ED-205-UNIT-1 (1).nnjsnsjsusjsnisisjsjpptx

Ed205

1. Ed 205: Foundations of Special and inclusive education MRs. Maycee Franz l. tama Ño Course facilitator

2. What is special?

3. What is inclusive?

4. The following ARE THE TERMS USED IN THIS COURSE: Assistive Device - Impairment At-risk - Individualized Education Plan (IEP) Developmental disability - Special Education Disability - Individually Planned Instruction Disorder - Systematically implemented and evaluated instruction Exceptional Children - Personal self-sufficiency Handicap

5. Assistive devices - are specialized instructional and learning materials and equipment that enable children with special needs to function efficiently. Examples: students who are blind-braille writer, braille stylus and slate, computer with voice synthesizer; students with hearing impairment – hearing aid, sign language book.

6. At-risk - refers to children who, although not currently identified as a having a disability are considered to have a greater-than usual chance of developing one. Educators often apply the terms to infants and preschoolers who, because of biological conditions, events surrounding their births, or characteristics of their home environments, may be expected to experience developmental problems at a later time.

7. Developmental disability - refers to a severe, chronic disability of a child five years of age or older

8. disability - exists when an impairment limits a person’s ability to perform a certain tasks (e.g. walk, see, talk, think) in the same way that most persons do. A person with disability is not handicapped, however, unless leads to educational, personal, social, vocational, or other problems.

9. disorder - the broadest of the three terms (disability, handicap), refers to a general malfunction of mental, physical, or psychological processes. It is defined as a disturbance in normal functioning.

10. Exceptional children - differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to fully benefit from education. They are also referred to as children with special needs (CSN). SNEd – Special Needs Education

11. handicap - refers to a problem or a disadvantage that a person with disability or impairment encounters when interacting with the environment. A disability may pose a handicap in one environment but not in another.

12. impairment - refers to the loss or reduced function of a particular body part or organ (e.g. a missing limb)

13. Individualized education plan (IEP) - written document required by IDEA (Individuals with Disability Education Act) for every child with disability; includes statements of present performance, annual goals, short term instructional objectives, specific educational services needed, extent of participation in the general education program, evaluation procedures and relevant dates and must be signed by parents.

14. Special education - is individually planned, systematically implemented, and carefully evaluated instruction to help exceptional children achieve the greatest possible personal self-sufficiency and success in present and future environments

15. Individually planned instruction - In the U.S., the law on Individuals with Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be developed and implemented for every special education student between ages of 3 and 21.

16. Systematically implemented and evaluated instruction - Each type of children with special education needs requires particular educational services, curriculum goals, competencies, and skills, educational approaches, strategies and procedures in the evaluation of learning and skills.

17. Personal self-sufficiency - An important goal of special education is to help child become independent from the assistance of adults in personal maintenance and development, homemaking, community life, vocational and leisure activities and travel.

18. Present environment - refers to the current conditions in the life of the child with disability. It includes the family, the school, the community where s/he lives, the institution in society that extends assistance and support to children and youth with special education needs such as the government, non-government organizations, socio-civic organizations and other groups.

19. FUTURE environment - is a forecast of how a child with disability can move on to the next level of education, from elementary to secondary school and on to college or vocational program, and finally, to the workplace where s/he can be gainfully employed. Special education helps the child in the transition from a student to a wage earner so that s/he can lead a normal life even if s/he has a disability.

20. Special education in the Philippines Vision for Children with Special Needs The Department of Education clearly states its vision for children with special needs in consonance with the philosophy of inclusive education, thus: “ The State, community and family hold a common vision for the Filipino child with special needs. By the 21 st century, it is envisioned that s/he could be adequately provided with basic education. This education should fully realize his/her potentials for development and productivity as well as being capable of self-expression of his/her rights in society. More importantly, s/he is God-loving and proud of being a Filipino.

21. Special education in the Philippines B. POLICY, GOAL AND OBJECTIVE OF SPECIAL EDUCTION The policy on Inclusive Education for All is adapted in the Philippines to accelerate access to education among children and youth with special needs. The goal of the special education programs of the Department of Education all over the country is to provide children with special needs appropriate educational services within the mainstream of basic education.

22. Special education in the Philippines Special Education aims to: provide a flexible and individualized support system for children and youth with special needs in a regular class environment in schools nearest the students’ home provide support services, vocational programs and work training, employment opportunities for efficient community participation and independent living, implement a lifelong curriculum to include early intervention and parent education, basic education and transition programs on vocational training or preparation for college, and make available an array of educational programs and services.

23. Inclusive education Describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organization and provision. Through this process, the school builds capacity to accept all pupils from the local community who wish to attend, in so doing, reduces the need to exclude pupils. Inclusion is a right, not a privilege to a select few. Inclusion also means providing all students within the mainstream appropriate educational programs that are challenging yet geared to their capabilities and needs as well as any support and assistance they and/or their teachers may need to be successful in the mainstream.

24. FRAMEWORK OF Inclusive education Inclusive Education is a flexible and individualized support system for children and young people with special education needs. It forms an integral component of all the overall education system and it is provided in regular schools committed to an appropriate education for all. Recognizes and responds to the diversity of children’s needs and abilities, including differences in their ways and paces of learning.

25. b. Salient features of inclusive education Inclusion means implementing and maintaining warm and accepting classroom communities that embrace diversity and honor differences. Inclusion means implementing a multi-level, multi-modality curriculum. Inclusion means preparing and supporting teachers to teach interactively.

26. b. Salient features of inclusive education Inclusion means providing ongoing support for teachers in the classroom and breaking down barriers of professional isolations. Inclusion means involving parents in the planning process in meaningful ways.

27. b. Salient features of inclusive education Inclusive education in the Philippines includes learners who are gifted and talented, learners with disabilities, learners who are Muslims, learners who are indigenous, learners under difficult circumstances. In this course, we will be looking at the needs of learners with disabilities in the general classrooms.

28. c. Potential benefits of inclusion Simply put, both students with and without disabilities learn more. Many studies over the past three decades have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without disabilities benefit too. For students with disabilities, this includes academic gains in literacy (reading and writing), math, and social studies-both in grades and on standardized tests-better communication skills, and improved social skills and more friendships.

29. d. Traditional class and inclusive class TRADITIONAL MODEL INCLUSIVE MODEL Some students do not “fit” in general education class All students “fit” in general education classrooms. The teacher is the instructional leader Collaborative teams share leadership responsibilities. Students learn from the teachers solve the problems. Students and teachers learn from one another and solve problems together. Students are purposely grouped by similar ability. Students are purposely grouped by differing abilities.