Teaching Assistant
TRAINING/WORKSHOP
1
THE CEO / FOUNDER
BRIEF PROFILE
17 years in academe, training, and industry
Graduated with the Degree of Bachelor in Elementary
Education,
Diploma in Special Education for people of determination,
Diploma in Associate in computer Technology.
Diploma in BA in Psychology/ Master in Psychology- ABA
Currently finishing MBA (Online)
A company and school administrator / Managing Director,
previously the CEO of Kabahagi Global Training and
Development Group and now the CEO of i-Connect training
and Business Consultancy
She founded the kabahagi “paaral” Foundation in the
Philippines. An Educator, An entrepreneur with a heart, A
social Worker
MS. MARITES “TRISHA” H. CORTEZ
Introduction to Special Education
What is special education?
• Special education is specially designed instruction, provided at no
cost to the parent or student, that meets the unique educational
needs of the student.
Who is eligible for special education?
• Special education must be provided to children ages 3-21 who:
• have been evaluated & identified as having unique learning needs;
• have been determined, through evaluation, to have one or more of
the 14 disabilities
• have a disability that requires special education.
What is Inclusion?
• Inclusion is a system of service delivery in which all children are
educated in the general education environment.
• Some characteristics of an inclusive program are:
• collaborative lesson planning among general education and special education
staff;
• collaborative or team teaching approaches to instruction;
• the provision of special education services and/or related services in the
general education setting;
• provisions of adaptations & accommodations in the general education setting;
• tiering or differentiating instruction to cater to a diverse group of students.
What is an Individualized education Program
(IEP)?
What is an Individualized education Program
(IEP)?
An Individualized Education Program (IEP) is a plan written by the case
conference committee which includes:
• the teacher, parent(s) or guardian(s), and any individual involved in
education;
• a description of the student’s present level of performance. This may
include information concerning academic achievement, social adaptation,
pre-vocational and vocational skills, sensory and motor skills, self-help
skills, and speech and language skills;
• annual goals, including short-term instructional objectives, to be
accomplished in a specified time period;
• the specific special education and related services to be provided;
• a description of how the student’s progress will be measured;
What is an Individualized education Program
(IEP)?
• a statement of when services are to begin and how long they are
expected to last;
• the proposed placement which reflects the least restrictive
environment (LRE);
• the extent to which the student will participate in general education,
including non-instructional, non-academic, and extra-curricular
activities; and
How is the IEP implemented?
• The IEP document is not a file document, but a vital element in the
teaching, learning and accountability process. Implementation
includes:
• ongoing collaboration between general education and special education staff
regarding curriculum, instructional materials, instructional delivery, behavior
management, and grading;
• provision of the least restrictive environment;
• monitoring and support across all environments by the teacher of record.
Example of Individual Educational Plan
Example of Individual Educational Plan
IEP Case Study (Workshop, Create the IEP)
Case studies 1
• Paul is 10 years old. He does not learn like the other children. He
cannot write well. He can write a few letters and complete very
simple math problems. During class Paul gets up and wanders around
the room. He will only sit down for a few minutes at a time. During
writing lessons, he wanders about the most. The other students often
tease Paul and call him „stupid‟. Sometimes Paul wets himself. Then
he goes home for the rest of the day.
• How can Paul learn better at school?
• What can Paul’s parents do to help?
• How can other students help Paul?
IEP Case Study (Workshop, Create the IEP)
Case studies 2
• Stela Marie has not developed like other children. She cannot walk well.
She finds it difficult to hold things, like a pencil. When she speaks it is
difficult to understand what she says. However, Stela Marie can understand
what other people say to her. She is 7 years old and started school last year,
but she is still in Grade 1. She can recognize letters. She tries to write but
becomes frustrated. During playtime she stays in class. Often, she seems to
stop listening in class and lays her head down on her desk.
• How can Stela Marie be more included in class?
• Are there any tools available to help Stela Marie write?
• How can the teacher and other students help Stela Marie to communicate?
IEP Case Study (Workshop, Create the IEP)
Case studies 3
• Michel is 9 years old and in Grade 2. He had polio when he was two years
old; as a result, his right leg is smaller than his left leg. Michel uses a crutch
to get around. He sits in the middle of the row at the back in school. It is
difficult for him to get in and out. At playtime he stays in the classroom.
Michel is very clever. He usually finishes his work before the others. Often,
he calls out loud in class and sometimes he hits other students with his
crutch. The other students are afraid of Michel.
• How can Michel be included in playtime?
• What can be done to make Michel behave better in class?
• How can Michel's parents be involved?
IEP WORKSHOP
30 minutes