PROVISION OF

EDUCATIONAL
SERVICES
FOR LWDS
MA. ETHEL B. RICAFORT, Ed.D.
ES PRINCIPAL-III
SESSION OBJECTIVES:

AFTER THE SESSION, THE PARTICIPANTS WILL BE ABLE TO:

1.Identify and appreciate the educational

services provided by the DEPED to LWDS.
 HAVE YOU MET
SOMEBODY WITH
THE FOLLOWING
CONDITIONS? HOW
ARE THEY BEING
CALLED

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 HAVE YOU MET
SOMEBODY WITH
THE FOLLOWING
CONDITIONS? HOW
ARE THEY BEING
CALLED

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 HAVE YOU MET
SOMEBODY WITH
THE FOLLOWING
CONDITIONS? HOW
ARE THEY BEING
CALLED

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 HAVE YOU MET
SOMEBODY WITH
THE FOLLOWING
CONDITIONS? HOW
ARE THEY BEING
CALLED

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 ANALYSIS
:

1. What have you noticed on the learner’s

characteristics?
2. As a teacher, how will you deal with that kind
of learners inside your classroom?
3. What assistance will you provide in order for
the learner to learn ?
 FLOW CHART FOR
IDENTIFICATION AND
REFERRAL PROCESS

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 The range of programs and services shall be available in the
school to address the needs and learning preferences of learners
with disabilities.

Prior to the identification and referral process of learners with

disabilities, teachers need to conduct the child-find or child
mapping activity in collaboration with the LGU/barangay
officials during the early registration.

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 Special Education Program
(SPED) is an avenue for learners with
disabilities to realize their right to education.

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 FRAMEWORK ON IDENTIFICATION, ASSESSMENT AND PLACEMENT OF
LEARNERS WITH DISABILITIES
Step 2 Step 4
Screening process by school Step 3
Step 1 psychologist, guidance counselors,
Placement in appropriate
Referrals are assessment team in Sped Center or Consultation program depending on the
made by the Special School with parents/ needs
guardian
Parents 1. Residential
1.Result of
1.Interview (Parents, assessment will be 2. Sp. (Day Sch.)
teachers, etc.) discussed w/
3.Special Class
School 2.Investigation of existing/ parent/guardian
(w/n the regular
available record of the child 2.Placement in any schools)
educational facilities
3. Administration of compre- 4.Resource Rm.
that will benefit the
Community hensive psycho/educ’l eval’n plan
child is explored
5.Home-Bound
4.Obs’n whenever necessary 3.Parental consent before
Medical & Program
final placement is
allied medical 5. Referrals to other agencies secured 6. Home-Based
for necessary professional help Instruction
professionals
7.Other
Yes No
arrangements
Integration/ Yes
Mainstreaming/
Inclusion Voc’l Ed & other Periodic eval’n of the
occupational trng. child’s perfoprmance
Step 5
MULTI-DISCIPLINARY
TEAM
MEDICAL SPECIALISTS ALLIED-MEDICAL SPECIALIST
* Pediatricians * Psychologist
*Audiologist *Psychometricians
*Optalmologist *Physical Therapist
*Dentist *Behavioral Therapist
*Cardiologist *Occupational Therapist
*Speech-Language Therapist

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CLASSIFICATION
OF LWDS
Insert Text…

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THE CURRICULUM

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EDUCATIONAL
PLACEMENT
-INCLUSION OF LWDS IN GEN. ED. CLASSROOMS DEPENDS
ON UNIQUE NEEDS AND OTHER REQUIREMENTS. THE
PLACEMENT COULD BE:

a. Full Inclusion in Gen. Ed classes

b. Partial Inclusion with Resource Room Services
c. Self-Contained Class for those
diagnosed/assessed with severe to profound
disabilities. They are in non- graded class
In self-contained class, learners ages 5-14 y/o shall
be in elementary school environment,
while 15-24 y/o shall be in the secondary school
environment.
The LWDS above 24 y/o shall be referred to other
options as ALS under deped, DSWD, TESDA and
DOLE programs

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THE
IEP
 WHAT IS AN IEP?
• IEP stands for Individualized Education Plan (IEP). The
IEP is a written document that describes the
educational plan for a learner with special
educational needs/disability.
• Among other things, IEP talks about:
-disability
-what skills a learner needs to learn & teacher to
teach based on developmental and
instructional priorities
-what you'll do during the school
year
-what services your school will provide
• The IEP is also a working document that can be
modified as needed depending on the learning
progress of a learner throughout the school year.

• An IEP is formulated after a thorough assessment

of learner using different assessment tools such
as Multi-Factored Assessment Tool (MFAT),
psychological, medical assessments, observation
and interview. Results of these assessments
show that the learner must receive appropriate
intervention.
 WHY PREPAREAN IEP?
1 To respond to a learner’s special needs which
. otherwise cannot be fully and satisfactorily met
by curricular and instructional programs
intended for typical learners.
2 The provision of an IEP recognizes the
. uniqueness of each learner and affirms the
conviction that every child has the potential for
learning.
 PRINCIPLES OF IEP PREPARATION
1. An IEP is prepared before implementation.
2. Preparing an IEP is a specialized skill of translating
diagnostic/assessment findings into educational terms.

3. Preparing an IEP utilizes programmed task analysis.

4. Preparing an IEP relies on the best decision of the SPED

specialist in pinpointing priorities, formulating objectives, and
specifying activities/lessons to ensure well-defined and
clear directions and the student’s mastery of learning.
 THE IEP TEAM
“IEP Team” means a group of individual composed of :
the parents of a learner with disability
not less than 1 general education teacher of the
learner (if the learner is or maybe participating in the
general education environment)
not less than 1 SPED teacher, or if appropriate, at
least 1 SPED provider of such learner
the school principal
 THE IEP TEAM
“IEP Team” means a group of individual composed of :
a representative of the local education agency
an individual who can interpret the instructional implications of
evaluation results
at the discretion of the parent or the school, other individuals who
have knowledge or special expertise regarding the child including
related service personnel as appropriate
whenever appropriate, the learner with disability
 FUNCTIONS OF IEP
• serves as a road map and a guidebook for meeting the
challenges posed by LWD
• provides teachers and parents with the opportunity and
responsibility to be realistic about the learner’s needs and
goals and to be creative about how to meet them
• is a measure of accountability for teachers and schools
 WHEN IS THE IEP DEVELOPED?
• The IEP is developed during an IEP
meeting. The people who are concerned
with the learner’s education meet, discuss,
and develop the IEP goals for the year.
HOW
 THE IEP
PROCESS
7.Review
the IEP
1.Referra
l
6.Implement
ing the IEP The IEP 2.Assessment

Process
5.Writing the 3.Gathering
IEP
4.IEP Team informatio
Meeting n
 IEP
FORM
 B E H AV I O R
INTERVION
REPORT
(BIR)
 BEHAVIOR INTERVENTION REPORT
Behavior Intervention Report (BIR) is a narrative
report for learners manifesting behavior that,
interferes instruction and affects academic
performance, as reflected in the anecdotal
records in the present grade level of the learner.

Specifically, it includes the personal information about

the learner, antecedent/prior behavior, observable
behavior, result/consequence of behavior,
interventions, target behavior and specific objectives.
• The BIR should be treated with confidentiality
and limited for the consumption of teachers /
advisers, therapists and parents.

• At the end of the school year, the unclaimed BIR

must be turned over to the Guidance
Counselor/Coordinator or office of the school
principal for safe keeping and future reference.
The results of the behavior report include:
a. description of the target behavior to
be addressed;
b. intervention strategies which shall be
proactive and reactive which shall be
discussed quarterly by the Behavior
Intervention Planning (BIP) team or as
the need arises.
WHO ARE THE MEMBERS OF THE
BEHAVIOR INTERVENTION TEAM?
• School Heads
• Teachers/Advisers
• Parent’s/family members
• Guidance counselors
• Learner concerned
• Multi-disciplinary team
 STEPS IN ACCOMPLISHING
THE BEHAVIOR INTERVENTION
REPORT (BIR)
Identify prior behavior, refer to the
baseline data of the learner if available

Describe exactly what occurred in the

environment that triggered the
behavior was exhibited. Identify prior
behavior of the learners at home,
school, and other settings.
 STEPS IN ACCOMPLISHING
THE BEHAVIOR INTERVENTION
REPORT (BIR)
List different types of behavior displayed
by the learners during the incident to
identify the notable behavior
manifested.
Prepare measurable goals to address
and improve the behavior of the
learners.
 STEPS IN ACCOMPLISHING
THE BEHAVIOR INTERVENTION
REPORT (BIR)
Prepare behavioral intervention
plan.

Enhance and master target

behavior goal.
BIR
FORM
INDIVIDUAL
TRANSITION
PLAN (ITP)
TRANSITION PLANNING provides guidance for
family and educators, and for the learners to be
ready for the real world. This will ensure that the
learner will be placed in possible point of entry
according to his/her capabilities for them to live
independently with a full participating life in the
community. It is a living document and can be
modified at any time based on the
progress/development/performance of the learner
 PURPOSE
ENABL
To and empower learners with
E
disabilities (LWDs)to successfullymove
forward from home to school, from class to
class, from school to school, andfrom to
school technical-vocational field, or
employment, entrepreneurship or life
beyond school.
FOR LWDS WHO BELONG
TO THE NON-GRADED
CLASS
AND READY FOR
TRANSITION

For whom is ITP?

WHEN WILL ITP BE
USED?

ITP form will be accomplished after

assessment for the appropriate entry point
of transition program of LWDs and will be
reviewed or revisited regularly to track
progress.
 The SPED teacher shall fill-out the
How will required form & data and
ITP • WORK WITH THE
be USED? TRANSITION TEAM IN
FORMULATING THE
TRANSITION GOAL AND
PLAN.
 THE
TRANSITION
FORM
 LIST OF EDUCATIONAL RECORDS
Learners’ Record School Record Program Record
 Child’s Profile  School Permanent  Program Profile
 Psychoeducational  Case Studies,
Form (Form 137, Action Research
Assessment Report
SF 1-6)  Pre/Post-assessment
 Portfolio Checklists
 Learners’
 Learners’ Progress
 Observation Checklists
Tracking System Report Card (SF 9)  Referral Forms,
 ECD Checklist  School Parents’
Health Card Consent
 Medical Records
 Monitoring and Evaluation
 MFAT results (dental, Result (Extent
 Anecdotal Record nutritional status of Compliance/
 Home Visit Record Implementation)
 THREE PHASES OF INTERVENTION
Phase of the HEART Phase of the MIND Phase of the HAND

FACILITATION TRANSITION ACTION

A. Rapport Building A. Identify Coping A. Plan for Moving On

B. Get Facts B. Generate B. Ask what other
C. Get Reactions and Insights/Finding Support/s they
Feelings Meaning/Sense need/Giving a
(Identify Making Referral List
Symptoms) C. Review
Documents
 BASICS IN FEEDBACK GIVING

• Solicit Readiness
• Behavior NOT the Person
• Right Time and Right Place
• One Concern/Issue at a Time
• Based on Goals Agreed Upon
RESOURCEROOM
SERVICES
Resource Room Services
All schools with LWDS shall have a
resource room which is intended for
additional support services like
instructional interventions not met in gen.
ed. classes. therapy services, tutorial or
remedial sessions and also for assessment
services

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Resource Room Service Lay-out
-

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PROGRAM
DELIVERY
Instructional delivery shall be based on the
learner’s
a) residential distance from the school
b) family structure
c) health condition
d) other factors to be determined by
the school
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OPTION:
a) School-based
The learners with disabilities may
receive instruction within the school
setting. They are handled by a Special
Education teacher and/or General
Education teacher.
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OPTIONS:
b) Community-based
The learners with disabilities receive learning
instruction within the community in a
designated place. Classes are conducted in
community facilities like Barangay Hall,
Spiritual places, or other places available. A
Special Education teacher and/or trained
community volunteer teaches the LWDs.
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OPTIONS:
c) Hospital-based
The learners with disabilities who are
•UNDER INTENSIVE HEALTH SUPERVISION
OF MEDICAL SPECIALISTS RECEIVE
INSTRUCTION FROM A SPECIAL
EDUCATION TEACHER WITHIN THE
HOSPITAL PREMISES WHERE THEY ARE
CONFINED. 1
OPTIONS:
d) Home-based
The learners with disabilities receive
instruction at home or at an orphanage
structure. A Special Education teacher
together with the family members and or
trained volunteers teach the LWDs.
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PROGRAM MANAGEMENT
RO LEVEL
THE REGIONAL OFFICE (RO) THROUGH THE REGIONAL
DIRECTOR SHALL BE
RESPONSIBLE TO STRICTLY OBSERVE THE
FOLLOWING PROVISIONS:

1. Ensure the rollout of special and inclusive education

programs and services in all its SDOs in the region by
providing technical support, capacity building programs
and provision of resources;
.
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THE REGIONAL OFFICE (RO) THROUGH THE REGIONAL
DIRECTOR SHALL BE
RESPONSIBLE TO STRICTLY OBSERVE THE
FOLLOWING PROVISIONS:
2. Conduct research and impact evaluation of program
implementation at the regional level in coordination with the
SDOs; and
3. Coordinate with the SDOs to ensure that every SDO shall have at
least one (1) Inclusive learning Resource Center after the prototype
ILRC model of every region has been developed.

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PROGRAM MANAGEMENT
SDO LEVEL
 THE SCHOOLS DIVISION OFFICE THROUGH THE SCHOOLS
DIVISION SUPERINTENDENT SHALL BE RESPONSIBLE FOR
STRICTLY OBSERVING THE FOLLOWING PROVISIONS:
1. The School Division Office (SDO) shall capacitate, support,
and empower schools in achieving and maintaining a healthy,
happy, and engaging learning environment for all. As such, the
SDO shall actively plan for the roll out of special education
program and services in the division so that all learners with
disabilities shall have access to quality interventions and
participate meaningfully in the K to 12 Basic Education
Program.
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2.The SDO shall provide support to the implementation of
inclusive education by ensuring that all schools are equipped
with facilities, services, and specialists that are able to attend to
the needs of LWDs
3.The SDO shall coordinate with the Regional Office (RO) in the
provision of adequate resources and collaboratively work with
schools in managing available resources. The consolidated data
of schools shall inform planning and allocation of resources at
the division level. Therefore, SDOs must ensure that schools
have school IDs and that the integrity of data on LWDs is
maintained
THE SDO SHALL BE RESPONSIBLE FOR THE
FOLLOWING:
1. Ensure the respect, protection, fulfillment, and
promotion of the rights of the LWDs to equal and
equitable access to quality basic education;
2. Promote and practice the principles of inclusion;
Therefore, establishment of stand-alone SPED Center shall
not be allowed;
3. Ensure that school buildings, centers, and the like have
accessible facilities by providing an annual list of facilities for
repair, construction, and rehabilitation;

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THE SDO SHALL BE RESPONSIBLE FOR THE
FOLLOWING:
4. Ensure that no SPED Centers, as stand-alone schools, shall
be established, except when it is legislated and identified as
Inclusive Learning Resource Centers (ILRCs). Therefore, the
existing standalone SPED centers shall revert to regular
schools that are inclusive starting SY 2O2l;
5 . Provide technical assistance and expertise on special and
inclusive education to teachers and school heads;
6. Ensure that schools are able to tag properly the learners
with disabilities in the LIS and EBEIS;

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THE SDO SHALL BE RESPONSIBLE FOR THE
FOLLOWING:
7.Provide CPD programs and capacity-building activities to
general education and special education teachers on inclusive
education;
8.Monitor the progress of the program implementation
periodically as basis for technical assistance; and
9.Ensure that schools implement DepEd Order No. 4O, s. 2012,
as amended, and D.O. 55, s. 2O13, with particular consideration
that LWDs may be more vulnerable to bullying, child abuse and
other forms of violence against children.
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 “Every child deserves a champion- as adult who
never give up on them , who understands the
power of connection and insists that they become
the best that they can possibly be.”
- RITA PIERSON-
T H A N K
Y O U !
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