Module 2 Foundation of Special and Inclusive Education PDF

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Foundation of Special and Inclusive Education...

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Module 2 Activity Sheets Task: Read module #2 in order to get answers to the questions. Topic 1: Basic Philosophy 1. Define the following terms: Prevalence - _Prevalence refers to the total number of cases of a particular condition, those with exceptionality (giftedness and talent) and developmental disabilities and impairments. 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. 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. 2. Prevalence in 2010. According to the 2010 NSO Census of Population and Housing, out of the 92.1 Mn population, ___1.443___ Mn or __1.57%__ % are persons with disability.

Topic 3: 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. 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. 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.

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. Full mainstreaming _children with disabilities are enrolled in regular classes and recite in all the subjects. 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.

Topic 4: Inclusive Education for Children with Special Needs 1. What is inclusive education? Inclusion describes the process by which a school accepts children with special needs for enrolment in regular classes where they can learn side by side with their peers. The school organizes its special education program and includes a special education teacher in its faculty. The school provides the mainstream where regular teachers and special education program and includes a special education teacher in its faculty. The school provides the mainstream where regular teachers and special education teacher in its faculty. The school provides the mainstream where regular teachers and special education teachers organize and implement appropriate programs for both special and regular students. 2. What are the salient features of inclusive education? 1. 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. 2. 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. 3. 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. 4. 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.

Topic 5: 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. 2. Assistive devices are specialized instructional and learning materials and equipment that enables 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; ● 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....