At risk refers to individuals who are more likely to be diagnosed with disability manifest

within the a disability or the characteristic of a individual.

Disability- refers to the inability of an individual to perform a task like the rest.

Exclusion is defined as when students are directly or indirectly prevented from or

denied access to education in any form.

Handicap- refers to the challenges an impaired individual or a person with disability

may encounter when interacting with their environment.

Impairment- refers to a reduced function( visual impairment, hearing impairment)

Integration- is defined as the process of placing persons wit in existing mainstream

educational institutions

Segregation is when the education of students with disabilities is provided in separate

environments designed or used to respond to a particular or various impairments, in
isolation from students without disabilities.

Special Education is an education that is intended to facilitate the learning of

individuals with disabilities and exceptionalities

The term special education has been defined theoretically and legally by different
scholars and legislators. From the word itself it is a type of education that is designed to
be “special”

The first component of special education is to design instruction that fits the demands of
learners with special needs (USN).

The primary role of the Special Education teacher is to deliver instruction that is
developmentally-appropriate to LSN in collaboration with other professionals such as the
general education teacher, paraeducators, and other expert professionals who can
contribute in the development and delivery of programs in special education

The second component of special education that is mentioned in the definition refers to
additional support. This could be related services that schools can offer such as
psychological services. Counselling services, occupational and physical therapy services,
recreation, and other related services as may be required for the child to acquire free
and appropriate education (FAPE).

This is also what it means when we refer to a “variety of additional support”. The
last component in special education refers to a learning environment that is safe, secure,
nurturing, and least restrictive. This refers to the placement option of the learner with
disability (LWD), whether the LWD will be placed in an inclusive classroom, self-
contained room, or resource room.

Dimensions and Features of Special Education Instruction

➤Individually planned. The planning of learning goals, delivery of instruction, and

assessment are designed individually based on the needs of the students.

➤ Specialized. The teaching procedure involves a list of accommodation or

modifications based on the type of disability the learner has.

Intensive. The teaching-learning process is characterized by explicit instruction that

focuses on accuracy, structure, and clarity.

➤ Goal-directed. The aim of the education is to assist students in attaining the highest
level of personal autonomy and accomplishment in both present and future settings

Research-based- The implementation of evidence-based practices is adapted when

planning for instructional programs and teaching

Procedures Guided by student performance. The decision on modifying instruction is

based on the systematic, ongoing monitoring of student progress.

Inclusive Education
Inclusion is not a new trend in education. However, it became more

Popular with the advent of new laws that enforce inclusive education among schools.

Inclusion as a philosophy refers to bringing diverse learners together to create schools

that are grounded on the ideas of acceptance, respect, tolerance, and belongingness.

A process of systemic reform embodying changes and modifications in content, teaching

methods, approaches, structures and strategies in education

Inclusive education is defined as an approach that expresses how to change

educational structures and other learning atmospheres to meet the needs of the variety
of learners (UNESCO, 2005).

Inclusive education also means putting the right education for everyone regardless of
their identity and cultural background.

Salend (2016) identified principles of effective inclusion:

1. Effective inclusion improves the educational system for all learners by placing
them together in a general education classroom.
2. Effective inclusion involves sensitivity to and acceptance of individual strengths
and challenges and diversity.
3. Effective inclusion requires reflective educators to examine their attitudes and
efficacy and to employ universally designed, culturally responsive, and evidence-
based practices to differentiate their assessment, teaching, and classroom
management practices to accommodate individual
4. Effective inclusion involves establishing a community based on collaboration and
communication among educators, other professionals. Students, families, and
community agencies.

Models of Disabilities

Medical Model of Disability

According to the medical model, disability is conceptualized as a pathological

impairment in a bodily system or function. From this standpoint, the objective is to
restore the system or function to a state that closely approximates the state of normal.

In the medical model, individuals who have received specialized training are
considered the “experts” in disability such as doctors. Individuals with disabilities are
anticipated to adhere to the guidance provided by these “experts.

Social Model of Disability

In contrast with the medical model, the social model of disability views “disability” as a
result of societal expectations, attitudes, inaccessible environments, and lack of
accommodations instead of the person’s impairment. The social model discards the
idea that disability is primarily a result of a person’s bodily dysfunction and introduces
the view that it is the society that makes them “disabled” and not the individuals
themselves.

The Process of Special Education

Prereferral intervention is a collaborative process designed to identify and address a

student’s academic or behavioral needs within the general education setting whenever
possible that happens before the conduct of a special education evaluation

Response to Intervention (RtI), multi-tiered approach used in schools to identify and

support students with learning and behavioral needs.

Under RA 11650, schools are mandated to perform a multidisciplinary assessment for

learners who are at risk or manifests a disability in order to determine the eligibility of
the child for special education support and services
The IEP is a legal document that outlines the special education services,
accommodations, and supports that a student with a disability will receive in school

The IEP team is responsible for determining the learning goals and objectives,
specialized instruction and related services, teachers and related-service providers, and
frequency of specialized instruction and related services for a child’s special education
program.

Accommodations are changes that the teachers do to allow learners with disabilities to
access the general education curriculum and demonstrate their understanding without
changing the content, academic standards, or curriculum

Modification involves altering the content, academic standards, or curriculum by

lowering the level of difficulty or complexity to aid the learning of learners with
disabilities

Adaptation is a more significant change in the content, process, products, and learning
environment compared to modification and accommodations.

Collaboration and Teaming

Special education follows a collaborative approach to planning and teaching. As a crucial

component for the success of special education, collaboration involves various
stakeholders working together to support students with disabilities and ensure their
educational needs are met effectively

Coordination requires continuous communication and collaboration with other

stakeholders to ensure the correct and continuous implementation of relevant services
for learners with disabilities

Consultation happens when an IEP team member provides expertise to the rest of the
team. For instance, a general education teacher seeking advice to a special education
teacher on the appropriate accommodations to use in his inclusive classroom with
diverse learners with disabilities.

Teaming is a more complex type of collaboration which requires the group to work
together for the benefit of learners with special needs.

Least Restrictive Environment is mistakenly understood as a mere criterion in

choosing a physical location for the education of a learner with disability. Rather, Least
Restrictive Environment is a guiding principle that requires a learner with disability
must be educated alongside their non-disabled peers to the maximum extent
appropriate. “Least restrictive” means that the placement where the learner with
disability will receive their education does not hinder their opportunities towards their full
participation.

Progress monitoring is the ongoing process of collecting data to measure a student’s

progress toward achieving their annual IEP goals.

Additionally, the child’s IEP must be reviewed at least annually to determine if any
changes are needed based on the student’s progress and current needs. This is to ensure
whether the manifested knowledge, skills, and behavior from the child matches the
expected results from the IEP and revise the IEP goals, services, or placement if
necessary. If for some reason

A reevaluation is a comprehensive reassessment of a student’s needs and eligibility for

special education services. The reevaluation process involves reviewing existing data,
conducting assessments as needed, and determining if the student continues to be
eligible for services and what services are appropriate based on their current needs.