MODULE 1.

special education.. an introduction

September 19, 2020
Saturday, 2:00 – 5:00 p.m.
DE LA SALLE UNIVERSITY DASMARINAS, COEGS
The La Sallian Prayer
• In the name of the Father, and of the Son, and of the Holy Spirit…

• I will continue O my God to do all my actions for the love of you. Father in
heaven, God of love, all I have and am is yours. Grant that I may become a living
sign of your compassion in this world.

• PROF: Saint John Baptist De La Salle

• ALL: PRAY FOR US
• PROF: Live Jesus in our hearts
• ALL: FOREVER
 Flow of discussion
GETTING TO KNOW
tAlk BacK
PART 1. special education definition, provisions,
categories of disabilities, the foundational areas
PART 2. Brief orientation of the class
 tAlk BacK
REALITY BITES

SPED and the PANDEMIC…

more pains and less gains
TALK BACK.. Setting personal goals

What is my
personal belief
about education
of special What are the
children? challenges involved
in educating special
children?
What are the
characteristics one
should possessed
in dealing with What programs are
special child? available in the
education of special
child?
Special child qualified
 Who is a special child?
• is a term used in clinical diagnostic and functional development to
describe individuals who require assistance for disabilities that
may be medical, mental, or psychological.

• Based on House Bill no. 2129, a special children are children with
autism, ADHD, ASD, and other developmental disorder. The term
refers to children with disabilities who have no access and/or
limited access to education.
 Major characteristics

Significantly different from other children

 Major characteristics

Significantly different from other children

Need intervention and special care

 Major characteristics

Significantly different from other children

Need intervention and special care
Shows difficulty in realizing their needs and full
potential
 Types of disability/disorder
profound cognitive impairment, moderate to severe cognitive impairment,
mild cognitive impairment, hearing impairment, visual impairment, deaf-
blindness, orthopedic impairment and motor disorder, health impairment,
traumatic brain injury, disruptive behavior disorders (including conduct
disorder), anxiety disorders and depressive disorders, attention deficit
hyperactivity disorder, communication disorders (speech, grammar,
comprehension, semantics and pragmatics), autism, developmental
coordination disorder, reading disorder, disorder of written expression,
mathematics disorder
Special education
understood
 Special Education Defined
• Special education refers to distinctive provision,
including education, for pupils with
disability/disorder. It is informed by a range of
foundational disciplines, and encourages academic
progress and personal and social development.
Special education has identifiable aims and
methods.
 Special Education Defined
• Special education refers to distinctive provision, including education, for pupils with disability/disorder.
It is informed by a range of foundational disciplines, and encourages academic progress and personal
and social development. Special education has identifiable aims and methods.

• Ideally, this process involves the individually planned and

systematically monitored arrangement of teaching procedures,
adapted equipment and materials, accessible settings, and
other interventions designed to help learners with special
needs achieve a higher level of personal self-sufficiency and
success in school and community than would be available if the
student were only given access to a typical classroom education.
 To educate a special child

• Education is defined as, ‘the process of giving or receiving

systematic instruction’ (Soanes and Stevenson, 2003), and to
educate someone is to provide, ‘intellectual, moral and social
instruction’. It can be seen that education concerns not just intellectual
progress but also social and personal development.
• Also, instruction is only one way of teaching, and other aspects of
pedagogy include: modelling, questioning, and task
structuring (Tharp, 1993).
 To educate a special child

Education leads to change.

• It has been suggested that to be educated, implies that, the individual,

‘has been changed by the experience of education in terms of
behaviors towards others, ability to understand the world (or
aspects of it) and an ability to do things in the world’.
 The Aims of Special Education
• identifying and assessing pupils with
disability/disorder and evaluating whether the
disability/disorder is likely to hinder learning and
development;
 The Aims of Special Education
• identifying and assessing pupils with disability/disorder and evaluating whether
the disability/disorder is likely to hinder learning and development;

• identifying the distinctive

that provision best
promotes learning and development;
 The Aims of Special Education
• identifying and assessing pupils with disability/disorder and
evaluating whether the disability/disorder is likely to hinder learning and
development;

• identifying the distinctive provision that best promotes learning and

development;

• identifying foundational disciplines that

contribute to promoting learning and development.
 The Aims of Special Education
• identifying and assessing pupils with disability/disorder and evaluating
whether the disability/disorder is likely to hinder learning and development;

• identifying the distinctive provision that best promotes learning and

development;
• identifying foundational disciplines that contribute to promoting learning
and development;

• ensuring that elements of provision informed by

these foundations promote learning and development.
MODULE 1B.
Introduction to SPECIAL
EDUCATION
26 September 2020, SATURDAY
2:00 – 4:00 p.m., DE LA SALLE UNIVERSITY-DASMARINAS
The La Sallian Prayer
• In the name of the Father, and of the Son, and of the Holy Spirit…

• I will continue O my God to do all my actions for the love of you. Father in
heaven, God of love, all I have and am is yours. Grant that I may become a living
sign of your compassion in this world.

• PROF: Saint John Baptist De La Salle

• ALL: PRAY FOR US
• PROF: Live Jesus in our hearts
• ALL: FOREVER
FLOW OF DISCUSSION
tAlk BaCk
INTRODUCTION TO SPECIAL EDUCATION (part 2)
the six principles of special education
the five provisions for special education
The two processes in special education
Current and future trends
1ST GROUP RESEARCH PROJECT
tALk bAcK

troubled present… bleak future

individual
family
society
 The six principles of special education

Zero reject
Nondiscriminatory evaluation
Appropriate education
Least restrictive environment
Parent and student participation
Procedural due process
PRINCIPLE #1. Zero reject
The zero reject principle ensures that all children receive a
free and appropriate public education, no matter how
severe their disability. 

A child may not be excluded because a school district

feels they are too disabled to learn, has inappropriate
behavior caused by their disability, or has a contagious
disease unless there is a high risk that the student will infect
other students. 
PRINCIPLE #2. Nondiscriminatory evaluation

This requires schools to evaluate students fairly to determine if they have a

disability and, if so, what kind and how extensive. This information is
necessary to plan an appropriate education for the student and determine
where the student will be educated.
It should involve proper screening i.e. administering tests to all students to
identify which students seem to need further testing to determine whether they
qualify for special education.
PRINCIPLE #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.  The key
to appropriate is *individualization*. 
PRINCIPLE #4. Least restrictive environment

Formerly known as mainstreaming or integration rule and now known as the

inclusion principle. In early intervention ages 0 through 2 favors the child being
educated in their natural environment, which can be home or at a out of home
center. The term “general education” has three dimensions: (1) Academic
Curriculum, (2) Extracurricular activities, (3) Nonacademic activities (recess,
transportation, mealtimes, dances and sports).
PRINCIPLE #5. Parent and student participation

Parental involvement is critical to providing appropriate education  to children with

and without disabilities. Parents must be assured the opportunity to maintain an
effective voice in making decisions at every level about the education of their
children with disabilities. Quality education demands a collaborative effort among
students, parents, schools, and communities. It provides avenues for program
accountability and proper monitoring.
PRINCIPLE #6. Procedural due process

Procedural due process describes the legal

procedures and requirements developed to
protect the rights of children, parents and
school districts. It sets forth a regulatory basis
for a formal set of policies and procedures to be
implemented by schools and districts for
children in special education programs to
ensure the best educational practices for the
students.
 Provisions for special education

1. curriculum
2. pedagogy
3. school and classroom organization
4. resources
5. therapy
Provision 1. curriculum

How do we What are its

develop a content? How
curriculum to can I ensure that
special it will promote
children? learning and
development?
 How do we What are its
Provision 1. curriculum develop a
curriculum to
content? How
can I ensure that
special it will promote
children? learning and
development?

Doll (1996, p.15) defines the curriculum as, ‘the formal and informal
content and process by which learners gain knowledge and
understanding, develop skills, and alter attitudes, appreciations and
values under the auspices of that school’. Objectives, organization,
design and structure of teaching and learning as well as the assessment to
indicate progress are areas for consideration in developing a curriculum.
Provision 2. pedagogy

What are the

How will I approaches I will
structure the adapt to be more
learning of the intensive and
students? explicit in my
approach?
 What are the
approaches I will
Provision 2. pedagogy How will I
structure the
learning of the
adapt to be more
intensive and
students? explicit in my
approach?

‘Pedagogy’ refers to what the teacher does, in the classroom and

elsewhere, to promote and encourage pupils’ learning. It may involve
individualized learning, group work, discussion, audiovisual approaches,
whole class teaching and other approaches (Farrell et al., 1995). Pedagogy
includes the teacher emphasizing certain sensory modalities in presenting
information or the teacher encouraging the pupil to use particular senses.
Provision 3. school and classroom organization

What are the

How will I draw
consideration
on my room
for students
management
with severe
approaches?
disabilities?
Provision 3. school and How will I draw
on my room
What are the
consideration
classroom organization management
approaches?
for students
with severe
disabilities?

• School organization may involve flexible arrival and departure times for lessons, for
example, for some pupils with orthopedic impairment. Consideration is also given to
organizational aspects relating to safety. Flexible arrangements for pupil absences from
school can include home tuition and e-mailed work supporting home study. Classroom
organization for pupils with disability/disorder may be different from that for most children.
Provision 4. resources
How can
What are the
assure that
resources
children with
available and
special needs
how do I
will be given
maximize its
appropriate
use?
materials?
 How can assure
What are the
that children
resources
Provision 4. resources available and
how do I
with special
needs will be
given
maximize its
appropriate
use?
materials?

• Resources can include aspects of school building design such as those aiding
access for pupils with orthopedic impairment. Classroom design embraces available
space, lighting, acoustics, and potential distractions and facilitators to learning. Furniture
adaptations, computer technology, cognitive aids are some resources needed for
considerations to special education.
Provision 5. therapy

What are the

How can I available
assure that each therapy within
child be given my area and
appropriate how am I able to
therapy? tap them for
help?
 What are the
How can I assure
available therapy
Provision 5. therapy that each child be
given appropriate
within my area
and how am I
therapy?
able to tap them
for help?

‘Therapy’ may refer to provision intended to help promote skills and abilities or well
being. For children and young people with disabilities/disorders, these may include
elements that are predominantly physical (e.g. aspects of occupational therapy and
physiotherapy); psychological (e.g. psychotherapy); communicative (e.g. speech and
language therapy); and medical (e.g. drugs). Therapy and aspects of care are intended to
lead to changes in behavior, attitudes and self-valuing, similar to some of the aspirations of
education. They are in this broad sense educational.
Special education as a dynamic process
• Education is and should always be a dynamic process to reflect upon it the
ongoing demands of the society for becoming itself a more useful and
powerful tool in attaining its objectives formulated for the greater good
of the mankind. Students with special needs also have the equal right to
access to education.

• At the heart of every education reform there should be the aim to create a
child centered and individualized approach to offer all round and
balanced learning opportunities to all children whether they are normal or
exceptional. (M.Gagan, 2016, essay on dynamism in special education)
PROCESS 1.Special education as a intervention

Preventive:
Designed to keep minor problems from becoming a disability
Remedial:
Attempt to eliminate the effects of a disability
Compensatory:
Enable successful functioning in spite of the disability
PROCESS 2. Special education as instruction

Individually planned
Specialized
Intensive
Goal-directed

1-9
 Current and Future Challenges
 Bridge the research-to-practice gap
 Increase the availability and intensity of early intervention and prevention programs

 Improve students’ transition from school to adult life

 Improve the special education—general education partnership

GROUP COLLABORATION #1

QUALIFYING A CASE OF SPECIAL CHILD a docu-research

MAIN TASK is to create a 5 – 10 minute video of a special child and

how he/she is coping with day-to-day living. It may contain the
struggles, difficulties, and challenges faced by an individual with
special needs and or his/her families. The main objective is to
present a clear and realistic view of situations, conditions, and
problems experienced by the special child and his/her family and to
promote awareness to plight of children and families with special
needs.