Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
PROF ED 2 Foundation of Special and Inclusive Education
LESSON 1
Foundations of Special Education
Objectives
1. discuss the philosophical foundations of Special Education;
2. Identify the different special needs of children / learners; and
3. familiarize the different individualized educational program to
accommodate and assist children with special needs.
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.
PHILOSOPHICAL FOUNDATION. All the efforts to uphold the rights and
dignity of children with disabilities primarily root from the philosophical
understanding of man.
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.
PHILOSOPHICAL FOUNDATION - 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.”
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.
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Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
PROF ED 2 Foundation of Special and Inclusive Education
LESSON 1
Foundations of Special Education
ULTIMATE GOAL OF SPECIAL EDUCATION. The integration or mainstreaming
of learners with special needs into the regular school system and eventually
into the community.
EXCEPTIONALITY. An individual or a child who
has an exceptionality has some area of
functioning in which he or she is significantly
different from an established norm. This
definition includes both students with disabilities
and those with special gifts or talents. learning
disabilities developmental delays emotional and
behavioral disorders communication disorders hearing disabilities visual
impairments physical disabilities
LEGAL CATEGORIES FOR EXCEPTIONALITIES 1. Autism 2. Deaf-blindness 3.
Deafness 4. Emotional Disturbance 5. Intellectual Disability 6. Hearing
Impairment 7. Multiple Disabilities 8. Orthopedic Impairment 9. Other Health
impairment 10.Specific Learning Disability 11.Speech or Language
Impairment 12. Traumatic Brain Injury 13. Visual Impairment
A developmental disability significantly affecting verbal and nonverbal
communication and social interaction. 3 Primary Features - Restricted range
of social interaction - Impaired communication skills - Persistent pattern of
stereotypical behaviors, interests, and activities 1. AUTISM
DEAF-BLINDNESS. A concomitant hearing and visual impairments, the
combination of which causes such as severe communication and other
developmental and educational needs that they cannot be accommodated in
special education programs solely for children with deafness or children with
blindness.
DEAFNESS. A hearing impairment that is so severe that the child is impaired
in processing linguistic information through hearing; with or without
amplification that adversely affects a child’s educational performance
EMOTIONAL DISTURBANCE. A condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree
that adversely affects a child’s educational performance. - Inability to learn
that cannot be explained - Inability to build or maintain satisfactory
interpersonal relationships with peers - Inappropriate types of behaviors - A
general pervasive mood of unhappiness - A tendency to develop physical
symptoms or fears with personal or school problems *schizophrenia
HEARING IMPAIRMENT. An impairment in hearing, whether permanent or
fluctuating, that adversely affects a child’s educational performance but that
is not included under the definition of deafness.
INTELLECTUAL DISABILITY. A significantly sub-average general intellectual
functioning, existing concurrently with deficits in adaptive behavior and
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Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
PROF ED 2 Foundation of Special and Inclusive Education
LESSON 1
Foundations of Special Education
manifested during the developmental period, that adversely affects a child’s
educational performance.
MULTIPLE DISABILITIES. Concomitant impairments, the combination of
which causes such severe educational needs that they cannot be
accommodated in special education solely for one of the impairments.
ORTHOPEDIC IMPAIRMENTS. A severe orthopedic impairment that adversely
affects a child’s educational performance. Includes: - Congenital anomalies
Ex. clubfoot - Caused by disease Ex. poliomyelitis - Other causes Ex.
Cerebral palsy
OTHER HEALTH IMPAIRMENTS. Having
limited strength, vitality or alertness,
including a heightened alertness to
environmental stimuli, that results in
limited alertness with respect to the
educational environment. - Due to
chronic or acute asthma, ADD, ADHD,
diabetes, epilepsy, a heart condition,
hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle
cell anemia. - Adversely affects a child’s educational performance.
SPECIFIC LEARNING DISABILITY. A disorder in one or more of the basic
psychological processes involved in understanding or in using language,
spoken or written, that may manifest itself In an imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical discussions Also brain
injury, minimal brain dysfunction, development aphasia.
SPEECH OR LANGUAGE IMPAIRMENT.A communication disorder, such as
stuttering, impaired articulation, language impairment, or a voice
impairment, that adversely affects a child’s educational performance.
TRAUMATIC BRAIN INJURY. An acquired injury to the brain caused by an
external force, resulting in total or partial functional disability or psychosocial
impairment, or both, that adversely affects a child’s educational
performance.
VISUAL IMPAIRMENT. An impairment in vision that, even with correction,
adversely affects a child’s educational performance. The term includes both
partial sight and blindness.
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.
IEP AMENDED 2004 (IDEA) Must include information about students
functional ability to perform & academic levels Must include measurable
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Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
PROF ED 2 Foundation of Special and Inclusive Education
LESSON 1
Foundations of Special Education
yearly goals that are academic and functional Parents to be provided
progress reports
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 - 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 WHAT KIND OF SERVICES WILL
HELP ME?
CONSIDERATIONS IN DEVELOPING. THE IEP Assessment of Students 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
References
Turnbull, A., Turnbull, R., Wehmeyer, M. (2010). Exceptional lives: Special education
in today’s schools (7th Ed.). Needham heights, MA: Allyn & Bacon.
Yell, M. (2012). The law and special education (3rd ed). Upper Saddle River, NJ:
Prentice-Hall, Inc.
American Psychological Association (2009). Publication manual of the American
Psychological Association, Sixth Edition. Washington, DC: American Psychological
Association. (You will definitely need this manual for your graduate program.)
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Consolatrix College of Toledo City, Inc.
6038 Magsaysay Hills, Poblacion, Toledo City
Augustinian Recollect Sisters – Philippines
PROF ED 2 Foundation of Special and Inclusive Education
LESSON 1
Foundations of Special Education
Leaning Task 1
Name: ________________________________ Course and Year: ______________
Email Address: ______________________ Contact Number: _________________
Date of Submission: ___________________ Schedule: _____________________
1. What is special education? (Use separate sheets for your answers)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What is the basic philosophy of special education?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Why there is a need to institutionalize special education programs in
schools?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. What are the legal categories of exceptionalities? Discuss each.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
5. What are the programs and services required in order to maximize the
potentials of children with special needs? Discuss comprehensively.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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