Special and Inclusive Education

• Foundations of Special and Inclusive Education

Special Education

• Intended as a service designed to assist students possessing specific educational requirements.
• Aims to maximize personal independence and potential within present and future contexts.

Inclusive Education

• Represents a movement or approach where diverse learners study together in a common classroom setting.
• Designed for universal accessibility for all students, not exclusively students with disabilities.
• Centers on fulfilling each learner's needs.
• Provides multiple avenues to achieve the same learning objectives within a standard classroom.

R.A. 11650 Inclusive Education Act

• Enacted on March 11, 2022.
• Mandates all public schools nationwide to identify students with special needs.
• Requires to provide these students with free, quality basic education.
• Requires all cities and municipalities to establish at least one Inclusive Learning Resource Center (ILRC).
• The goal is equal access to education in addition to opportunities for participation in school.

Addressing Individual Differences

• "People-first language" is used.
• Aims to address individuals with disabilities politely by emphasizing the person ahead of their condition.
• Example: "Child with Tourette’s syndrome."

Population of Learners

• Includes average, significantly behind and significantly advanced learners.

Key Terms

Impairment

• Refers to a reduction/loss of function in a body part, indicating damage.

Disability

• Occurs when impairment limits the ability to perform regular tasks, like walking.

Handicap

• The problems encountered when participating in the environment due to a disability or impairment.

Parental Involvement

• Parental involvement in special education is vital for a child's development.
• Increased parental involvement correlates with a better understanding of the child's needs.
• The result is in more accurate observations and interventions.

Discernment

• Critical to distinguish what students can't do from what they won't do.

Risk Factors by Source:

• Biological.
• Environmental.

Risk Factors by Onset:

• Pre-natal which is before birth or during pregnancy.
• Peri-natal: during birth
• Post-natal: after birth.

Embryonic Stage

• Lasts from 2 weeks to 2 months (8 weeks),
• Is the most critical period.
• The embryo is most vulnerable to damage and defects.
• Almost all birth defects occur during this time and may be permanent normally during the 1st trimester, 3 months of pregnancy.

Special Education Interventions

Preventive Intervention

• Aims to prevent a disability from occurring or developing.

Remedial Intervention

• Focuses on teaching to improve functioning in areas of development.

Compensatory Intervention

• Teaches a special skill as a substitute for a lost skill.

Least Restrictive Environment (LRE)

• Children with disabilities should be educated with children who are not disabled which is appropriate to the maximum extent.
• Students must have meaningful access to same-aged peers without disabilities, when appropriate.

Placement Options

• Exclusion.
• Segregation.
• Integration.
• Mainstreaming.
• Inclusion.

Levels of Support

• Independent
• Visual
• Proximity
• Verbal
• Gestural
• Modeling
• Partial Physical
• Full Physical

Levels of Inclusion

• Inclusion includes regular education without support and regular education with support.
• Mainstreaming is 70% regular, 30% resource room.
• Integration is 70% resource room, 30% regular.
• Segregation includes 100% resource room, separate school, residential and hospital.

Accommodations vs. Modifications

Accommodation

• Adjustments can be made in pacing, teaching strategies, groupings, instructional materials, exams and quizzes, assignments, projects, and environment.
• Allows access to the curriculum.

Modification

• Adjustments can be made to lesson objectives, curriculum, and grading systems.
• Curriculum is achieved.