilities extending the abilities physical and sensory access
TECHNOLOGY INSTRUCTIONAL address special teaching cater to
individual learning needs
19.19. Issues inTechnology Integration Trained Personnel enhance their
productivityeffectiveness of instruction acquire and use assistive
technology for students in need of it aid in creating an inclusive classroom
20.20. Universal Design for Learning Issues inTechnology Integration
21.21. Issues inTechnology Integration Web Accessibility
http://fur.ly/0/Web_Accessibility to provide greater access to information
for all users by designing websites for accessibility from the ground up
22.22. Goal of Technology Integration in Special Education …to harness the
23.23. Goal of Technology Integration in Special Education POTENTIAL
technology …to harness the
24.24. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
25.25. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
26.26. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
OPPORTUNITIES
27.27. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
OPPORTUNITIES learning
28.28. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
OPPORTUNITIES learning productivity
29.29. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
OPPORTUNITIES learning productivityindependence
30.30. Goal of Technology Integration in Special Education POTENTIAL
technology in ways that offer an individual …to harness the
OPPORTUNITIES learning productivityindependence
31.31. Activity SPELLING ULTIMATE THE (The Filipino Sign Language
Edition)BEE
32.32. Activity “one of a number of things from which only one can be
chosen” 11 letters maaaring kapalit; pagpipilian sakaling hindi nakuha ang
unang gusto Ang mga apps o di naman kaya’y mga hardware para sa mga
taong may espesyal na pangangailan ay nagsisilbing mga _______________
sakaling hindi nila magamit ang mga kumbensyunal na kagamitang
nakatakda sa mga gawain. a _ _ e r _ _ _ _ b o Filipino ng “alternative”
33.33. Activity “the quality of being able to perform; a quality that permits or
facilitates achievement or accomplishment” 9 letters kapasidad na
magawa ang isang bagay; maaaring talento o kayang gawin Sa halip na
tignan ang mga hindi nila kayang magawa, mas mainam na mas pag-
igihan natin ng pansin ang kanilang ___________________. k_ _ _y a _ _ n
Filipino ng “ability”
34.34. Activity “Gradual improvement, growth or development” 9 letters pag-
abante; pagbabago na nakabubuti o positibo Malaking tulong ang assistive
technology sa ______________di lamang ng kakayahan ng taong may
espesiyal na pangangailan maging ang kanyang kumpiyansa na
makasabay sa makabagong teknolohiya. p _ _ _ u l _ _ g Filipino ng
“progress”
35.35. Activity “having few parts; not complex, complicated or involved” 5
letters pagiging basal o payak Isa sa mga katangian ng isang mainam na
app o hardware ay ang pagiging _____________ nito sa dahilang madaling
nagagamit o naiintindihan ng taong may espesiyal na pangangailangan ang
kanyang ginagawa. s _ _ _ _
36.36. Activity “the cognitive process of acquiring skill or knowledge” 9
letters pagkakaroon ng panibagong kaalaman Sa anumang gawain, may
kasama mang app o hardware, ang mahalaga ay nagagamit nila ito sa
kanilang lalong _________________ sa mga bagay-bagay. p _ _ _ _ t _ _ o Filipino
ng “learning”
37.37. Activity “unique or specific to a person or thing or category” 9 letters
pagiging kakaiba; pagkakaroon ng ibang pagtingin batay sa katangian o
kaugnayan nito sa isang tao Sa halip na katakutan o panghinayangan ang
kanilang mga “kakulangan”, mas mainam na tignan natin ang kanilang
pagiging ____________. e _ _ _ _ y _ l Filipino ng “special”
38.38. Strategies forTechnology Integration Cognitive Disabilities (mild and
moderate to severe) http://fur.ly/0/CognitiveDisability reading, writing,
 memory, retention of information software products for remediating the
student’s performance
39.39. Strategies forTechnology Integration Physical Disabilities
http://fur.ly/0/PhysicalDisability assistive technology in the form of joystick,
switches, etc.
40.40. Strategies forTechnology Integration Sensory Disabilities
http://fur.ly/0/SensoryDisability blind: sensors, text-to-speech software,
magnifiers deaf: FM amplification systems
41.41. Strategies forTechnology Integration At-Risk Students
http://fur.ly/0/AtRisk academically-challenged low performance in school
42.42. Strategies forTechnology Integration Students with Gifts and Talents
http://fur.ly/0/Gifted 5 Pyryts’ Ps: Pace, Process, Passion, Product, Peers
43.43. Strategies forTechnology Integration Miscellaneous Sites
http://fur.ly/0/MiscellaneousSPED Apps for Children with Special Needs
Other Resources for Special Education
44.44. Primary Source Roblyer, M. (2013). Integrating Educating Technology
in Teaching. Boston: Pearson, Inc.