Understanding

Special and
Inclusive Education
 Unlocking of
Difficult Terms!
Refers to individuals who are likely to be
diagnosed with disability or the
characteristic of a disability manifest
within the individual.

AT RISK
Refers to the inability of an individual
to perform a task like the rest.
Sometimes, it is a result of impairment.

DISABILITY
 Defined as when students are directly
or indirectly prevented from or denied
access to education in any form.

EXCLUSION
 Refers to the challenges an impaired individual or a
person with disability may encounter when interacting
with their environment. This term is outdated term in
special education due to its emphasis on a person’s
limitations instead of abilities.

HANDICAP
Refers to a reduced function or loss of
a body part.

IMPAIRMENT
 Defined as the process of placing persons with
disabilities in existing mainstream educational
institutions, as long as the former can adjust to the
standardized requirements of such institutions.

INTEGRATION
 When the education of students with disabilities is
provided in separate environments designed or used to
respond to a particular or various impairments, in
isolation from students without disabilities.

SEGRATION
 SPECIAL
EDUCATION
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 SPED refers to tailored
instructional programs
designed to meet the
unique needs of students
with disabilities and
exceptionalities and help
them to succeed
academically and socially.
 Key Aspects of Special Education

1. Individualized Education Program

(IEP)

2. Least Restrictive Environment (LRE)

3. Differentiated Instruction
 Key Aspects of Special Education

4. Multidisciplinary Team Approach

5. Inclusive Education
DIMENSIONS & FEATURES
OF SPECIAL EDUCATION
INSTRUCTION
 Individually Specialized
Planned

Intensive Goal-Directed

Guided by
Research-based Student
Performance
Which student might need
special education?
However, before a child must undergo
a series of reliable evaluation tests or
screening, schools must first conduct a
prereferral intervention.
 PREREFERRAL INTEVENTION is a
collaborative process designed to identify and
address a student’s academic or behavioral needs
within the general education settings whenever
possible that happens before the conduct of a
special education evaluation.
 Its aim is to provide an immediate and
valuable baseline data for planning and
evaluating for special education and support
services. Hence, the prereferral intervention
will determine whether the child will require a
formal evaluation or not.
 STEPS IN THE
PREREFERRAL
PROCESS
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 STEP 1:
“Identify the Problem”
The classroom teacher observes a
student’s difficulties in learning or
behavior.
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 STEP 2:
“Collect Data and Document
Concerns”
Teachers use classroom assessments,
observations, and student work samples
to document challenges.
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 STEP 3:
“Implement General
Classroom Interventions”
The teacher applies evidence-based
strategies to address the problem.
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 STEP 4:
“Form a Prereferral Intervention
Team (PIT) or Student Support
Team (SST)”

A team of educators reviews the student’s

progress.
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 STEP 5:
“Implement Targeted Interventions”

The student receives more intensive,

structured interventions with progress
monitoring.
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 STEP 6:
“Evaluate Progress”

Teachers assess whether the interventions helped

the student improve. If the student makes
progress, they continue with general educational
support. If challenges persist, the student may be
referred for special education evaluation.
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Benefits of Prereferral
Interventions
 1. Reduces
overidentification of
students for special
education.
2. Supports struggling
students early without
unnecessary labeling.
 3. Encourage
collaboration between
teachers, parents, and
specialists.
 4. Uses data-driven
decision-making to track
student progress.
 Is the student eligible for
special education program
and servuces?
 Under RA 11650, schools are
mandated to perform a
multidisciplinary assessment for
learners who are at risk or manifests a
disability in order to determine the
eligibility of the child for special
education support and services.
RA 11650 Institutionalizing
Inclusive Education for
Learners with Disabilities in
the Philippines
 It was signed into law on
March 11, 2022, aims to
promote inclusive education
for learners with disabilities
in the Philippines.
 What specific educational
needs result from the child’s
disability?
If the assessment team concludes
that a child has a disability that
is negatively impacting his/her
academic progress, an
Individualized Education
Program (IEP) is created.
The IEP is a legal document that
outlines the special education
services, accommodations, and
supports that a student with
disability will receive in school.
Key Components of an IEP
A. Student’s Present Level of
Performance (PLOP)

Describes the student’s current

academic and functional abilities.
B. Measurable Annual Goals

Sets specific, achievable, and

measurable objectives for the
students.
C. Special Education and Related
Services

Lists support services (e.g., speech

therapy, occupational therapy,
counseling).
 D. Assessment and Progress
Monitoring

Specifies how student progress

will be measured and reported.
E. Transition Plan (For Students
16 and Older)

Prepare students for

post-secondary education,
employment, or independent
living.
 What specialized methods of instruction,
accommodations, modifications, related
services, and/or supplementary supports are
necessary to meet those needs so the student
can achieve increased levels of academic
achievement and functional performance to
thrive in the school community?
 Instructional Accommodations,
Modifications, and Adaptations

Teaching learners with disabilities

requires educational adjustments in
the form of accommodations,
modifications, and adaptations.
 ACCOMMODATIONS

These are the changes that the teachers do

to allow learners with disabilities to
access the general education curriculum
and demonstrate their understanding
without changing the content, academic
standards, or curriculum.
 MODIFICATIONS

Involve altering the content, academic

standards, or curriculum by lowering
the level of difficulty or complexity
to aid the learning of learners with
disabilities.
 ADAPTATION

Is a more significant change in the

content, process, products, and
learning environment compared to
modification and accommodations.
Collaboration
Teaming
Cooperation
 In education and special education
settings, the terms collaboration,
teaming, and cooperation are often
used interchangeably, but they have
distinct meanings.
 COOPERATION

Is the simplest form of working

together, where individuals share
resources or information but primarily
work independently on their tasks. It
does not require deep interactions or
shared decision-making.
 COOPERATION

Example: A general education teacher and a

special education teacher discuss a
student’s needs but work separately in
their classrooms. The special education
teacher provides strategies, but the
general education teacher implements them
alone.
 TEAMING

Involves a group of individuals working

together toward a common goal, but with
specific roles and responsibilities
assigned to each member. It focuses on
coordinated efforts rather equal
participation in decision-making.
 TEAMING

Example: A Student Support Team (SST)

includes teachers, a psychologist, a speech
therapist, and administrators who meet to
discuss a student’s progress and
interventions. Each member has a specific
role (e.g., the psychologist conducts
assessments, the teacher implements
interventions).
 COLLABORATION

Is an interactive, shared
decision-making process where
individuals work together toward a
common goal, contributing equally and
taking joint responsibility for
outcomes.
 COLLABORATION
A general education teacher and a
special education teacher co-plan
lessons, adapt materials, and co-teach
in an inclusive classroom. They
regularly meet, reflect, and adjust
strategies based on student progress.
 What educational setting is the Least
Restrictive Environment (LRE) in which the
student can receive an appropriate education?
 LEAST RESTRICTIVE

It means that the placement where the

learner with disability will receive
their education does not hinder their
opportunities towards their full
participation.
Is special education helping? If not, what
changes should be made in the student’s
program?
 In order to determine whether the
specialized instruction, placement,
and additional services serves its
purpose based on the child’s IEP, an
on-going progress monitoring is
crucial.
 PROGRESS
MONITORING

Is the ongoing process of collecting data

to measure a student’s progress toward
achieving their annual IEP goals. This is
done through various methods of collecting
data such as assessment tools,
observations, and feedback from parents on
their child’s behavior.
 QUESTION:
How can you detect a student
who might need special
education services?
 QUESTION:
How to determine whether the
child is eligible for
special education services?
 QUESTION:
How do stakeholders in
special education plan for
instruction?
 QUESTION:
How do you assess whether
special education support
and services are helpful?
Thank you!
Do you have any questions?