REVIEWER IN SPECIAL AND INCLUSIVE EDUCATION

What is Special Education

A specially designed instruction, at no cost to parents, to meet the unique needs of a child with a
disability, including.
A. Instructions conducted in the classroom, in the home, in hospitals and instructions in other
settings; and
B. Instructions in Physical Education
- That is, special education is the vehicle through which children with disabilities are guaranteed to
receive within the public education systems to education that is specifically designed to help them
reach their learning potential.
Related Services
- Transportation
- Supportive services such as speech/language pathology and audiology services; interpreting
services, psychological services, physical and occupational therapy, counseling and medical
services (for diagnostic and evaluation purposes only).
Supplementary Aids and Services
- Means aids, services and other supports that are provided in regular classroom classes to
enable children with disabilities to be educated with nondisabled children to the maximum
extent.
Assistive Devices
- are specialized instructions and learning materials and equipment that enables the children
with special needs to function efficiently.
For blind students
- Braille writer, braille slate, and stylus, braille watch, braille rule and tape measure, braille
calculator, arithmetic slate, computer with voice synthesizer, embossed materials, talking
books, tape recorder, braille paper.
For low vision students
- Large point books, large print visual aids, magnifying lenses, Grade 1 lined paper.
For deaf students
- Individual hearing aid, sign languages books, speech kit, wall mirror, speech trainer.
For children with intellectual disability
- Teacher made materials specific to individual education plan (IEP) on the functional curriculum
and adaptive behavior skills; and
Examples:
1. Access to a computer with voice recognition software
2.Preferential setting in the classroom for learners who have low visions and hard of hearing.
3.Having teaching assistant or paraprofessional.
For children with physical abilities
- Mobility devices such as wheelchairs, braces and splints; adjustable desk, table and chair,
communication aids for clear speech, adapted computer system.
What is Inclusive Education
- Inclusive education describes a process by which a school accepts children with special needs
for enrolment in regular class where they can learn side by side with their peers.
- The school provides the mainstream where regular teacher and special education teachers
organize and implement appropriate programs for both special and regular students.
Salient Features of Inclusive Education
- Implements and maintain warm and accepting classroom communities that embraces and
respect diversity of differences. Teachers and students take active steps to understand
individual differences and create an atmosphere of respect.
 - Implements a multiple/multilevel, multimodality curriculum. This means that students with
special needs follow an adapted curriculum and use special devices and materials to learn at a
suitable pace.
- Prepares regular teacher and special education teacher to teach interactively. The classroom
model where one teacher teaches an entire group of children single-handedly is being
replaced by structures where students work together, teach one another and participate
actively in class activities.
- Provides continuous support for teachers to break down barriers of professional isolation. The
hallmarks of inclusive education are co-teaching, team teaching, collaboration and consultation
and other ways of assessing skills and knowledge learned by all the students.
Collaborative Activities that take place in the Regular Classroom
- If the class is discussing activities on saving environments, the deaf students can work on
collage of pictures on the topic.
- Prompts or cues are added to learning task to assist children with intellectual disability in task
performance. Prompts can be verbal, visual or physical.
Examples:
- If a student confuses and subtraction symbols, the teacher might encircle the symbols, make
them large and write them in red ink (visual cue)
- Or remind students to “check each other’s work to see whether it’s addition or subtraction
problem” (verbal cue)
- Or draw a (check mark) on the arm of the student whether his/her response is correct or wrong
(physical cue).
Inclusive involves parents, families and significant others in planning meaningful ways for students
with special needs to learn in the regular class with normal peers.
Components of Special Education
1. Gifted and Talented Learners
2. Learners with low vision and blind
3. Learners with hard of hearing or deaf
4. Learners with communication disorder
5. Learners with emotional and behavioral disorder (EBI)
6. Learners with physical disabilities
7. Learners with intellectual disabilities autism spectrum disorder (ASD)
8. Learners with specific Learning Disabilities.
Addressing Diversity through the Years:
Special and Inclusive education

Historical foundation:
1902 – the interest to educate Filipino children with disabilities was expressed during the American
regime.
1926 – the Philippine association for the deaf (PAD) was founded which is composed mostly of
hearing-impaired members and special education specialist.
1950 – 1975 – PAD opened a school for children with hearing impairments.
1957 – the bureau of public schools (BPS) of the Dept. of education section of the special subjects
and services division.
1960 – some private colleges and universities started to offer special education courses in their
graduate school curriculum.
1962 – the training for teacher scholars commenced at UP in the areas of hearing impairments,
mental retardation, and giftedness under R.A. 5250. Some year, the PGH opened classes for its
school – age chronically ill parents/patients.
- With the approval of R.A. No. 3562 in 1963, the training of teacher scholars for blind children
started at Philippine Normal College.
1965 – start of the training program for school administrators on the organizers, administration and
supervision of special education classes.
1999 – the following Decs orders were issued: No. 11 “Recognized Special Education Centers in the
Philippines.”
No. 33 “Implementation of Administrative Order
No. 101 – directing the Department of Public Works and Highways, the Decs, and the CHED to
provide architectural facilities or structural features for disabled person in all state colleges and
universities and other public buildings”
LEGAL FOUNDATION/BASES
- The first legal basis of the care in protection of children with disabilities was enacted in 1935.
- Article 356 and 259 of Commonwealth Act No. 3203 asserted “the right of every child to live in
an atmosphere conducive to his physical, moral and, intellectual developments” and the
concomitant duty of the governments “to promote the full growth of the faculties of every child.
R.A. 3562, s. 1963 – “An act to promote the education of the blind in the Philippines.”
1973 constitution of the Philippines, Section Article XV – the provision of a “complete, adequate and
integrated system of education relevant to the goals of national governments.”
Article 74 of P.D. 603 – provides for the creation of special classes. Thus, “where needs warrant
there shall be at least special classes in every province, and if possible, special schools for the
physically handicapped, the mentally retarded the emotionally disturbed and mentally gifted.
Education Act of 1982 or Batas Pambansa blg. 232 – states that “the state shall promote the right
of every individual to relevant quality education regardless of sex, age, breed, socioeconomic status,
physical and mental conditions, social, and ethnic origin, political and other affiliation.
Bats Pambansa Bilang 344, s. of 1983 – the accessibility law “an act of enhance the mobility of
disabled person” requires cars, buildings, institutions, establishments and public utilities to install
facilities and others devices for person with disabilities.
R.A. 7610s. of 1992 – “an act providing for a strong deterrence and special protection against child
abuse, exploitations and discrimination, providing penalties for its violation and other purposes.”
Articles XIV, section 1 of 1987 constitution of the Philippines – declares that “the state shall
protect and promote the right of all citizens to quality education at all and shall take appropriate steps
to make such education accessible to all.”
Section 2 – emphasizes that “the states shall provide adult citizens, the disabled and out – of the
school youth with training in civics, vocational efficiency and other skills.”
Gifted and Talented learners:
• Gifted children are born with above-average natural abilities. Talented children have developed
their natural abilities to a high level.
• Children can be gifted and/or talented in many areas, including sport, art, music, intellectual
ability and more.
• Gifted and talented children need support and encouragement to make the most of their
abilities.
Why is it included in Special Education?
- Gifted children not only display an advanced rate of learning, they learn differently than other
children, which creates the need for a responsive education environment.
- Giftedness is also typified by a pattern of asynchronous development, where certain skills and
aptitudes develop more quickly than others, so simply advancing a gifted child’s grade level
does not provide the personalized approach these kids need.
- Additionally, giftedness and learning disabilities can co-occur, further enhancing the need for
specialized education.
How to determine talented and gifted learners?
- In order to officially identify them, though, several assessments are required. A psychometrist
or school psychologist will usually conduct these assessments. They include achievement
 tests, which measure what students have already learned and ability tests, or IQ tests which
measure student capabilities.
Common Characteristics
• Ability to comprehend material several grade levels above their age peers
• Surprising emotional depth and sensitivity at a young age
• Strong sense of curiosity
• Enthusiastic about unique interests and topics
• Quirky or mature sense of humor
• Creative problem solving and imaginative expression
• Absorbs information quickly with few repetitions needed
• Self-aware, socially aware, and aware of global issues
How to Teach Gifted and Talented Learners
- Treat students as individuals.
- Let students explore their passions
- Infuse enrichment into activities
- Build in time for flexible learning groups.
- Embrace creative questioning
- Encourage self-directed learning with your students.

VISUAL IMPAIRMENT (VI)

- A person’s eyesight cannot be corrected to a "normal” level. This includes having low vision
and blindness.
- Having this condition, adversely affect the one's educational performance
Learners with visual impairment are classified according to their level of functional vision.
- Low vision – Learners use their vision as their primary sensory channel.
- Legally Blind/Functionally Blind – Learners can use limited vision for functional tasks but need
their tactile and auditory channels for learning.
- Totally Blind – Learners use tactile and auditory channels for learning and functional tasks.
VISUAL ACUITY
- The ability to distinguish forms or discriminate among details.
- To measure visual acuity, Snellen Eye Chart is used. This consist of rows of letter with
corresponding distance that a normally sighted person can discriminate.
SNELLEN EYE CHART
- • NORMAL VISION – Having 20/20 visual acuity.
- • LOW VISION – Having 20/70 to 20/400 visual acuity.
- • LEGALLY BLIND - Having worse than 20/400 visual acuity.
TYPES
1. HYPEROPIA (Far sightedness)
- Can see objects from far away but not near.
• CAUSE: Size of eye ball is too shorter
2. MYOPIA (Near sightedness)
- Can see objects from near but not far away.
• CAUSE: Size of eye ball is too longer.
3. ASTIGMATISM
- Cannot focus at one object regularly.
• CAUSE: Irregularity in cornea or eye surface.
4. COLOR BLINDNESS
- Decreased ability to differentiate colors, due to problems in cones cells of the eye.
 5. EYE CATARACT
- A condition of having a cloudiness in the lens into distorted or
incomplete vision.

6. MACULAR D. GENERATION
- The loss of central vision.

7. CROSSED EYE
- An inability of a person to focus on the same object with both eyes
simultaneously.
CHARACTERISTICS
1. PHYSICAL SIGNS
- Crossed eyes, eyes that turn out, eyes that flutter from side to side or up and down, or eyes that do
not seem to focus are physical signs that a learner has vision problems.
2. CLUMSINESS
- A learner might have a vision problem if he appears to be overly clumsy.
3. POOR EYE-HAND COORDINATION
– Signs of poor eye-hand coordination might include difficulty throwing or catching a ball, tying shoes
or copying schoolwork from the blackboard. Poor handwriting is often another sign of poor eye-hand
coordination.
4. POOR ACADEMIC PERFORMANCE
– Children who have trouble seeing often perform poorly at school as they cannot keep a clear focus,
deals with double vision or blurred print on pages.
IDENTIFICATION
•Turning one eye in and out of the time
•Reddening of eyes or lids
•Excessive tearing of eyes
•Students complaining when doing desk work, specifically headaches, burning or itching of eyes after
reading, feeling nauseous or dizzy, blurring vision.
•Complaining of having double vision.
•Repeating of letters within words
•Losing place during reading.
•Needing the use of finger or marker.
•Having short attention span in reading and copying
•Reading or skipping lines without being aware of it.
•Handwriting that is crooked, poorly spaced, inability to stay in crooked lines.
•Repeatedly getting confused with left-right direction.
•Reversal of words in writing and copying
•Failure to recognize same words in subsequent sentences.
PRINCIPLES AND STRATEGIES OF TEACHING AND DESIGNING IEP FOR LEARNERS WITH
LOW VISION AND BLIND
1. Individualized Education Plan (IEP)
2. Understanding Visual Impairment
3. Creating an Accessible Learning Environment
4. Multi-Sensory Teaching Techniques
5. Use of Assistive Technology
6. Braille and Literacy
7. Orientation and Mobility Training
8. Collaboration and Communication
9. Encourage Independence
10. Inclusive Social Environment
11. Use of Descriptive Language
12. Differentiation and Accommodations
13. Positive Reinforcement and Encouragement
14. Flexibility and Patience
15. Continuous Professional Development

Teaching learners with low vision and blind require a great amount of patience and an
approach that really suits in their unique needs. Through designing these strategies and principles the
teacher can make an inclusive and supportive environment for learners with low vision and blind
which can help them to achieve their full potential.
HEARING IMPAIRMENTS
Deaf – those with profound hearing loss who cannot understand sounds with or without hearing aids.
Hard of hearing – those with hearing losses that impair their understanding of sounds including
communication.
HISTORICALLY
1. PONCE DE LEON
2. WILLIAM HOLDER
3. JOHN WALLIS
TYPES OF HEARING LOSS
1. Sensorineural hearing loss
2. Conductive hearing loss
3. Mixed hearing loss
DEGREE OF HEARING LOSS
1. Mild hearing loss
2. Moderate hearing loss
3. Moderately severe hearing loss
4. Severe hearing loss
5. Profound hearing loss
CHARACTERISTICS
1. Having limited or unclear speech
2. Difficulties with interpersonal skills
3. Can become easily frustrated
4. Learning problems
5. Articulation difficulty
CAUSES OF HEARING IMPAIRMENTS
1. A gradual buildup of earwax
2. Ear infection and abnormal bone growths or tumors
3. Ruptured eardrum
4. Damage to the inner ear
Risk Factors of Hearing Impairment
- Heredity
- Some medications
- Some illness
CHALLENGES OF HEARING IMPAIRMENTS
 - Most of us communicate through hearing and learning while people who are deaf and hard of
hearing have a restricted ability to communicate which reshapes the ways in which they are
being taught.
- Students with hearing loss may appear isolated in the environments. The possibility for social
contact and interactions with other students is often limited and this isolation or separateness
may have an impact on learning participation and interaction in tutorials may be limited also.
TEACHING STUDENTS WITH HEARING LOSS
- Remember on any given day this applies to 20% of your school population. (But they may not
quality as a student with a disability)
- The educational needs of every student with hearing loss are unique.
- IDEA 04 mandates that school placements and methods of instruction to be given individually
determined for every student with disability.
- An array od educational services and placements should be available to every student who is
deaf or hearing of hearing.
COMMON SENSE OF PRACTICES
1. Reduce background noise.
2. Instructional tips.
3. Speaking tips
CLASSROOM MANAGEMENT FOR THE HEARING IMPAIRED
- Place students as close to the speaker as possible
- Instead of a black/whiteboard use an overhead projector etc. so that speaker can face the
class when presenting material.
- Reduce the backgrounds noise as much as possible
- Do not stand with the light behind you
- For class discussions make certain the students know who is about to speak and ensure the
he/she is able to the speaker.
- For class discussion arrange students chairs in a circle so the students can see everyone face.
Validated Education Practices
- Oral – oral only approach
- Total communication approach
- Cued speech
- Bilingual – bicultural approach