Components of

Special and Inclusive

Education
 Objectives
Enumerate the processes involved in Child Find through
the pre-referral process
Identify the assessment tools, methods, and principles in
working with children with additional needs
Identify the different placement within a continuum
Compare accommodations and curriculum modifications
Identify ways how to involve parents as part of the home-
school collaboration
I. CHILD FIND THROUGH A
PRE-REFERRAL PROCESS
Referral for evaluation and special education services
begins by identifying students who have additional needs
and who may be at risk for developmental disabilities.
 A. Pre-referral Process
child noted to have significant difficulties in relation to expected
competencies and developmental milestones may be referred by parents
and teachers for observation and assessment.

TEAM OF PROFESSIONALS- also known as pre-refferal team ex:

psychologist.
ASSESSMENT MODEL- by Taylor, identified through observation, use of
norms, and criterion referenced test. To determine the teaching areas where a
learner will benefit a additional support through a variety of means.
Early Childhood Care and Development(ECCD)-community-based screening
for very young student who are at risk.
B. Pre-referral Strategies
designed to provide immediate instructional and/or
behavior management support to a child.

examples of pre-referral strategy

observation of the child's
review of school records;
behavior
interview of parents and
and analysis of the child's
teachers academic output
 Pre-referral process and strategies
Initial Recognition of potential problems
Parent or Teacher orientation
Identification Review of school records, classroom observations

Determination of Small-group instruction

teaching areas and
Direct instruction
strategies
Additional in-class or after-school program
Implementation of
Modification of classroom environment and behavior
Teaching Programs
Modification of instruction to address potential needs

Evaluation of teaching Determine effectiveness of programs on learning and

program behavior
 II. ASSESSMENT
ASSESSMENT is the process of collecting
information about a child's strengths and needs.
It uses a problem-solving process that involves a
systematic collection as well as interpretation of
data gathered.
A. Assessment Purposes
Assessment has a variety of purpose in special and inclusive
education. It begins with initial identification that was
explained in the previous section in Child Find and the pre-
referral process.

B. Methods of Assessment
Tests. School psychologists, educational diagnosticians, and
other related professionals use a variety of assessment tools to
ensure that results are valid and reliable.
Informal Assessment. Professionals also use informal or non-
standardized assessments, which are considered more
authentic and thus can be used primarily to describe
performance and inform instruction.

Authentic Assessment. The use of tests, whether formal or

informal, is only one method of assessment. There are other
ways of assessing students considered at-risk for
developmental delays or have additional needs. One that is
highly recommended by professionals is the use of authentic
assessment methods and tools
An example of authentic assessment is observation of young
students as they interact with family members, peers, and objects in
naturally occurring activities across settings (e.g., home, school,
playground, etc.), and routines. During observations, teachers and
specialists can use running records which focuses on the occurrence
of behaviors

Date and time of the observation

Names of children involved
Location of the incident
Verbatim recording of what the children said
Actual events that occurred
C. Assessment Principle
-assessment practices should be anchored on principles as
provided by the Division for Early Childhood of the Council for
Exceptional Student (DEC) (2014). Child- and family-centered
practices, a team-based approach. application of individualized
and appropriate process, and use of genuine and meaningful
communication that adhere to
 III. PLACEMENT
Assessment results help decide where a child should learn,
ranging from less restrictive to more restrictive settings. The
evaluation involves looking at the child's performance, and the
team decides if there should be any changes in the placement.
The goal is to move towards an environment that is least
restrictive for learning. Decisions are made based on the
child's strengths, abilities, and needs, allowing flexibility in
placement.
 A general education classroom is the least restrictive environment for a child
with aditional needs. Access to the same learning experiences and oppurtunities
is provided as to tipically developing students. Thus it is considered as the “most
normalized or typical setting” (Gargiulo, 2012). Additional support in the form of
accomodations or changes in expectations through curriculum modifications
may be provided but still within the same classroom as peers within the year
level.
Another option for placement is to be in a general education class but the child
receives supplementary intstruction and services such as speech, physics, and
occupational therapy or counseling services during the school day. Options may
be provided when such sessions are conducted, either during school or as an after-
school service.
IV. ACCOMODATIONS AND
CURRICULAR MODIFICATIONS
A. Accommodations
Accommodations are support measures provided to students to
enable them to access class content without altering curriculum
standards or competencies. They can include altering materials,
changing rooms, providing time extensions, and changing
response formats. These accommodations can be provided during
assessment and instruction, depending on the child's learning
profile.
1. Presentation Accommodations
Children with disabilities may need specialized presentation formats
especially those with sensory impairments so they can learn the same
content alongside typically developing peers.

Learning needs:
visual support
auditory and comprehension
listening and focusing
2. Response Accommodations
Allow students with disabilities and additional needs a variety of ways to
complete assignments, written tests, performance tasks, and other activities.
Providing such instructional and assessment supports allows them to access
the same learning experiences as other students in a general education
classroom.

LEARNING NEEEDS
writing difficulty
written expression difficulty
math difficulty
3. Setting Accommodations

Changes in the location or conditions of the educational setting or

environment may be necessary for students who need support in terms of
behavior, attention, and organization of space and materials. Accommodation
in a setting may allow a child who gets easily distracted to work in a quiet
corner of the classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or a child who is still unable to read
fluently may be allowed to take a silent reading comprehension test in another
room with a supervising adult just so she could hear herself read aloud which
helps her better understand the story.
4. Scheduling Accommodations

Changing time allotment, schedule of tasks and assessments, and

management of time are some types of scheduling accommodations.
Students with slower ability in processing information and directions well as
with focusing issues may need these types of accommodation. Some
examples of accommodation that can modify scheduling are: (1) extending
time for assignments and assessments; (2)providing breaksinbetweentasks;
(3) providing a visual schedule or a checklist of individual responsibilities; (4)
providing predictable routines and procedures; and (5) providing an
electronic device with alarms and cues.
B. Modifications
Curriculum modifications are provided to students with significant or
severe disabilities, altering content expectations and performance
outcomes to match those of typically developing students of the same age.
These modifications include changes in instructional level, content,
performance criteria, and content depth.

These modifications are indicated in the student's Individual Educational

Plan (IEP) to ensure access to the general education curriculum.
 V. PARENT INVOLVEMENT
Parent involvement- is crucial in inclusive
and special education for children with
disabilities and additional needs. This is
based on Bronfenbrenner's Human
Ecological Theory, which outlines five
environmental systems: microsystem,
mesosystem, and mesosystem. Within
these systems, children interact with
parents, teachers, peers, and others, while
the mesosystem connects family experiences
to school experiences.
 A.HOME SCHOOL COMMUNICATION
Parents play a crucial role in a student's development and academic success, necessitating
close home-school collaboration, communication, problem-solving, and shared decision-
making practices.

1.PARENT-TEACHER CONFERENCES
are face-to-face meetings between parents and teachers.
2.WRITTEN COMMUNICATION
involve written messages, like notebooks, where teachers and parents document homework
assignments, classroom behavior, and program progress. While time-consuming, some parents
prefer this method for documentation and specialist access.
3.DIGITAL COMMUNICATION-The rise of mobile devices has revolutionized communication
between parents and teachers, enabling instant and real-time updates about students.
4.HOME SCHOOL CONTRACTS-A home-school contract is a written agreement between teachers,
parents, and students regarding behavioral and academic goals for a student with a disability .
B.OTHER WAYS TO INVOLVE PARENTS
Parents also have strengths, abilities, intuitive knowledge, and the commitment to help
their own child. They become advocates of their own children. To maximize their
involvement, schools provide other opportunities such as parent education training,
workshops, and parent support groups.

Parent education-can involve seminars and workshops to provide parents with a

better understanding of their child's disability, strengths, and uniqueness, as well
as specific techniques and strategies for home practice. This ensures continuity in
practices between home and school.

Parent support groups- provide parents with tips and techniques for working with
their children, empowering them to participate in planning and organizing
meetings, sharing techniques, frustrations, and successes.
 Conclusion
Five components of special and inclusive education
I. CHILD FIND THROUGH A PRE-REFERRAL PROCESS
II. ASSESSMENT
III. PLACEMENT
IV. ACCOMODATIONS AND CURRICULAR MODIFICATIONS
V. PARENT INVOLVEMENT
 Group Members:
CABIGON, ALEXA
GALZOTE, RC LEAN
MAGSICO, SHAYNE MICO
NORODIN, NORHANA
SUELO, RENALYN