FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Early Intervention

Definition: Is the term used to describe the services and supports that are
available to babies and young children with developmental delays and disabilities
and their families. May include speech therapy, physical therapy, and other types
of services based on the needs of the child and family

Process of addressing and responding to diversity of needs of all children, youth

and adults through increasing participation in learning, cultures and communities

Involves changes and modification in content, approaches, structures and

strategies, with common vision that covers all children of appropriate age range
and conviction that is the responsibility of the regular system to educate all
children

Early Intervention Process

Early intervention approaches often focus on supporting four key aspects of child
development – their physical,cognitive, behavioral, and social and emotional
development – where it has the potential to make the biggest difference and
provide benefits throughout a person’s life

Four Approaches of Child Development

Physical Development
Physical development involves children’s physical health,maturation and the
presence or absence of a physical disability,and it provides the basis for positive
development in all other areas. Physical outcomestargeted by early intervention
activities include improving birth outcomes, reducing the incidence of infectious
diseases and decreasing childhood obesity.

Cognitive Development
includes children’s acquisition of speech and language skills, their ability to read
and write, their numeracy capabilities and their understanding of logical problem-
solving. Positive cognitive development is strongly associated with a child’s
success in school and entry into the workforce. Cognitive outcomes typically
targeted by early intervention include performance on standardized tests, school
achievement, and higher education and employment opportunities once they
leave school.

Behavioral Development
involves children’s ability to monitor and regulate their own behavior, attention
and impulses. Children’s self-regulatory skills are highly associated with their
ability to form positive relationships with others, as well astheir success in school.

Behavioral self-regulation difficulties during childhood are highly predictive of

children’s involvement in criminal activity during the teenage years and
adulthood. Behavioral outcomes frequently targeted by early intervention include
reducing antisocial behavior and crime, violence and aggression at school,and
affiliation with antisocial peers.
Social and Emotional Development
involves children’s awareness of their own emotional needs and the emotional
needs of others. Social and emotional development also encompasses the
development of children’s self-esteem and their ability to manage negative
feelings. Social and emotional development is strongly associated with a child’s
ability to form positive relationships with others and a reduced risk of depression
and other mental health outcomes.

Early intervention outcomes associated with children’s social and emotional

development include increasing pro-social behavior, improving self-esteem and
reducing the incidence of clinically diagnosed mental health problems.

Early Intervention Additional Threats

Early intervention -also targets three key additional threats’ to a child’s

development which are strongly associated with adverse outcomes during
adolescence and adulthood: child maltreatment,substance misuse and risky
sexual behavior.
Child maltreatment-It includes all types of physical and/or emotional ill-treatment,
sexual abuse,neglect, negligence and commercial or other exploitation
Substance misuse-is the use of alcohol, illegal drugs, or over-the-counter or
prescription medications in a way that they are not meant to be used and could
be harmful to you or others around you
Risky sexual Behavior -include: Unprotected intercourse without male or female
condom use.
Unprotected mouth-to-genital contact. Starting sexual activity at a young age.

PROCESS OF INCLUSION: PHILIPPINE MODEL

What is Inclusive Education?

Inclusive education shall be concerned with all learners, with focus on those who
have traditionally been excluded from educational opportunities.Support systems
shall be organized and delivered holistically.Inclusive education means different
and diverse students learning side by side in the same classroom. They enjoy
fieldtrips and after-school activities together.They participate in student
government together. And they attend the samesports meets and plays.

Philippine Inclusive Education – a process where all types of learners with

diverse needs are given equal opportunities for a meaningful life in non-
discriminatory environments. These environments foster belongingness through
culturally/spiritually sensitive, learner-centered curriculum, learning processes,
delivery modes and settings

Partial mainstreaming towards inclusion – students are educated in regular

classes at least half the day – receive additional help or specialized services –
pull out.
The alternative curriculum involves teaching survival skills as well as
independent living skills.

2. Full mainstreaming or inclusion – complete regular instruction – receive all

special services in general classroom.
refers to children with an IEP attending a regular classroom for their social and
academic benefit, but these children are not expected to learn the same material
as the rest of the class.
•They have their own individualized material, and they are not expected to show
improvement as per the class.
•They are basically “included” in the class so that they have the opportunity to be
with the students of their same age and have the chance to get the same
education.
•An inclusion child does not always have disabilities
•They are also students who are performing above their class level, also called
“gifted students,” and students who speak the language in the classroom as their
second language

Inclusive education is based on seven principles:

1. Diversity enriches and strengthens all communities

2. All learners’ different learning styles and achievements are equally valued,
respected and celebrated by society

3. All learners are enabled to fulfill their potential by taking into account individual
requirements and needs

4. Support is guaranteed and fully resourced across the whole learning

experience

5. All learners need friendship and support from people of their own age