Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

LEARNING MODULE
Course Code: PED 4
Course Description :
Foundation of Special and Inclusive Education

Date Developed: February 26, 2021 Date Revised:

Document No: ZCSPC-LM2020 Issued by: ZCSPC- CTE
Prepared by:
CINDY MAY L. PAJARITO, MAED
Visiting Lecturer
Reviewed by:

Recommending Approval: Dr. JUDITH M. MAGHANOY

Approved by: Dr. ELIZABETH JANE P. SEBASTIAN
 VISION MISSION INSTITUTIONAL OUTCOMES CORE VALUES
ZCSPC Provide effective and Globally competitive graduates who Love of God;
as the leading efficient services can perform advanced technological Social Responsibility;
provider of globally through technological competencies in their field of Commitment’
competitive human studies and researches specialization. Dedication to the
resources. for the empowerment of Service; and
the nation’s resources. Accountability

Dear Student,

I am Ms. Cindy May Pajarito-Tacbobo, MAED from ZCSPC-

College of Teacher Education. I will be your instructor for this
course, Foundation of Special and Inclusive Education (PED 4).
You are entitled to use this module as we go thoroughly with this
course during the Second Semester, S.Y. 2020-2021. For your
queries and other related concerns, you can reach me through the
following: 1) mobile number 09174127957 (Globe), 2) group chat,
3) email (cindymaytacbobo28@[Link]), and 4) Zoom or
Google meetings (as scheduled).

Name of Student:
______________________________________
1x1
Year and Section:
Photo
_________________________________

My Personal Parents/
Information Guardians’
Home Address:
Information
_______________________________ Parent/Guardian:
Contact Number:
_______________________________ _______________________
Email Address:
_______________________________
Facebook Account: Contact Number:
 INTRODUCTION
Welcome to Zamboanga City State Polytechnic College, the premier higher education institution
in Zamboanga Peninsula, one of the Centers of Development in Teacher Education Institutions in the
country and an ISO accredited institution as recognized by the Commission on Higher Education. It is
our pride and honor, that you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID-19 Pandemic, our school is
now trying to find ways and means to provide accessible and quality tertiary education. It is for this
reason that the administration has decided to offer flexible leaning education using two modalities:
Blended and Distance Learning education. In as much as we limit that actual and physical face-to-face
mode of delivery, each college has decided to come up with printed module to cater those students who
cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use of the Guided and
Self-directed learning activities prescribed to finish your course. Each module includes reading
materials that have been chosen to help you understand the ideas and concepts introduced by the
module.

For this semester, your class in PED 9 focuses on THE TEACHER AND THE SCHOOL CURRICULUM
Welcome to Zamboanga City State Polytechnic Exercises and assessment of learning activities are
provided to test your comprehension and apply the concepts that you have learned from this
module .After accomplishing all modules, you are expected to do the following ;
1. Demonstrate knowledge of the concepts, theories and principles in curriculum and
curriculum development within and/or across curriculum teaching areas.

2. Demonstrate skills in designing and developing constructively- aligned and

developmentally- sequenced learning programs, experiences and instructional processes
consistent with curricular needs.
3. Demonstrate knowledge on curriculum designs, the dimensions and some principles that go
with each and some curricular approaches
4. Demonstrate knowledge on the criteria for determining the purposes, for implementing the
curriculum, for assessing curriculum output and for the overall impact of the curriculum

5. Demonstrate knowledge on the issues and concerns in curriculum.

HOW TO USE THIS MODULE?

This is a self-study module particularly designed to help you study with little or no intervention from
your teacher. Please follow very carefully the instructions on how to use this module so you can fully
benefit from it.

• The lessons on this module are logically organized. Every lesson is connected to the next and
necessary for a better understanding of the next topic. Hence, please do not skip a page. Read
every page of this module and do every task that is asked of you.

i
• Read the Table of Contents so that you will have a good grasp of the entire course. Having an
overview of what you are about to study will help you see the interrelationships of the concepts
or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the target skills or
knowledge that you must be able to gain or perform after studying the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or unit. Do this
only when you have thoroughly read the entire lesson or unit. When answering every activity,
test or exercise, please answer them honestly without looking at the answer key. They answer
key is given to you for you to check your own progress and monitor your own understanding of
the lesson. The knowledge you will gain depends on how much effort and honesty you put into
your work.

• Please pay attention to the Study Schedule on page iii. This will guide you and make sure that
you don‘t lag behind. Lagging behind will result to cramming and eventually affects your
understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and Grading System on
page v.

• If you encounter difficult words which are not found in the Glossary page of this module, take
some time to locate the meaning of these words in a dictionary. You will fully understand your
lesson if you exert extra effort in understanding it. There is no room for laziness and
complacency. College students are expected to be independent learners.

• If there is anything in the lesson which you need clarifications on, do not hesitate to contact your
instructor or professor at the appropriate time.

• You will be evaluated by your instructor or professor to check how much knowledge and skills
you have gained. The result of this evaluation will form a big chunk of your grade. So please do
well and do not waste time.

• Lastly, you are the learner; hence, you do the module on your own. Your family members and
friends at home will support you but the activities must be done by you. As ZCSPians you must
always be guided by our core values, Love of God; Social Responsibility; Commitment/
Dedication to the Service; and Accountability.

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SUGGESTED STUDY SCHEDULE
Week Topic Activities
Preliminary Activities
1. Reading of General Read and understand
Guidelines and Instructions Follow directions
Week 1 2. Pre - Assessment Raise questions for
3. Self - Assessment clarification
Answer assessment
4. Reflective Assessment
Submit assessment
MODULE 1 SPECIAL AND INCLUSIVE EDUCATION: CONCEPTS AND LEGAL BASES

A. Define special and inclusive 4As

education; Activity
B. Differentiate special education and Analysis
Week 2-5 inclusive education; Abstraction
C. Discuss how the legal bases of Application
special education have shaped the Reflection
current special education programs. Assessment

MODULE 2 SPECIAL EDUCATION BASIC PHILOSOPHY, PROGRAMS AND

SERVICES
A.
B.
C. A. Explain the special education basic
Weeks 6-9 philosophy;
4As
D.
E. B. Explain the figure on the true prevalence Activity
of Filipino children and youth with special Analysis
needs.
F. Abstraction
G. C. Describe the different special education Application
programs and services offered by the
Philippine public and private schools or Reflection
institutions and cite examples for each; Assessment
H.
I. D. Discuss the inclusive education’s salient
features; and

J. E. Enumerate the support services

extended to children with special needs.

MODULE 3 LEARNERS WITH EXCEPTIONALITIES AND THEIR DEVELOPMENTAL

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 CHARACTERISTICS
A. Identify the typical and atypical
characteristics of development 4As
B. Analyze behaviors and characteristics Activity
of children based on the different
Analysis
stages of development.
C. Describe the basic categories of Abstraction
Weeks 10-14 exceptional learners, Application
D. Define and distinguish the terms Reflection
disability and handicaps, Assessment
E. Demonstrate “people first” language
when referring to exceptional learners
and advocate for its use.
MODULE 4 TEACHING SPECIAL CHILDREN HOW THEY LEARN
A. Explain the importance of using 4As
appropriate strategies in Activity
teaching learners with different Analysis
Weeks 15-16 types of difficulties.
Abstraction
B. Identify written braille letters of
the alphabet. Application
C. Create a learning activity that Reflection
will cater the needs of learners Assessment
who are visually impaired and
with hearing problem
D. Demonstrate basic vocabulary
for communication using
American Sign language and
Philippine Sign Language

MODULE 5 IDENTIFICATION, EVALUATION, AND PLACEMENT PROCESS IN

SPECIAL EDUCATION

A. Explain how identification and

Weeks 17-18 evaluation process is important to
child’s holistic development.
B. Explain the steps in special 4As
education process. Activity
C. Create or make a short story or Analysis
scenario applying the special Abstraction
education process. Application
D. Design an activity proposal that will Reflection
broaden the awareness and Assessment
acceptance to children or individual
with special needs.

Final Examination Complete all necessary

Week 19-20 Final Project requirements
Post-Assessment (as required)

iv
EVALUATION
To pass the course, you must:
1. Read all course readings and answer pre-assessment quizzes, self-assessment
quizzes, self-assessment activities and reflection questions.
2. Answer the print-based discussion activities.
3. Submit assignments and graded quizzes for midterm and finals.
4. Submit the final output (Portfolio, Interview Write-Ups, Reflection papers).
5. Take the Midterm and Finals.

Evaluative Assessment Activities

A. Quizzes and Exercises
Instruction: The graded quizzes and exercises embedded in this module must be
answered. Please call or text me should you need any help or assistance for purposes
of further validation and verification.

B. Video Recording Presentation

Instruction: You will be submitting a video presentation of your favorite song in a sign
language form at the end of the semester as your major output.

GRADING SYSTEM

N CRITERIA PERCENTAGE
o
1 Submission of Major Output 50%
2 Quizzes and other written output 20%
3 Midterm and Final 30%

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TABLE OF CONTENTS
Introduction ………………………………………………………………………….… .. i

Study Guide ……………………………………………………………………….…... .. ii

Study Schedule ……………………………………………………....... ………………. iii

Evaluation …………………………………………………………….. ……………….... v

Grading System ……………………………………………………….………………. .. v

Module 1 – SPECIAL AND INCLUSIVE EDUCATION: CONCEPTS AND LEGAL BASES

Lesson 1 – SPECIAL EDUCATION (Definition, Purpose, Description) …… 1
Lesson 2 – INCLUSIVE EDUCATION …………..……………………………. 6
Lesson 3 – Legal Bases of Special and Inclusive Education ………….…… 10

Module 2 – SPECIAL EDUCATION BASIC PHILOSOPHY, PROGRAMS

AND SERVICES
Lesson 1 – Inclusive Education for Children with Special Needs …………. 15
Lesson 2 – Special Education Programs and Services ……. ……………… 20

Module 3 – LEARNERS WITH EXCEPTIONALITIES AND THEIR

DEVELOPMENTAL CHARACTERISTICS
Lesson 1 – Typical and Atypical Characteristics of Learners ……………… 24
Lesson 2 – Learners with Exceptionalities ………………………...……….… 30

Module 4 – TEACHING SPECIAL CHILDREN HOW THEY LEARN ……………. 36

Module 5 – IDENTIFICATION, EVALUATION, AND PLACEMENT
PROCESS IN SPECIAL EDUCATION ………………………………… 44

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MODULE SPECIAL AND INCLUSIVE
1:
EDUCATION: CONCEPTS AND LEGAL
BASES
INTENDED LEARNING
At the end of the module, the students can:

A. Define special and inclusive education;

B. Differentiate special education and inclusive education;
C. Discuss how the legal bases of special education have shaped the current
special education programs.

LESSON 1
SPECIAL EDUCATION (Definition,
Purpose, Description)
1. ACTIVITY
What comes into your mind when you hear the word “Special Education”? Fill out the
concept map with words related to it.

SPECIAL
EDUCATION

1
2. ANALYSIS
Answer the following questions.
 What are the words you have associated with the word “Special
Education”? Explain how it is related to Special Education.
1. _________________________________________________________
_________________________________________________________
2. _________________________________________________________
_________________________________________________________
3. _________________________________________________________
_________________________________________________________
4. _________________________________________________________
_________________________________________________________
In this module, you are going to learn about the different concepts and definitions of
Special Education.

3. ABSTRACTION

SPECIAL EDUCATION DEFINED

Special education refers to the preparation of teaching procedures and

materials, and other interventions designed to address the needs of a child with
learning differences, disabilities, and giftedness. Moreover, special education’s
concern is the optimum development of the individual child to become a skillful, free
and purposive person, able to plan and manage his own life and attain his highest
potential in society (UNESCO, 1988).
It is further mentioned in a case study conducted by UNESCO, that in a country
such as the Philippines which guarantees to all its citizens, children and youth with
special needs are provided with access to educational opportunities that develop their
potentials and enable them to become productive members of the society and to live
meaningful and fulfilling lives.

PURPOSE

Special education is designed to ensure that students with disabilities are provided
with an environment that allows them to be educated effectively. Disabilities that
qualify for special education include physical disabilities, such as deafness or
blindness; mental disabilities, such as Down's syndrome and autism ; medical
conditions, such as oxygen dependence or traumatic brain injury; learning deficits,
such as dyslexia ; and behavioral disorders, such as attention deficit hyperactivity
disorder (ADHD) and conduct disorders.

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In 1975, the Education for All Handicapped Children Act (EHCA, PL 94-142)
mandated that states provide a "free and appropriate public education" (FAPE) to all
students, including those with physical, mental, or behavioral disabilities. This special
education must include a comprehensive screening and diagnosis by a multi-
disciplinary team and the development of an annual Individualized Education Plan
(IEP) for each student, outlining academic and behavioral goals, services to be
provided, and methods of evaluation. The student's parents must consent to initial
screening and must be invited to participate in all phases of the process.

In 1997, the Individuals with Disabilities Education Act (IDEA) expanded special
education services by mandating that all children with disabilities—regardless of the
type or severity of their disability—between the ages of three and 21 years are entitled
to FAPE in the least restrictive environment. That is, children requiring special
education must by educated with nondisabled children to the maximum extent
possible in an appropriate program to meet their special needs. While the majority of
children with disabilities are taught at least parttime in a general classroom setting,
many children are segregated, most often due to a lack of staff and resources to
support special needs students in general classrooms. This stipulation that special-
needs children be educated in the least restrictive environment led to the practice of
mainstreaming, which is the policy of placing special education students in regular
classrooms as much as possible and using separate resource rooms where the
students receive special tutoring, review, and instruction.

Although gifted and talented students are not usually considered candidates for
special education and there is no federal mandate to support these students,
exceptionally gifted children may also be entitled to receive special education
services. Gifted children who are not identified and continue to be taught in a general
classroom may develop behavioral issues due to boredom. Specially designed gifted
education programs are available in many school districts. In addition, bilingual
children may require special education services. Children whose native language is
not English may not receive appropriate education due to their language barrier.
Bilingual language support services should be provided.

DESCRIPTION

Special education can include a range of support services, depending on the special
needs of the student. Support services may involve physical assistance and therapy,
counseling and psychotherapy, modified learning environments and assistive learning
devices, educational and psychological assessments, and behavioral modification
techniques. Common disabilities include specific learning disabilities (e.g., dyslexia),
speech or language impairment, mental retardation , and emotional disturbance.

In order to qualify for special education a child must be diagnosed as having a

disability and the disability must be found to "adversely affect educational
performance" so as to require special services. Referral and evaluation for special

3
education varies widely. For children with severe disabilities, a physician and the
parents usually identify and refer the child to special education. Other disabilities or
deficits in the child's developing physical and cognitive abilities may be identified by
teacher and parent observation or revealed by academic or developmental tests. Most
school districts have standardized programs to screen large numbers of children
between kindergarten and third grade. Other disabilities may be subtle or
compensated for, such as dyslexia, and may not be discovered until demands on the
student increase in college. After referral, a meeting is held to determine whether the
child should be assessed or evaluated to determine the type of disability he or she
may have. Tests attempt to identify the cognitive (academic), social, or physical tasks
that the child has difficulty performing and why the difficulty exists, i.e., what disability
or disabilities are present. Tests may include: reading, writing, spelling, and math
tests; psychological or intelligence tests; speech and language; vision and hearing
tests; or an examination by a physician. Parents must consent to all testing,
evaluation, and placement and can appeal most decisions if they disagree with the
conclusions.

APPLICATION
Write your own personal definition of Special Education. Explain the definition.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. REFLECTION
Why is Special Education important to children with special needs?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. ASSESSMENT

4
 Interview (via calls/texts/chats) the a Special Education Teacher and ask the following
questions:
1. How does special education help students?
2. What is “special” about Special Education?
3. Why is Special Education an important part in the basic education program?

Record their answers using the format below.

Name of School:
Name of Teacher Interviewed (Optional):

1. How does special education help

students?

2. What is “special” about Special

Education?

3. Why is Special Education an

important part in the basic
education program?

Share your thoughts after the interview:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5
 LESSON 2
INCLUSIVE EDUCATION
1. ACTIVITY
Read these two viewpoints. Which one do you agree with more?

Viewpoint A
In every society across the world there will always be some children who have special
needs. These children have particular problems that prevent them from learning and
developing like other children. These children need special teaching in response to their
problems. It is best to teach children with similar problems together. Separate special
schools are the best places to meet the special needs of these children. Teachers need
extra training to be able to teach these children.

Viewpoint B
Every child has different learning needs. Any child may experience difficulties in school.
Such difficulties can point to ways in which teaching can be improved. These
improvements lead to better learning conditions for all children. The child is not the
problem. The education system is the problem. Every child is an individual. Teachers
need to be flexible so they can meet the needs of every child in their class, whatever
difficulties they have.

2. ANALYSIS
Which viewpoint did you choose? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

INCLUSIVE EDUCATION

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 In the last few years there have been three important international conferences
on education:
• 1990 World Conference on Education for All (Jomtien, Thailand)
• 1994 World Conference on Special Needs Education (Salamanca, Spain)
• 2000 World Education Forum (Dakar, Senegal).
In Dakar, the participants agreed that:
"Education is a fundamental human right. It is the key to sustainable
development and peace and stability within and among countries…The basic learning
needs of all can and must be met as a matter of urgency".
- Dakar Framework for Action 2000

In order to achieve Education for All we

• need to ensure equal opportunities for children who are the most vulnerable,
marginalised and excluded
• need to ensure not only access to education, but access to quality education.

At the World Conference on Special Needs Education the participants agreed that:
"Experience in many countries demonstrates that the integration of children and
youth with special educational needs is best achieved within inclusive schools that
serve all children within a community. It is within this context that those with special
educational needs can achieve the fullest progress and social integration."
- Salamanca Framework for Action,
1994

Children with special needs include:

• children with disabilities
• girls
• children from remote regions
• children from ethnic minorities
• street children
• working children.

An inclusive school
• recognizes that every child is different. Every child has unique learning needs
• celebrates differences
• responds to the individual educational needs of all children
• provides equal opportunities to education for all
• provides education that promotes quality of living for oneself and others
• promotes quality in learning and teaching.

Inclusive education is not only about integrating children with special needs. It is about
whole school transformation.

Inclusive schools benefit all children.

An inclusive school is flexible, it recognizes that the school system not the child is the
problem. In an inclusive school teachers try to adapt the school system to help the
child.

The advantages of Inclusive schools are:

 they are much cheaper than building a lot of separate schools for children with
special needs

7
  they encourage the integration of children with special needs which helps to
build an inclusive society
 they allow other children in the school to learn about the abilities of children with
disabilities
 they encourage the involvement of parents and the community
 they improve teaching.
All across the world organizations such as UNESCO, UNICEF and Save the
Children have been helping countries to develop inclusive education. Developing
countries like Lao PDR, India, Papua New Guinea and Malawi are leading the way.

EXCLUSION VS INCLUSION

8
4. APPLICATION
What do you think are the benefits and possible pitfalls/difficulties of having an inclusive
education? Fill in the fishbowl organizer below with your answers.

HAVING AN INCLUSIVE EDUCATION

BENEFITS PITFALLS

5. REFLECTION
Should every child with a disability go to the regular, local school? Why or Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Decide whether the situation states an inclusive education or not. Write YES if is states
an inclusive education and NO if not.
______________1. The teacher tries to learn about the cultures of his/her students
and reflect on how that will affect them.
______________ 2. The teacher offers multiple ways for students to interact
with and respond to curricula and materials.

9
 ______________ 3. The teacher gives long exams.
______________ 4. Parents and teachers working together to support the needs of the
students.
______________ 5. When using technology, the teachers make sure to provide
captions for audio presentations.

LESSON 3:
LEGAL BASES OF SPECIAL AND
INCLUSIVE EDUCATION

1. ACTIVITY
What are your thoughts on this quote?

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

2. ANALYSIS
1. Why do you think there are Special Laws/ Legal Bases for Special and Inclusive Education? What
are their purposes?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

10
3. ABSTRACTION

SPECIAL EDUCATION VS INCLUSIVE EDUCATION

Special education is the practice of providing individualised instruction and support to

students with disabilities or learning difficulties. It is designed to be need-based and
individualised, which means that every student in special education will have a different plan
depending on their needs, abilities and goals. This field has historically been associated with
special/segregated schools or homeschooling, which were the options for students with
disabilities before integration became a practice. For the past few decades, schools in India
have integrated students with disabilities (typically mild to moderate) in mainstream schools,
due to which special ed has become an essential requirement within those schools. The
purpose of special ed is to provide support, to students with disabilities and to teachers. Its
purpose is not necessarily to teach class content, but to build the academic and developmental
skills required to be successful and independent learners. In a typical mainstream school,
students with disabilities who may not be performing at the grade level, and may exhibit a gap
in their skills, will benefit from special ed classes. For example, Coco who is in the 4th grade is
still reading at a 2nd grade level. She receives special education support to build upon her
reading skills, while she continues to learn the same content and participate in the mainstream
classroom alongside her typically developing peers.

Inclusive education, on the other hand, is the practice of educating students with disabilities
alongside their peers without disabilities, in the same classroom. It is meant for ALL learners.
Inclusive ed is based on the premise that all students develop and learn differently, and
therefore one fixed way of teaching and learning cannot ensure successful outcomes for all.
Inclusive ed is not just limited to including students with disabilities, but is responsible for
ensuring that their needs are met in the mainstream classroom as well. Implementing inclusive
education requires flexible curricula that have been designed keeping in mind diverse learners.
This is to ensure that multiple pathways are provided to students to reach the same goal, as
opposed to the traditional ‘one size fits all’ methodology. There is evidence that suggests that
inclusive ed benefits not only learners with disabilities, but those without disabilities as well,
and helps build the capacity of teachers and school systems.

LEGAL BASES OF SPECIAL AND INCLUSIVE EDUCATION

Persons with disability are part of Philippine society, and thus the State shall give full support
to the improvement of their total well-being and their integration into the mainstream of society.
They have the same rights as other people to take their proper place in society. They should
be able to live freely and as independently as possible. This must be the concern of everyone,
the family, community and all government and non-government organizations. Rights of
persons with disability must never be perceived as welfare services. Prohibitions on verbal,
non-verbal ridicule and vilification against persons with disability shall always be observed at
all times.

11
Students with disabilities and special needs may need individually planned and systematically
delivered teaching techniques.

Special education programs work to help individuals develop not only their academic skills, but
also the personal skills that help them become self-sufficient members of the community.

Special education programs became obligatory in 1975 to prevent discrimination by public

educational institutions against individuals with disabilities. The National Center for Education
Statistics reported that, as of 2013, approximately 13 percent of all students in public schools
were receiving special education services.

1. Education for All Handicapped Children Act

Passed by Congress in 1975, this was the first special education law directed at students with
physical and mental disabilities. The law stated that public schools must provide children with
special needs with the same opportunities for education as other children. It also required any
public school that received federal funds to provide one free meal a day for these children.

The mission of this act was to:

 make special education services accessible to children who require them;

 maintain fair and appropriate services for disabled students;
 institute systematic evaluation requirements for special education; and
 endow federal resources to public schools for the education of disabled students.

2. Individuals with Disabilities Education Act

The Individuals with Disabilities Education Act, or IDEA, was created in 1990 and is a
modification of the Education for All Handicapped Children Act. This law ensures that special
needs students receive appropriate free public education in the least restrictive environment
necessary to meet those students’ needs. It helps students receive the extra assistance they
need but allows them to participate in the same activities as children without special needs
whenever possible.

3. No Child Left Behind

In 2001, the Elementary and Secondary Education Act, commonly known as the No Child Left
Behind Act, called for schools to be accountable for academic performance of all students,
whether or not they had disabilities. The act requires schools in every state to develop routine
assessments of students’ academic skills. While it does not stipulate that these assessments
meet a national standard, the law does oblige each state to come up with its own criteria for
evaluation. No Child Left Behind provides incentives for schools to demonstrate progress in
students with special needs. It also allows for students to seek alternative options if schools
are not meeting their academic, social or emotional needs.

4. Individualized Education Programs

12
The IDEA maintains that parents and teachers of children who qualify for special education
must develop an Individualized Education Program, or IEP, that helps establish specific
education for a child’s explicit needs. This requires caregivers to meet initially to determine a
child’s eligibility for an IEP and to come together annually to develop and assess the
educational plan.

The student’s educational strategy must be designated in writing and should include an
evaluation and description of the current academic status, measurable goals and objectives,
designation of an instructional setting and placement within that setting and transition services
for children aged 16 or older. An IEP gives parents the right to dispute any issues with the
school district through a neutral third party.

5. Students with Disabilities and Postsecondary School

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 forbid
discrimination in schools based on disability. This applies to colleges and universities as well
as elementary, middle and high schools. Many students with special needs go on to study at
the postsecondary level, but the laws are slightly different for postsecondary schools. The law
does not require postsecondary schools to provide a free appropriate public education to
students, but it does oblige schools to offer suitable academic adjustments and accessible
housing to students with disabilities.

Whether you’re a student with disabilities or you’re looking to teach children with disabilities,
it’s important to know special education laws. These laws preserve the rights of students and
their families and help integrate students with special needs into society without segregating
them. Although the laws differ slightly from state to state, the acts passed by Congress help to
standardize the treatment of students with special needs across the country.

4. APPLICATION
State their similarities and differences of Special Education and Inclusive Education using the
Venn Diagram below.

13
5. REFLECTION
Why do teachers need to know about the special laws/legal bases of special and
inclusive education?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Read the situation and answer the questions that follow.

Coco goes to an inclusive school. She is a part of an inclusive classroom with 27

other students, with and without disabilities. 28 different brains, personalities,
interests and quirks. All learning and growing together in the same classroom.
Coco also attends a special education class for a part of the day, in a small
group, where she works on her reading, writing and communication skills. She
feels included, heard and supported in both the settings, and loves going to
school!

1. How is her special education class different from her inclusive classroom?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Does a school need both in order to be inclusive?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

14
 _____________________________________________________________
_____________________________________________________________
______

MODULE 2: SPECIAL EDUCATION BASIC

PHILOSOPHY,
PROGRAMS AND SERVICES
INTENDED LEARNING
At the end of the module, the students can:

A. Explain the special education basic philosophy;

B. Explain the figure on the true prevalence of Filipino children and
youth with special needs.
C. Describe the different special education programs and services
offered by the Philippine public and private schools or institutions
and cite examples for each;
D. Discuss the inclusive education’s salient features; and
E. Enumerate the support services extended to children with special
needs.

LESSON 1
Inclusive Education for Children with
Special Needs
1. ACTIVITY
What are the roles of a regular teacher in an inclusive classroom?

ROLES OF
TEACHER

15
 2. ANALYSIS
Do you think teachers play an important role in inclusive education?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

BASIC PHILOSOPHY
Every individual is valuable and should be given equal opportunities to develop his full
potentials. Equal opportunities should be given to every child within the nation’s educational system.
The more we do to supply each handicapped person with the educational climate and opportunities
favorable to his/her development and self-fulfilment, the more we contribute to national progress.

PREVALENCE OF CHILDREN AND YOUTH WITH SPECIAL NEEDS

Prevalence refers to the total number of cases of a particular condition, in this chapter,
those with exceptionality (giftedness and talent) and developmental disabilities and
impairments. Prevalence is viewed in two ways (Grossman, 1983 cited in Beirne-Smith, 2002).
Identifiable prevalence refers to the cases that have come in contact with some systems. The
number of children and youth with special needs is derived from census data. On the other
hand, true prevalence assumes that there are a larger number of children and youth with
special needs who are in school or in the community who have not been identified as such and
are not in the special education programs of the Department of Education. Meanwhile, the
word incidence which is considerably synonyms in some contexts with the term prevalence,
refers to the number of new cases identified within a population over a specific period of time.

Number of PWDs in the Philippines. According to the NSO 2010 Census of Population and
Housing, about 16 per thousand of the population have disability.

Table 1. Number of PWDs in the Philippines Table 2. Breakdown of PWDs by Sex

2010
Males – 50.9 %
Population 92.1 Mn
16 Females – 49.1 %
PWDs 1.443 Mn

PWDs 1.57%
 Table 3. Breakdown of PWDs by Age Group

0-14 – 18.9 %

15-49 – 40.0 %

50-64 – 19.0 %

65 and over – 22.1 %

Table 4. Education of Children and Youth with Disabilities According to DepEd

5.49 Mn CSN or 13% of children

population

Enrolment 2012:

 Elementary 200,000 (90,000

gifted)

 High School 8,443

Inclusive Education for Children with Special Needs

The Department of Education strongly advocates inclusive education as a basic service

for all types of exceptional children. In the 1994 Conference on Special Needs Education held
in Salamanca Spain, the participants reaffirmed the right to education of every individual to
education as enshrined in the 1984 Universal Declaration of Human Rights. The reaffirmation
served as a renewal of the pledge made by the world community at the 1990 World
Conference on Education for All. With these declarations and the urgency of the need for early
intervention, the Department of Education adopted the policy of inclusive education in 1997. A
Handbook on Inclusive Education was issued as the main reference and guide to the practice

17
of inclusive education. National, regional and division-wide training on inclusive education were
conducted to promote the concept of inclusive education.
What are the salient features of inclusive education?
Inclusion means implementing and maintaining warm and accepting classroom
communities that embrace and respect diversity or differences. Teachers and students take
active steps to understand individual differences and create an atmosphere of respect.
Inclusion implements a multilevel, multimodality curriculum. This means that special needs
students follow an adapted curriculum and use special devices and materials to learn at a
suitable pace.
Inclusion prepares regular teachers and special education teachers to teach interactively.
The classroom model where one teacher teaches an entire group of children single-handedly
is being replaced by structures where students work together, teach one another and
participate actively in class activities. Students tend to learn with and from each other rather
than compete with each other.
Inclusion provides continuous support for teachers to break down barriers of professional
isolation. The hallmarks of inclusive education are co-teaching, team teaching, collaboration
and consultation and other ways of assessing skills and knowledge learned by all the students.

Here are some collaborative activities that take place in the regular classroom.
 If the class is discussing activities on saving the environment, the deaf student can
work on collage of pictures on the topic.
 Prompts or cues are added to learning tasks to assist children with intellectual
disability in task performance. Prompts can be verbal, visual or physical. If a student
confuses addition and subtraction symbols, the teacher might encircle the symbols,
make them large and write them in red (visual); or remind the students “to check
each other’s work to see whether it’s addition or subtraction problems” (verbal); or
draw a check or an x on the arm of the student to signal whether his/her response is
correct or wrong (physical). Inclusion involves parents, families and significant
others in planning meaningful ways for students with special needs to learn in the
regular class with their normal peers.

4. APPLICATION
Explain your understanding about the statement: ‘The more we do to supply each
handicapped person with the educational climate and opportunities favorable to his/her
development and self-fulfillment, the more we contribute to national progress’.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
18
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

5. REFLECTION
As a future teacher, how will you practice inclusion inside the classroom?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
What are other collaborative activities can you use inside a regular classroom?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

19
 LESSON 2
Special Education Programs and
Services
1. ACTIVITY
Unscramble the letters to form the correct word.

1. MSAPGRO - ______________________________

2. VESSREIC - ___________________________

3.
CNERTE - _____________________________

4. SACSL - _________________________

5. MSTRAMGINEINA - _______________________

2. ANALYSIS
1. Were you able to unscramble the letters? What technique did you use?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What do these words have to do with Special Education?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION
20
RANGE OF SPECIAL EDUCATION PROGRAMS AND SERVICES
An array of special education programs and services are available in the country. These
are offered by public schools and private institutions.

1. The Special Education Center is a service delivery system which operates on the
“school within a school” concept. The SPED Center functions as the base for the special
education programs in a school. A SPED principal administers the Center following the
rules and regulations for a regular school. The special education teachers manage
special or self-contained classes, mainstreaming, tutorial and mentoring resource room
services, assessment, parent education, guidance and counseling and advocacy
programs to promote the education if children with special need in regular schools. The
SPED teacher functions both as a teacher and tutor as well as consulting teacher to the
regular school in planning and implementing appropriate strategies for the maximum
participation of the special children in the regular class.

2. The special class or self-contained class is the most popular type among the special
education programs. A special class is composed of pupils with the same exceptionality
of disability. The special education teacher handles the special class in the Special
Education Center or resource room. Thus, in public and private regular schools, there
are special classes for children with intellectual disability, giftedness and talent, hearing
impairment, visual impairment, learning disabilities or behavior problems.

3. Integration and mainstreaming programs have allowed children and youth with
disabilities to study in regular classes and learn side by side with their peers for the last
forty years. Integration was the term used earlier. At present, when it is no longer
unusual to find blind, deaf and even intellectually disabled students participating in
regular class activities at certain periods of the school day, the preferred term is
mainstreaming. There are two types of mainstreaming. In partial mainstreaming,
children who have moderate or severe forms of disabilities are mainstreamed in regular
classes in subjects like Physical Education, Home Technology, and Music and Arts. In
full mainstreaming, children with disabilities are enrolled in regular classes and recite in
all the subjects. A special education teacher assists the regular teacher in teaching the
children with special needs. Likewise, the SPED teacher gives tutorial lessons at the
SPED Center or resource room. The best model of mainstream special education
programs is exemplified at the Division of Manila City Schools. Built Around the Silahis
Concept of Special Education od “rays of the sun,” fifteen (15) elementary schools have
developed mainstream programs that are supplemented with resource room activities.

In school divisions where one special education teacher serves two or more
programs in separate schools, the itinerant plan is used. The SPED teacher travels
(thus the word “itinerant”) to the schools to assist the regular teachers where the
children are mainstreamed and to attend to the other needs of the program.

21
 4. The special day school serves one or more types of disabilities. The special education
classes are taught by trained teachers. Aside from special education, a comprehensive
array of service is available or arranged, such as medical, psychological and social
services.

5. The residential school provides both special education and dormitory services for its
students. Complementing the curricular programs are houseparent services, diagnostic
services, guidance and counseling, recreation and social activities. The School for the
Deaf and the Philippine National School for the Blind in Pasay City and the Elsie
Gaches Village School for children with Intellectual Disability in Alabang are examples
of residential schools.

SUPPORT SERVICES FOR CHILDREN WITH SPECIAL NEEDS

At least two types of support services are extended to children with special needs:

1. While the SPED program can implement only the screening and informal
assessment so that the child can be enrolled in the program as early as possible,
referral services are solicited from medical and clinical specialists as soon as
possible. Some of the specialists are:
 Clinical Psychologist, School Psychologist, Psychometrician for psychological
testing
 Medical Doctor and Dentist for a general check-up of all children.
 Ophthalmologist for children especially those with blindness and low vision.
 Otologist for Otolaryngologist for all children especially those with hearing loss,
deafness, language and speech disorders.
 Neurologist and Child Psychiatrist for children with intellectual disability, learning
disabilities and emotional-behavioral disorders.
 Speech Therapist for all children with language and speech problem.
 Physical and Occupational Therapist for all children especially those with
physical disabilities.
 Interpreter for the deaf who communicates verbal activities to deaf children
through speech reading, sign language and gestures.
 Orientation and Mobility Instructor who teaches independent travel techniques to blind
children.

2. Assistive devices are specialized instructional and learning materials and

equipment that enable children with special needs to function efficiently. Some of the
assistive devices are:
 For blind students: braille writer, braille slate and stylus, braille books, braille
watch, braille ruler and tape measure, braille calculator, arithmetic slate,
computer with voice synthesizer, embossed materials, manipulative materials,
talking books, tape recorder braille paper;

22
  For low vision students: large print books, large print typewriter, magnifying
lenses, Grade I lined pad paper.
 For deaf students: individual hearing aid, sign language book, speech kit, wall
mirror, speech trainer, group hearing aid;
 For children with intellectual disability: teacher-made materials specific to the
Individual Education Plan (IEP) on the functional curriculum and adaptive
behavior skills; and
 For children with physical disabilities: mobility devices such as wheelchair,
braces and splints; adjustable desk, table and chair; communication aids for clear
speech, adapted computer system.

4. APPLICATION
Give at least 2 advantages and 2 disadvantages of mainstreaming programs.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. REFLECTION
Do you think Special Education Centers and Classes will exist without support? Why or
why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Match the children with special needs in Column A to their appropriate assistive devices
in Column B. Write only the letter of the correct answer.

A B

___________ 1. Blind students a. individual hearing aid

___________ 2. Low Vision students b. braille writer
___________ 3. Deaf Students c. teacher-made materials

23
___________ 4. Children with physical disabilities d. large print books
___________ 5. Children with intellectual disabilities e. adjustable chair

MODULE LEARNERS WITH

3:
EXCEPTIONALITIES AND THEIR
DEVELOPMENTAL CHARACTERISTICS
INTENDED LEARNING
At the end of the module, the students can:

A. Identify the typical and atypical characteristics of development

B. Analyze behaviors and characteristics of children based on the different
stages of development.
C. Describe the basic categories of exceptional learners,
D. Define and distinguish the terms disability and handicaps,
E. Demonstrate “people first” language when referring to exceptional learners
and advocate for its use.

Inclusive Education only happened when every child is welcomed and valued
regardless of ability or disability. It will only happen when teachers embrace and respect
learners’ diversity. Our learners are different in various ways, even identical twins who look
the same, are different in many ways. So, as future teachers, it is important for us to be aware
of the different characteristics of our learners in order for us to understand, and address their
learning needs.

LESSON 1
Typical and Atypical Characteristics of
Learners
1. ACTIVITY
Make an interview with your parents on your development as a child as to your
physical development, mental, emotional, social and spiritual. Make at least 3 questions
you can ask to them. Write these questions and their answer on the space provided
below.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
24
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
 _____________________________________________________________________________

2. ANALYSIS
What did you discover from the interview?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

Children have so many ways in which they need to develop: language skills, cognitive
skills, social skills and physical skills. Since each child develops at his own pace, with his own
particular strengths and weaknesses, it can be challenging to determine the difference
between typical and atypical development in children.

How can you tell what is

typical and what is not?

Early Identification: Typical and Atypical Development

Typical development
Children gather information from people, things, and events in their environment. They
organize this information in their minds, and code it in ways that keep it usable and easily
understood. They match the information with what they've learned before, noticing similarities
and differences, and store the information for future use. Once this process is complete,
children behave in ways that suggest that learning has taken place.

Children's development usually follows a known and predictable course. The acquisition
of certain skills and abilities is often used to gauge children's development. These skills and
abilities are known as developmental milestones.

25
 Such things as crawling, walking, saying single words, putting words together into
phrases and sentences, and following directions are examples of these predictable
achievements. Although not all children reach each milestone at the same time, there is an
expected time-frame for reaching these developmental markers. The following points are
important to understanding the nature and course of children's development.

The course of children's development is mapped using a chart of developmental milestones

These milestones are behaviors that emerge over time, forming the building blocks for growth
and continued learning. Some of the categories within which these behaviors are seen include:
 Cognition (thinking, reasoning, problem-solving, understanding)
 Language (expressive and receptive abilities)
 Motor coordination/adaptive (gross/fine motor, jumping, hopping, throwing/catching,
drawing, stacking, dressing, eating, washing)
 Social interaction (initiating peer contact, group play)

Which can also be presented this way:

Cognitive Development – the development in the construction of thought

or information processes including thinking, remembering, problem
solving, and decision making from childhood through adolescence and
adulthood.

Social Development – is about improving the well-being of e very

individual in society so they can reach their full potential. It is how we
relate ourselves with other people (interpersonal development)

Physical Development – is the process of development that starts in

human infancy and continues into late adolescent concentrating on gross
and fine motor skills as well as body structure development during
puberty. It also involves developing control over the body, particularly
muscles and physical coordination and movements/activity

Emotional Development – refers to the ability to recognize, express and

manage feelings and emotions at different stages of life and to have
empathy for the feelings of others. The development of these emotions
includes both positive and negative emotions, which are largely affected
by our relationships with parents, siblings and peers.

Some children may be very advanced in their use of oral language while others may first
be discovering the power of spoken words. Some children may be advance in motor skills
while others are reluctant to use play equipment or engage in building activities or crafts
projects.

Patterns of growth within different children can also vary – Children who show strength in
one area of development might be slower to develop skills in another. For example, a child
who has wonderful ability to understand spoken language might struggle with verbal
expression.
26
Culture and environment contribute to the ways children behave – The course of
development can be greatly influenced by cultural and environmental factors. Behaviors that
are acceptable in one environment may be inappropriate, even strange, in another. It is
important to remember that differences in behavior do not always reflect differences in
development.

Exposure to a foreign language can influence the way children learn and interact –
Children who do not have a working knowledge of the primary language used in their
classroom may not be able to express their needs or fully participate in classroom activities.
Teachers can provide these children with opportunities for successful communication and
participation while learning a new language. They can:

 explain concepts using models or multi-sensory materials

 facilitate vocabulary growth using pictures accompanied by verbal cues
 provide opportunities for children to demonstrate understanding through non-verbal play
 find alternate ways to help children communicate and participate until language
foundations are secure

Atypical Development
Some children exhibit behaviors that fall
outside of the normal, or expected, range of
development. These behaviors emerge in a way or
at a pace that is different from their peers.

Some important thoughts about atypical

development are listed below: (image taken from UNICEF
Philippines)

Great care should be given to determining whether patterns of behavior are reflections of
children's personality, or whether they exemplify areas of weakness and concern. Teachers
and parents should note the:
 time at which skills emerge
 sequence within which skills emerge

27
  quality of skill level and how it contributes to children's functioning

Atypical behaviors should be noted and carefully recorded. They may be isolated events
that have little or no impact on later development. They might, however, be early warning signs
of later and more significant problems. Patterns of atypical behavior can be useful in confirming
areas of need. Teachers and parents should note the:
 dates and times of occurrence
 duration and frequency of behavior
 type of activity: language, fine motor
 settings and activities
 interactions with peers and other influences

4. APPLICATION
Now that you have already learned the typical and atypical development of learners, you are
now ready to accomplish the activity below.

Explain briefly yet concisely the following statements on development. Write your answers on
the spaces provided.

1. Some children show patterns of behaviors that are unusual or are markedly different from
their peers.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. There is a world of difference between a skill that is delayed and one that is disordered.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. REFLECTION
Explain what you understand from the quote:
“We have no special needs children. Just children…with special needs” – Uwe
Maurer
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
28
 ________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Choose one stage of development: (infant, toddler, pre-school, middle school,
adolescent) and provide examples of typical and atypical characteristics following the
different aspect/category of development.

________________________________

Stage of development

Typical characteristics Atypical characteristics

Cognition/language – Cognition/language –

Physical/movement- Physical/movement-

29
 LESSON 2
Learners with Exceptionalities
1. ACTIVITY
Watch any of the following files:
 The Rain Man
 I am Sam
 Son-rise: A miracle of Love
 The Life of Helen Keller

2. ANALYSIS
Answer the following questions.

1. Describe the main character in the movie you watched.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. What was his/her exceptionality? Describe.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What problems/difficulties did the main character experience?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. Who provided support? What support did he/she get from his/her
environment?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
30
 3. ABSTRACTION

From the movie you watched, you saw the challenges that confront a person with
special needs. The person’s adjustment entails the support of the people around him. As a
future teacher, you would probably encounter learners with special needs, more so if special
education is your major. It is therefore necessary that you have both the right information and
proper attitude in dealing with special learners. This will help you perform your task to
facilitate learning. Let us begin by differentiating the words disability and handicap.

Disability, A disability is a measurable impairment or limitation that “interferes with a person’s

ability, for example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or mental
condition” (Schiefelbusch Institute, 1996). The word disability has become more accepted
term, having replaced the word handicap in federal laws in the US, one of which is the
Individuals with Disabilities Education Act (IDEA). IDEA is the law that provides
comprehensive service support for exceptional learners. Our very own 1987 Philippine
Constitution, Article XIV, Sec. 2, uses the word “disabled” in paragraph (5) “Provide adult
citizen, the disabled, and out-of-school youth with training…

Handicap. The word handicap does not have the same meaning as disability. A handicap is
disadvantage that occurs as a result of disability or impairment. The degree of disadvantage
(or extent of the handicap) is often dependent on the adjustment made by both the person and
his environment. Therefore, the extent to which a disability handicaps an individual can vary
greatly. Two persons may have the same disability but not the degree of being handicapped.
For example, they both have a hearing impairment, one knows sign language and can read
lips while the other cannot. The first individual would not have as much handicap as the
second one. Another example, two persons who move around on a wheelchair, the one
studying in a school campus with wheelchair accessibility in all areas would be less
handicapped than one in a school without wheelchair accessibility.

CATEGORIES WITH EXCEPTIONALITIES

31
 There are different ways of presenting categories of exceptionalities. Special education
practitioners would have varying terms and categories. For this short introduction of categories,
we are basing it on the categories found in Omrod’s Educational Psychology. (2000)

Special Cognitive or Academic Difficulties

 Learning Disabilities. Learning disabilities involve difficulties in specific
cognitive processes like perception, language, memory, or metacognition that are
not due to other disabilities like mental retardation, emotional or behavioural
disorders, or sensory impairments. Examples of learning disabilities include
dyslexia (reading), dyscalculia (number operations), and dysgraphia (writing).
 Attention-Deficit Hyperactivity Disorder. ADHD is manifested in either both of
these: (1) difficulty in focusing and maintaining attention and (2) recurrent
hyperactive and impulsive behaviour.
 Speech and Communication Disorders. There is difficulty in spoken language
including voice disorders, inability to produce the sounds correctly, stuttering,
difficulty in spoken language comprehension that significantly hamper classroom
performance.

Social/Emotional and Behavioural Difficulties

 Autism. Autism is a condition manifested by different levels of impaired social
interaction and communication, repetitive behaviours and limited interests.
Individuals with autism usually have an intense need for routine and a predictable
environment.
 Mental Retardation. Mental retardation refers to significant sub-average
intelligence and deficits in adaptive behaviour. There is difficulty in managing
activities of daily living and in conducting themselves appropriately in social
situations.
 Emotional/Conduct Disorders. This involves the presence of emotional states
like depression and aggression over a considerable amount of time that they
notably disturb learning and performance in school.

32
Physical Disabilities and Health Impairments
 Physical and Health Impairments. This involves physical or medical conditions
(usually long-term) including one or more of these: (1) limited energy and
strength, (2) reduce mental alertness, and/or (3) little muscle control.
 Severe and Multiple Disabilities. This refers to the presence of two or more
different types of disability, at times at a profound level. The combination of
disabilities makes it necessary to make specific adaptations and have more
specialized education programs.

Sensory Impairments
 Visual Impairments. These are conditions when there is a malfunction of the
eyes or optic nerves that prevent normal vision even with corrective lenses.
 Hearing Impairments. These involves malfunction of the ear or auditory nerves
that hinder perception of sounds within the frequency range of normal speech.

Giftedness
 Giftedness. This involves a significantly high level of cognitive development.
There is unusually high ability or aptitude in one or more of these aspects:
intellectual ability, aptitude in academic subjects, creativity, visual or performing
arts or leadership.

PEOPLE-FIRST LANGUAGE

What is People-First Language? Just as

the term would imply, this language trend
involves putting the person first, not the
disability (e/g/ a person with a disability, not a
disabled person). Thus, people-first language
tells us what conditions people have, not what
they are (Schiefelbusch Institute, 1996). This is
similar to saying “person with AIDS, rather
than “AIDS victim”. Other suggestions for
referring to those with disabilities include:
 Avoiding generic labels (people with
mental retardation is preferable to the
mentally retarded);
 Emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to
confined to a wheelchair);
 Avoiding euphemisms (such as physically challenged) which are regarded as
condescending and avoid the real issues that result from a disability; and
 Avoiding implying illness or suffering (had polio is preferable to is a polio victim, and
has multiple sclerosis is preferable to suffers from multiple sclerosis) (Department of
Physical Medicine and Rehabilitation, 2000; Schiefelbusch Institute, 1996).

33
 For example,
Instead of saying, “That classroom was designed for the deaf and blind.” You can say,
“That classroom was designed for special children with special needs.”

Using people-first language and applying the guidelines above will remind you to have a
more respectful and accepting attitude toward learners with exceptionalities. The
presence of impairments requires them to exert more effort to do things that others like us find
quite easy. They are learners who may turn to you for assistance. Beginning with the right
attitude, one of compassion (not pity nor ridicule) will make you more effective teacher, one
with the hand and the heart who can facilitate their learning and adjustment.

4. APPLICATION
Make a collection of teaching guidelines or tips on how to work with students with
exceptionalities. Follow the categories shown in this module. Present your guidelines/tips in
bulleted forms.

5. REFLECTION
How will you help promote people-first language when referring to learners with
exceptionalities?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

34
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Revise the following sentences to adhere to the people-first language and the other
guidelines in this module.

1. The teacher thought of many strategies to teach mentally challenged.

______________________________________________________________________

2. Their brother is mentally retarded.

______________________________________________________________________

3. Their organization is for the autistic.

______________________________________________________________________

4. There was a blind girl in my psychology class.

______________________________________________________________________

5. I attended a seminar about learning disabled children.

______________________________________________________________________

35
MODULE 4: TEACHING SPECIAL CHILDREN
HOW THEY LEARN
INTENDED LEARNING
At the end of the module, the students can:

A. Explain the importance of using appropriate strategies in teaching

learners with different types of difficulties.
B. Identify written braille letters of the alphabet.
C. Create a learning activity that will cater the needs of learners who are
visually impaired and with hearing problem
D. Demonstrate basic vocabulary for communication using American Sign
language and Philippine Sign Language

In line with the positive development in special education, which is the implementation of
Republic Act 7277, otherwise known as the Magna Carta for Disabled Persons, an Act providing for the
rehabilitation, self-development and self-reliance of disabled persons and their integration into the
mainstream of society. The higher education institution has shared their support by including this
course – Foundation of inclusive and special education - in the curriculum of the BEED and the BSED
program.
This module will help you design and create a learning environment conducive and effective to
inclusive and special classroom, as well as familiarize with the approaches and methodologies in
teaching learners with different difficulties or exceptionalities especially learners with visual difficulties
and hearing difficulties through the use of Braille alphabet and sign language.

1. ACTIVITY
This activity will guide you to conceptualize the main objective of this module. Here, you
are tasked to unlock the hidden phrase, which supports the goal of special and inclusive
education by answering the questions and following the instruction. Good Luck!
Z I K F A C P H P V I L K K D C A Q N G T

G Z L G E A J J R K V V N X X T P H E J W

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 A P Z Y K P W Q Q E K T X E A G G C J H X

J M Z A X Y B E G W X G V E V S X X H G O

Z K U X G L X V D V V T P P E A Q C V J H

T P Z H K G E G P W A X Q Y P T P H K E Y

Z G G G J K L X E K A G P Q R K X G K N X

Here are the guide questions and instruction to unlock the hidden phrase.
1. Cross out all letter Zs’ if the primary objective of inclusive education is to teach a person with
difficulties in the regular classroom and still meet their individual needs, if not cross out all letter
As’.
2. Cross out all letter Ts’ if differentiated instruction is not ideal for inclusive classroom as it
provides various learning-style preferences, giving students choices, and creating alternative
activities and assessments, if you disagree cross out al letter Qs’.
3. Cross out all letter Vs’ if teachers in special and inclusive classroom must plan collaboratively,
create structured classroom with clear rules and expectations, and teach content in meaningful
ways, if not cross out all letter Ws’.
4. Cross out all letter Gs’ if one of the ultimate goals of special education here in the Philippines is
the integration or maintenance of learners with special needs into the regular school system and
eventually to the community, if not, cross all letter Es’.
5. Cross out all letter Ks’ if you agree that teachers in special education should try to apply
strategies that will help meet the needs of children with difficulties and reduce learning
difficulties as well as behaviour, social or emotional problems, if not cross out all letter Ls’
6. Cross out all letter Xs’ if you agree that applying appropriate strategies and appropriate
materials for your learners with learning difficulties are ways to a successful inclusive classroom,
if not cross out all letter Cs’.
7. Cross out all letter Ps’ if using of intensive interaction and sensory based approach are effective
for children with communication and interaction difficulties associated with profound and multiple
learning difficulties, if not cross out all letter H.
8. Cross out all letter Js’ if you agree that using two approaches at once such as cognitive-
behavioural with family therapy are more effective in facilitating positive social, emotional and
behavioural outcomes than single approaches alone, if not cross out all letter Ys’.
At this point, after you answered the questions and followed the instruction you may now
arrange the remaining letters in the puzzle to unlock the hidden phrase.

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2. ANALYSIS
Explain the hidden phrase that you have unlocked from the puzzle.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

A. FOUR AREAS OF NEEDS

Teaching in inclusive classrooms can be a challenge for both learners and
teachers alike. Thus, intensive planning, support, and the use of effective classroom
strategies is needed to ease some of the challenges encountered by teachers in special
and inclusive classroom at the same provides quality instruction to students with
disabilities.
Meanwhile, according to Special Educational Needs And Disability Code Of
Practice, there are four areas of needs in learners with disabilities. The key teaching
strategies and approaches associated with each area of need defined in the SEN Code
of Practice were identified as follows:
1. Communication and Interaction
o Children and young people have speech, language and communication
difficulties, which make it difficult for them to make sense of language or to
understand how to communicate effectively and appropriately with others.
2. Cognition and Learning
o children and young people learn at a slower pace than others their age,
they may:
- difficulty in understanding parts of the curriculum.
- difficulties with organisation and memory skills.

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 - specific difficulty affecting one particular part of their learning
such as in literacy or numeracy.
3. Behavioral, Emotional and Social Development
o Children and young people may experience a wide range of social and
emotional difficulties, which present themselves in many ways. They may:
-have difficulty in managing their relationships with other
people
- be withdrawn
- behave in ways that may hinder their and other children’s
learning or that have an impact on their health and wellbeing
4. Sensory and/or Physical Needs
o Children and young people have visual and/or hearing impairments, or a
physical need that means they must have additional on-going support and
equipment.

B. STRATEGIES FOR SPECIAL EDUCATION

Children with Special educational needs pose a vast range of challenges to
educators looking for effective teaching strategies for the special education classroom,(
Ranjeeta, 2018)
Working with Short Attention Spans, (Ranjeeta, 2018)
 Set clear expectations for all students.
 Break assignments into smaller pieces to work on in short time periods.
 Space breaks between assignments; so, students can
refocus on their tasks.
 Share ideas with parents so they can help with homework.
 Carry out every day routines consistently.
 Develop a reward system for good behavior, completing work on time and
participating in class.
 Use visual and auditory reminders to change from one activity to the next.
This may need to be done several times before the change is made. An
egg timer is a good auditory tool that indicates a signal to begin or end an
activity.
The strategies that teachers develop for their classrooms are not
permanent, and must be scalable and flexible so that they can evolve. This
strategy enables teachers to teach every student, (Ranjeeta, 2018).
 Design teaching aids and lessons that are flexible.
 Add creativity to lessons and homework.
 Develop easy-to-use monitoring tools that are needs-based.
 Design lesson plans that can be modified to fit each student.
 Develop a set of resources and interventions that work.

Please watch

The link/URL is an inspiring movie about the success story of Anne Sullivan, the teacher of
39
Helen Keller. After you watch the movie an activity will follow.

[Link]
C. BRAILLE
What is Braille?
A system of writing and printing for (people who are blind) blind or visually impaired
people, in which varied arrangements of raised dots representing letters and numerals are
identified by touch.
Braille is a technique for enabling (people who are blind) blind and visually-impaired
people to read and write.
What Does It Look Like?

 Each braille character or cell is made up of six

dot positions.
 The symbols which represent each letter are
made up of between one and six dots, based on
the pattern of the six dots you would see on a
dice or a domino.

Example the
dotted cell
number 1 is
letter A.

BRAILLE ALPHABET

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D. AMERICAN SIGN LANGUAGE / ASL
What is ASL?
American sign language is a visual spatial language that uses hand gestures and hand
shapes to communicate in the deaf community.
Manual communication & body language to convey meaning, as opposed to acoustically
conveyed sound patterns. It can also be used by different medium such as hands, facial
expressions and eyes.
Who uses Sign Language?
 Deaf People
 Sign language newscasters
 Some parents also teach their babies sign language to enhance
 their communication skills

e. FILIPINO SIGN LANGUAGE / FSL

What is FSL?
 Natural sign language of Filipino Deaf.
 Filipino Sign Language / FSL is the same way as the other natural sign
languages of other countries.

GREETINGS IN
SIGN
LANGUAGE

41
 Finger Spelled Alphabet Sign Language

Please watch.

The link/URL shows the basic Filipino Sign Language, which helps you to
familiarize with the basic common word we use to communicate in our daily
life.

[Link]

4. APPLICATION
Crack the code. Write in print the following words written in braille.

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5. REFLECTION
Explain the importance of using appropriate strategies in teaching learners with
different types of difficulties.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. ASSESSMENT

Make a video presentation of your favourite song in a sign language

form.
The link/URL will be your guide in making your own video
presentation.
[Link]

Please send your output

here -> cindymaytacbobo28@[Link]

(This will serve as your major output to be submitted during the finals
week)

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 IDENTIFICATION,
MODULE 5:
EVALUATION, AND PLACEMENT
PROCESS IN SPECIAL EDUCATION
INTENDED LEARNING
At the end of the module, the students can:

A. Explain how identification and evaluation process is important to child’s

holistic development.
B. Explain the steps in special education process.
C. Create or make a short story or scenario applying the special education
process.
D. Design an activity proposal that will broaden the awareness and
acceptance to children or individual with special needs.

This module will broaden your awareness about learners with different types of disabilities such
as how they were identified and assessed, that identifying disabilities of learners is not the sole
responsibility of teachers it takes a multidisciplinary team to identify, evaluate a learners’ disability.
Therefore, no one is authorized to tag and separate children with identified disability if the child
is not submitted to legitimate assessment.

1. ACTIVITY
In this activity, you are provided with a blank matrix. Choose four disability that you commonly
observe in the community. Describe each disability that you choose. (Use another sheet if needed)

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2. ANALYSIS
How do these individuals with disabilities are treated in your community?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

 Identification, screening, assessment and evaluation of children with special needs shall be
conducted by the school and the community utilizing appropriate assessment instruments.
 Identification and assessment of every child shall be conducted as early as possible.
 The team approach shall be used in the identification and assessment procedures which is
composed of person with working knowledge and understanding of children with special needs
such as :
 parents/guardians/extended families
 neighbours and friends
 regular teachers
 special education teachers
 guidance counsellors
 school administrators
 health workers
 social workers
 psychologists
 speech and physical therapists
 law enforcement officers
 probation officers
 Aspects to be covered in the identification, screening, assessment and education of children
with special needs shall cover the following aspects:
1. Physical
 height and weight
 physical deformities
 gross and fine motor coordination
 visual function
 oral hygiene and dental development

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 2. Psycho-social
 family history
 personality
 behaviour
3. Educational
 learning disabilities
 language and speech
 Medical
 Appropriate assessment instruments shall be developed or adopted in order to identify
handicapping conditions as early as possible.
 Identification and assessment of children with special needs shall be a continuing process.
 The synthesis of identification and diagnostic information shall be the basis for the appropriate
educational placement of the child with special needs.

Special Education Process

Referral /Child
Evaluation Identification IEP Placement
Find

1. Two Ways To Identify If A Child Needs Special Education

a. "Child Find"
 The state must identify, locate, and evaluate all children with disabilities in the state who
need special education and related services. To do so, states conduct "Child Find"
activities. A child may be identified by "Child Find," and parents may be asked if the
"Child Find" system can evaluate their child. Parents can also call the "Child Find"
system and ask that their child be evaluated.
b. Referral or Request for Evaluation
 A school professional may ask that a child be evaluated to see if he or she has a
disability. Parents may also contact the child's teacher or other school professional to
ask that their child be evaluated. This request may be verbal or in writing. Parental
consent is needed before the child may be evaluated. Evaluation needs to be completed
within a reasonable time after the parent gives consent.

Who May Make a Referral for Evaluation?

 Parents
 Teacher
 Doctor
 Social Worker
 Therapist
 Student
 Psychologist
 Psychiatrist

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2. The child is evaluated.
 The evaluation must assess the child in all areas related to the child's suspected
disability. The evaluation results will be used to decide the child's eligibility for
special education and related services and to make decisions about an
appropriate educational program for the child. If the parents disagree with the
evaluation, they have the right to take their child for an Independent Educational
Evaluation (IEE). They can ask that the school system pay for this IEE.
The Evaluation Team
o Teacher
o Psychologist
o Therapist
o Doctor or nurse
o Counselor
o Social worker
o Parents

3. Eligibility is decided.
 A group of qualified professionals and the parents look at the child's evaluation
results. Together, they decide if the child is a "child with a disability," as defined
by IDEA. Parents may ask for a hearing to challenge the eligibility decision.
4. The child is found eligible for services.
 If the child is found to be a "child with a disability," as defined by IDEA, he or she
is eligible for special education and related services. Within 30 calendar days
after a child is determined eligible, the IEP team must meet to write an IEP for the
child.
 Once the student has been found eligible for services, the IEP must be written.
The two steps below summarize what is involved in writing the IEP.
5. An IEP meeting is scheduled.
 The school system schedules and conducts the IEP meeting. School staff must:
 contact the participants, including the parents
 notify parents early enough to make sure they have an opportunity to attend
 schedule the meeting at a time and place agreeable to parents and the school
 tell the parents the purpose, time, and location of the meeting
 tell the parents who will be attending
 tell the parents that they may invite people to the meeting who have
knowledge or special expertise about the child.
6. The IEP meeting is held and the IEP is written.
 The IEP team gathers to talk about the child's needs and write the student's IEP.
Parents and the student (when appropriate) are part of the team. If the child's placement
is decided by a different group, the parents must be part of that group as well.

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  Before the school system may provide special education and related services to the
child for the first time, the parents must give consent. The child begins to receive
services as soon as possible after the meeting.
 If the parents do not agree with the IEP and placement, they may discuss their concerns
with other members of the IEP team and try to work out an agreement. If they still
disagree, parents can ask for mediation, or the school may offer mediation. Parents may
file a complaint with the state education agency and may request a due process
hearing, at which time mediation must be available.
7. Services are provided.
 The school makes sure that the child's IEP is being carried out as it was written. Parents
are given a copy of the IEP. Each of the child's teachers and service providers has
access to the IEP and knows his or her specific responsibilities for carrying out the IEP.
This includes the accommodations, modifications, and supports that must be provided
to the child, in keeping with the IEP.
8. Progress is measured and reported to parents.
 The child's progress toward the annual goals is measured, as stated in the IEP. His or
her parents are regularly informed of their child's progress and whether that progress is
enough for the child to achieve the goals by the end of the year. These progress reports
must be given to parents at least as often as parents are informed of their nondisabled
children's progress.
9. The IEP is reviewed.
 The child's IEP is reviewed by the IEP team at least once a year, or more often if the
parents or school ask for a review. If necessary, the IEP is revised. Parents, as team
members, must be invited to attend these meetings. Parents can make suggestions for
changes, can agree or disagree with the IEP goals, and agree or disagree with the
placement.
 If parents do not agree with the IEP and placement, they may discuss their concerns
with other members of the IEP team and try to work out an agreement. There are
several options, including additional testing, an independent evaluation, or asking for
mediation (if available) or a due process hearing. They may also file a complaint with
the state education agency.
10. The child is re-evaluated.
 At least every three years the child must be re-evaluated. This evaluation is often called
a "triennial." Its purpose is to find out if the child continues to be a "child with a
disability," as defined by IDEA, and what the child's educational needs are. However,
the child must be re-evaluated more often if conditions warrant or if the child's parent or
teacher asks for a re-evaluation.

4. APPLICATION
In your own words, explain the steps in special education process.

________________________________________________________________
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. REFLECTION
Explain the importance of special education process.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Create or make a short story or scenario applying the special education process.

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50