ASSESSMENT IN EDUCATIONAL SETTINGS SERVES FIVE PRIMARY
INCLUSIVE
CHILD FIND - A legal requirement that school find all children who
have disabilities and who may be entitled to special education
services.
R. A. no. 10410 also known as the EARLY YEARS ACT OF 2013 - To
promote rights of children development and special protection.
Comprehensive inclusive program for children with special
needs
1. CHILD FIND - Locating where these children are through the
family mapping survey.
2. ASSESSMENT - Continuous process of identifying the strengths
and weaknesses.
3. PROGRAM OPTIONS - Regular schools, with or without trained
SPED teachers, must offer educational services to children with
special needs.
4. CURRICULUM MODIFICATION - This shall be implemented in
the forms of adaptations and accommodations to foster optimum
learning based on individual's needs and potentials.
5. PARENTAL INVOLVEMENT - This plays a vital role in preparing
the children in academic, moral and spiritual development.
National Association of Special Education Teachers (NASET) - is
the process used to determine a child's specific learning strengths
and needs, and to determine whether or not a child is eligible for
special education services.
COMPONENTS OF THE ASSESSMENT PROCESS IN ORDER TO
DETERMINE THE PRESENCE OF A SUSPECTED DISABILITY:
1. COLLECTION : The process of tracing and gathering information
from the many sources of background information on a child such
as school records, observation, parent intakes, and teacher
reports.
2. ANALYSIS : The processing and understanding of patterns in a
child's educational, social, developmental, environmental,
medical, and emotional history.
3. EVALUATION : The evaluation of a child's academic,
intellectual, psychological, emotional, perceptual, language,
cognitive, and medical development in order to determine areas
of strength and weakness.
4. DETERMINATION : The determination of the presence of a
suspected disability and the knowledge of the criteria that
constitute each category.
5. RECOMENDATION : The recommendations concerning
educational placement and program that need to be made to the
school, teachers, and parents.
PURPOSES:
1. Screening and identification: to screen children and identify
those who may be experiencing delays or learning problems.
2. Eligibility and diagnosis: to determine whether a child has a
disability and is eligible for special education services, and to
diagnose the specific nature of the student's problems or
disability.
3. IEP development and placement: to provide detailed
information so that an Individualized Education Program (IEP) may
be developed and appropriate decisions may be made about the
child's educational placement
4. Instructional planning: to develop and plan instruction
appropriate to the child's special needs
5. Evaluation: to evaluate student progress.
SIX PRINCIPLES OF INDIVIDUALS WITH DISABILITIES EDUCATION
ACT (IDEA) NAMELY:
1. Zero reject: a rule against excluding any student.
2. Nondiscriminatory evaluation: a rule requiring schools to
evaluate students fairly to determine if they have a disability.
3. Appropriate education: a rule requiring schools to provide
individually tailored education for each student based on
evaluation and augmented by related services and supplementary
aids and services.
4. Least restrictive environment: a rule requiring schools to
educate students with disabilities with students without
disabilities to the maximum extent appropriate for the students
with disabilities.
5. Procedural due process: a rule providing safeguards for
students against school's actions, including a right to sue in court.
6. Parental and student participation: a rule requiring schools to
collaborate with parents and adolescent students in designing and
carrying out special education programs.
four-step process: screening, prereferral, referral, and
nondiscriminatory evaluation.
1. Screening - means administering tests to all students to identify
which students seem to need further testing to determine
whether they qualify for special education.
2. Prereferal - providing immediate and necessary help to
teachers who are experiencing challenges in teaching students
and thereby prevent the need for o referral.
3. Referral - is submitting a formal written request for a student to
receive a full nondiscriminatory evaluation.
4. Nondiscriminatory - evaluation means adhering to the
safeguards of the full evaluation process.
following placements are commonly offered in the Philippine
Special Education programs.
1. Self-contained/Special Class
2. Itinerant Teaching
3. Resource Room
4. Pull-out
5. Integration/Mainstreaming
6. Inclusion
Adaptations, Accomodations, and Modifications
ADAPTATIONS - changes permissible in all educational
environments which allow the student equal opportunity to
obtain access, results, benefits, and level of achievements.
ACCOMODATIONS - changes in the delivery of instruction, type of
student performance, or method of assessment which do not
significantly change the content or conceptual difficulty of the
curriculum.
MODIFICATIONS - are changes made in instruction or assessment
to make it possible for a student with disability to respond more
normally.
Instructional accomodations - most often includ changes in time,
input, output, participation, and level of support.
Instructional adaptations - by contrast, make the objectives of
students with disabilities from those of their peers.
Hallahan and Kauffman citing from O'shea, D.J.and Riley, J.E.
(2001). They proposed some suggestions for teachers to involve
families in class and school activities.
National Institute of Special Education (NISE)
Christoffel Blindenmission International (CBMI)
Resources for the Blind Inc.(RBI)
One of the conferences made was the 15th Asian Conference on
Mental Retardation which the Philippines hosted.
Conference - has provided a healthy forum for Filipino and foreign
practitioners as well to network and exhange ideas that would
redound to the betterment and improvement of educational
services for children with special needs.
ATTENTION DEFICIT & ATTENTION DEFICIT HYPERACTIVITY
DISORDER (ADHD)
Attention Deficit & Attention Deficit Hyperactivity
Disorder (ADHD) - is a developmental neuropsychiatric
disorder that affects the executive system of the brain
which makes it difficult for young learners and young
adults to have focus in attention and to control offhand
behaviors.
factors that may contribute to ADHD
1. Genes
2. Cigarette smoking, alcohol use, or drugs use during
pregnancy
3. Exposure to environmental toxins, such as high level of
lead, at a young age
4. Low birth weight
5. Brain injuries
Students with ADHD show an ongoing pattern of three
different types of symptoms:
1. Difficulty paying attention (inattention)
2. Being overactive (hyperactivity)
3. Acting without thinking (impulsivity)
EDUCATION AND TRAINING TO SUPPORT/GUIDE LEARNERS
WITH ADHD
1. Parenting skills training - teaches parents the skills they need
to encourage and reward positive behaviors in the children.
2. Stress management techniques - can benefit parents of
children with ADHD by increasing their ability to deal with
frustration so that they san respond calmly to their child’s
behavior.
3. Support groups - can help parents and families connect with
others who have similar problems and concerns.
4. Adding behavioral therapy, counseling, and practical supports
- can help people with ADHD and their families to better cope
with everyday problems.
In the 1960s, William Cruickshank established an education
program for children that manifest the characteristics of a people
with ADHD.
The program has two categories. The first category is the
environmental modification technique (EMT) wherein we
remove irrelevant stimuli as much as possible. The second
category is the structured curriculum which emphasizes the
teacher directions.
Helpful tips for teachers on how to deal with pupils with adhd
1. Before the lesson
2. Instruction and Modelling
3. Guided Practice
4. Independent Practice
Behavior contract and positive reinforcement - Another good
and helpful strategy for classroom management is the use of a
behavior contract and with incentives for positives work and
attitudes.
Functional behavioral assessment - In this strategy, the child is
trained to reflect what causes his inappropriate behavior. The
child needs to determine also when the inappropriate behavior
usually occurs
Contingency-based self-management - This approach allows the
child to monitor his own behavior.
Self-monitoring - This is a self-management technique that is a
combination of functional behavioral assessment and
contingency-based self-management techniques.
Self-control strategy - This strategy was drawn from the early
works of Glynn, Thomas and She on self-monitoring (1973). This
requires students to stop, think and compare their behavior to a
criterion, record the results and receive reinforcements if their
behavior meets the criterion(Garguilo. 2009).
EMOTIONAL BEHAVIORAL DISORDER - Emotional
Behavioral Disorder has no exact definition since it is difficult to
measure emotion and behavior.
INDIVIDUAL DISABILITIES EDUCATION ACT (IDEAS)- An inability
to learn that cannot be explained in terms of intellectual.
Externalizing Behavior
1. Aggressiveness
2. Temper-tantrums
3. Acting out
4. Noncompliant behavior
5. Inappropriate crying
6. Learning difficulties
7. Fighting
Internalizing Behavior Social
1. Withdrawal
2. Depression
3. Excessive fear or anxiety
4. Poor coping skills
5. Lack of interest in different activities
TYPES OF BEHAVIORAL DISORDER
Disruptive Behavioral - There are two types of disruptive
behavior. The first one is the Oppositional Conduct Disorder
(OCD). It is characterized by negative, hostile and defiant behavior
towards authority such as parents and teachers. The other one is
the Conduct Disorder (CD). It is more serious than the
oppositional conduct disorder wherein the person is showing
aggression, destruction and violation of basic human rights of
others without fear or concern about the result.
Sign and Symptoms of Oppositional Defiant Disorder
a. Often loses temper
b. Often argues with adults
c. Actively defies or refuses to comply with adult requests or rules
d. Deliberately annoys other people
e. Blames others for his or her mistakes or misbehaviour
f. Often touchy or easily annoyed by others
G. Often angry and resentful
h. Often spiteful or vindictive
i. Has low frustration tolerance
Conduct Disorder
Onset
Severity
🖤 Mild - Conduct problem causes minor harm to others
🖤 Moderate - Conduct problem increasing harm to others
🖤 Severe - Conduct problem causes grave harm to others
Categories
🖤 Solitary Aggressive Type - Aggressive behavior towards peers
and adults.
🖤 Group type - Act with peers.
🖤 Undifferentiated Type - Those not classified in either above
types
TYPES OF EMOTIONAL BEHAVIORAL DISORDER
1. Personality Disorder
a. Passive-aggressive Personality Disorder - It is the power
developed by children to gain control over their parents, teachers
and other significant adults by resisting them. This is the opposite
of aggression.
According to Signe Whitson of Psychology Today (2014) - Passive-
Aggressive behavior ranges from different levels. The first level is
temporary compliance. This is common in our everyday lives. It
usually goes unnoticed. The second level is the intentional
inefficiency. The third level is letting the problem escalate. The
fourth level is hidden but conscious revenge. The last one is the
self-depreciation.
Antisocial Personality Disorder - This disorder is characterized by
aggressive behavior against siblings, peers, parents, teachers and
another adult. They usually defy those who are older than them.
Anxiety Disorder of Childhood - A. Separation Anxiety Disorder.
Anxiety due to separation from parents and other significant
adults is common among children during the first day of school
but if the disturbances continue after 4 weeks indicates that there
is a problem that should be addressed.
Avoidant Disorder of Childhood or Adolescence - It is typical for a
shy youngster to be reluctant to get involved into a new situation
where there are people whom he hardly knew.
Selective Mutism - This condition is characterized by refusal of
the person to talk for a long period of time even if he knows how
to speak and can understand the language used by the person
talking to him.
Elimination Disorder
Encopresis - According to the Mayo Clinic, encopresis, also called
stool holding or soiling, is the repeated voluntary or involuntary
passage of feces into underwater or floor
Enuresis - The major symptom of this disorder is repeated
voluntary or involuntary elimination of urine during the day or
night into bed or clothes.
Eating Disorder
Anorexia Nervosa - It is a complex eating disorder characterized
by an extremely distorted body image, refusal to maintain a
healthy body weight and an intense fear of getting fat or gaining
weight.
Bulimia Nervosa - This condition is somewhat similar to Anorexia
Nervosa wherein the person has an obsessive preoccupation of
gaining weight or being fat.
MOOD DISORDER
Dysthymic Disorder - This is the persistent feeling of depression
or irritable mood for most of the day for the period of one year.
Emotional behavioral disorders
1. Physical Environment Intervention - Preparing the Classroom
Layout. Assign a seating and grouping arrangements Use rows for
direct instruction, round table for discussion and clustered
arrangements for group work.
🖤 Setting the Rules and Expectations - The classroom control
should be stated in a direct and clear behavioral term at the start
of the school year. For example, "Listen when someone is talking".
🖤 Establishing the Routines and Procedures - Give students
specific directions about how to move from one activity to
another like passing the book, notebooks or test paper, going
outside the classroom, doing the morning routine and the
cleanliness campaign.
🖤 Creating a Positive Ambiance - Show interest toward the
students. Maintain eye contact and paraphrase what the student
says to show that you are actively listening to them.
2. Behavior Management Techniques - Self Management. The
student with EBD is trained to manage or control his behavior to
avoid disruptive outburst through this technique.
Peer Mediation and Support
🖤 Peer Monitoring. The classmate of the student with EBD will
observe and record his behavior and give him feedback whenever
necessary.Positive Peer Reporting The student will report all the
positive behavior of each other.
🖤 Peer Tutoring. The classmate or a friend can assist the student
with EBD with his academic and social skill.
🖤 Peer support and confrontation. Every time a good behavior is
displayed, the peer will recognize and encourage his classmate to
continue with his appropriate behavior.
Positive Reinforcement - This technique was based from the
operant conditioning of B.F. Skinner (1904 -1990) which states
that behavior can be shaped by giving or delaying reinforcements.
🖤 A. Praise. This can be in a form of social praise, personal notes
and positive or corrective feedback. Such things can provide
encouragement from the students.
🖤 B. Group Contingencies or Token Economy. The students are
asked to perform a target behavior or skill, when done
successfully, they will be given tokens or points to be exchanged
for a reward after they reached the goal.

🖤 C. Awards, Giving certificates or symbolic object for a good

behavior or for completing the task can motivate even the low
performing and disturbed child to do well in class.

Negative Reinforcement - This theory states that a student will

perform the appropriate behavior to avoid or escape negative
consequences (Quinn et. Al 2000).

🖤 A. Planned Ignoring. Teachers, parents and other significant

adults ignore all inappropriate behavior that is used to gain
attention.

🖤 B. Overcorrection. The student is engaged in repetitive behavior

as a penalty for his inappropriate behavior.

🖤 C. In positive practice: The student repeatedly practices the

correct behavior. Using the same example above, the student
throws trash on the floor.

🖤 D. In negative practice: the student should repeatedly practice

the wrongly displayed behavior.

3. Time Out - The student is being removed to a positive

reinforcement because of his undesirable behavior. For example,
the student blurts out answers during a group game, he will be
disqualified to participate in the next round.

4. Punishment - Punishment. According to Quinn et. Al (2000), the

theory under punishment is when the negative behavior will
decrease if it is pursued by something that the child recognizes as
negative like losing points in token economy.