Lecture 1: NATURE OF SPECIAL EDUCATION Characteristics of Special Education
Learning knows no boundaries
SPECIAL EDUCATION
• An educational program/service designed to
meet the needs of children with special
needs who cannot profit from general or
regular education because of disabilities or
exceptional abilities. (DepEd)
• Individuals with Disabilities Education Act
defines special education as “specially
designed instruction, at no cost to the
parents, to meet the unique needs of a
student with a disability”
• This process involves the individually
planned and systematically monitored
arrangement of teaching procedures,
adapted equipment and materials,
accessible settings. (K12academics.com)
• 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.
(Bateman & Kline, 2016)
Special Education Division Philippines
Memorandum:
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.
• Individualized
• Students may receive modification
strategies
• Students who receive special education are
systematically monitored
• Students who receive special education can
also avail related services
(Bateman & Kline, 2016)
What is the purpose and goal of special
education?
 The purpose of special education is no
longer just to give these students access to
education, but rather to teach the skills
they need so they can be successful in the
general education setting or develop as
much independence as possible for adult
life.
ULTIMATE GOAL OF SPECIAL EDUCATION
 The integration or mainstreaming of
learners with special needs into the regular
school system and eventually into the
community. (DepEd)
OBJECTIVE OF SPECIAL EDUCATION
 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.
SPECIFIC OBJECTIVE OF SPECIAL EDUCATION
 The development and maximization of
learning competencies, as well as the
inculcation of values to make the learners
with special needs as useful and effective
members of society.
FOUNDATION
MENTAL, SPIRITUAL/MORAL, PHYSICAL, SOCIAL.
PYSCOLOGICAL
 All the efforts to uphold the rights and
dignity of children with disabilities primarily
 root from the philosophical understanding
of man.
FOUNDATION – children with disabilities
- should have the rights as normal children
do
- must NOT be isolated nor be looked down
- must be treated as persons of dignity needs
should be provided
BASIC PHILOSOPHY OF SPECIAL EDUCATION
 “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.”
INDIVIDUAL PROGRAMS AND PLANS
INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)
 The IEP is a document developed by a team
of persons from the child’s attending
school system who have a direct
relationship to helping the student with
special needs to be able to reach his full
potential.
MEMBERS OF IEP TEAM
 A local representative from the school
agency
 The child's teacher.
 One or both of the child's parents or
responsible party
 The child, where appropriate
 Other individuals at the discretion of the
parent or agency.
TYPES OF RELATED SERVICES
WHAT KIND OF SERVICES WILL HELP ME?
- Transportation
- Speech-language pathology
- Audiologist services
- Interpreting services
- Psychological services
- Physical therapy
- Occupational therapy
- Recreation, including therapeutic recreation
- Social work services
- School nurse services
- Counseling services, including rehabilitation
counseling
CONSIDERATIONS IN DEVELOPING THE IEP
 Assessment of Student’s needs (identify
strengths and weaknesses)
 Details of disability that are being addressed
 Individualization of IEP
◦ Classification
◦ Parental involvement
◦ Teacher involvement
◦ Collaboration of what best suites
student’s needs
IEP IN THE CLASSROOM
- To include ACCOMMODATIONS
- To include MODIFICATIONS on class work
- To use a different assessment tool if
needed to measure child’s academic
abilities
- Teacher shall be an active part of the
child’s planning and must use
modifications
PLACEMENT DECISIONS
 Parents are to be included as a member of
IEP
 Placement decisions cannot be reached
without IEP team agreement.
 Parent and team consensus about aspects
relative to child’s needs and placement
REVIEWING AND REVISING IEP
 Reviewed yearly
 Reassess annual goals
 Revise the IEP to address:
- any lack of expected progress
- results of any re-evaluation
- info provided by the parents
- anticipated needs