EDUC 4 / EDUC 11: Foundations of Special and Inclusive Education Week 1-3 Quiz 2

Special Education is a newly recognized field in the Philippine government's reforms in basic education.

The Department of Education has only been providing standards for special education programs in public schools.

Special Education programs in the Philippines have not seen any development in the past decades.

In Special Education, specially designed instruction is provided to meet the usual needs of exceptional students.

Special Education might require special materials, but not teaching techniques or facilities.

Special and Inclusive Education in the Philippines are implemented similarly to how they are in the United States.

Children with Autism had the highest number of enrollees among students with special needs in the public school system for SY 2016 - 2017.

Children with Emotional and Behavioral Disorder had more enrollees than Children with Chronic Illness in the public school system for SY 2016 - 2017.

Children who are Gifted and Talented had the lowest number of enrollees among students with special needs in the public school system for SY 2016 - 2017.

Children with Speech Impairment had more enrollees than Children with Cerebral Palsy in the public school system for SY 2016 - 2017.

Children with no official but with manifestations of various disabilities had the highest number of enrollees among students with special needs in the public school system for SY 2016 - 2017.

The policy guidelines related to the K to 12 Basic Education Program is contained in DepEd Order 20, s. 2019.

Inclusive Education involves placing all students, regardless of challenges, in age-appropriate general education classes in their neighborhood schools.

Special education focuses on providing instruction to help exceptional children achieve self-sufficiency only in future environments.

The term 'inclusion' refers to the process of excluding children with special needs from regular classes.

DEPED's vision for children with special needs includes providing them with basic education to realize their potentials only in the 20th Century.

Inclusive Education aims to segregate students with challenges from general education classes.

The State, community, and family hold a common vision for the Filipino child with special needs according to DEPED.

An inclusive educational environment should not consider the bio-geographical realities and socio-cultural background of learners.

Functional support facilities for inclusive education may include facilities such as water and sanitation, clinic, library, and Community Learning Center (CLCs).

All teachers are not considered primary implementers of inclusive education according to the text.

The Philippine Professional Standards for Teachers (PPST) does not include Domain 3: Diversity of Learners.

The competencies of teachers, instructional managers, and non-teaching personnel do not need continuous enhancement to create an inclusive learning environment.

Effective individualized support measures are not necessary in inclusive education.

DepEd conducts intensive advocacy and social mobilization on IE at all levels of governance.

Support for initiatives in curriculum contextualization is not necessary for the realization of IE.

DepEd does not adequately consider the specific needs to realize IE in the planning and programming of resources.

The involvement of internal and external stakeholders is not encouraged in supporting the implementation of inclusion programs.

Special Education in the United States is primarily governed by state legislation.

The first federal law related to Special Education in the United States was enacted after 1975.