Components of Special and Inclusive Education PDF

Components of Special and Inclusive Education Presented by: group 4  Group Members Aiza Marie Espinosa Eillen Grace Morada Mary Grace Crispulo  Introduction In this cha...

Components of Special and Inclusive Education Presented by: group 4  Group Members Aiza Marie Espinosa Eillen Grace Morada Mary Grace Crispulo  Introduction In this chapter, the aims to describe the components and processes involved in identifying children through assessment and providing varied means of support  Objectives Enumerate the process involved in Identify the different placement with Child Find through the pre-referral in a continuum. process. Compare accommodations and Identify the assessment tools, curriculum modification. methods, and principles in working Identify ways how to involve parents with children with additional needs. as part of the home school collaboration 1.Child Find Through a Pre- referral Process Referral for evaluation and special education services begins by identifying students who have additional needs and who may be at risk for development disabilities.  PRE-REFERRAL PROCESS PRE-REFERRAL STRATEGIES  A. PRE-REFERRAL PROCESS A child noted to have significant difficulties in relation to expected competencies and development milestone may be referred by parents and teachers for observation assessment. ( Hallahan et.al. 2014). Provided an assessment model that begins with a pre- referral process. Children with noted developmental delays and difficulties are identified through observations and use  4 STAGES OF PRE-REFERRAL PROCESS RECOGNITION OF POTENTIAL PROBLEM INITIAL PARENTS AND TEACHERS OBSERVATION IDENTIFICATION REVIEW OF SCHOOL RECORDS, CLASSROOM OBSERVATION DETERMINATION OF SMALL GROUP DISCUSSION TRACHINGS AREAS AND STRATEGIES DIRECTINSTRUCTION ADDITION CLASS OR AFTER SCHOOL SUPPORT IMPLEMENTATION OF MODIFICATION OD CLASSROOM ENVIRONMENT AND BEHAVIOR. TEACHING PROGRAMS MODIRCATIONS OF INSTRUCTION TO ADDRESS POTENTIAL NEEDS EVALUATION OF DETERMINE EFFECTIVENESS OF PROGRAMS TEACHING PROGRAM ON LESRNING AND BEHAVIOR.  B. PRE-REFERRAL STRATEGIES Essential in a pre-referral intervention is the use of pre- referral strategies that are designed to provide immediate instructional and/behavior management support to a child. Using such strategies lessens the number of cases referred for special education and makes efficient use of time and financial resources that could have been spent  B. PRE-REFERRAL STRATEGIES Examples of pre-referral strategies observation of the are:child’s behavior, including interactions with parents, teachers and peers. Interview of parents and teachers Review of school records. Analysis of the child’s academic output through error analysis Portfolio assessment  II ASSESSMENT -Is the process of collecting information about child’s strengths and needs. It uses a problem-solving process that involves a systematic collection as well as interpretation  II. ASSESSSMENT PURPOSES The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgements about their learning process. Assessment is an integral part of instruction, as it determine whether or not the goals of education are being met. Assessment affects the decisions about grades, placement, advancement, instructional needs, curricular and , in some cases, funding  In assessment there are variety assessment methods that regular and special education teachers can use and these are interviews, observations, checklist or rating scales and tests. In test school psychologists, educational diagnosticians, and other related professional use a variety of assessment tools to ensure the results are valid and reliable. The test assessment can be conducted in two ways as follow:  Norm-referenced test are standardized assessment that compare a childs performance with a representative sample of students of the same chronological age. Example of this are intelligence test, and achievement test. Criterion-referenced test compare the child performance based on established standards and competencies and can be used to desribe student performance.  Informal assessment or non-standardized assessments are considered more authentic and thus can be used primarily to describe performance and inform instruction. Such assessments can be curriculum- based or performance-based, such as the teachers made instruments used in classrooms and portfolio assessments.  The authentic assessment uses a tests, whether formal or informal, is only one method of assessment. There are other ways of assessing students considered at-risk for developmental delays or have additional needs. One that is highly recommended by professionals is the use of authentic  Authentic assessment provides students the opportunity to apply knowledge and skills in a meaningful way, real-world setting rather than in an artificial and contrived setting. Assessment task that are more real-life is considered more authentic. An example of authentic assessment is observation of young students as they interact with family members, peers, and objects in natural occurring activities across setting. In observation, teachers and specialists used running records which focuses on the occurrence of behaviors as they happen sequentially.  B. METHODS OF ASSESSMENT Identifi ed essential information on running records: Date and time of the observation Names of children involved Location of the incident Verbatim recording or what children sai Actual events that occurred  B. METHODS OF ASSESSMENT Anecdotal records contain shorter descriptions of the incidents or anecdotes that teachers and specialists can use to analyze a student's behavior and plan strategies for a specific child or group of children. Example of these are played assessment and portfolio assessment.  C. ASSESSMENT PRACTICES should be anchored on principles as provided by the Division for Early Childhood of the Council for Exceptional Student. (DEC, 2014). Child and family-centered practices, a team- based approach application of individualized and appropriate process, and use of genuine and meaningful communication that adhere to ethical and legal practices are the recommendation provided by the DEC. Thus, a variety of assessment methods and tools, use of authentic measures, as well as involvement of the family are necessary to make decisions for placement and instructional planning.  C. ASSESSMENT Has PRACTICES its three sets of principles Educational: the processes namely:of assessment should help students learn, or reinforce previous learning, or both. Ethical the processes of assessment should be fair and transparent, and must not discriminate according to gender, sexual orientation, ethnicity, religion or belief, age, class or disability. Regulatory: the processes of assessment should conform to University expectations, as detailed in its  III. PLACEMENT -is a test usually given to a student entering an educational institution to determine specific knowledge or proficiency in various subjects for the purpose of assignment to appropriate courses or classes.  THREE TPES OF PLACEMENT 1. EMERGENCY PLACEMENT It involves caring for children or young people who need somewhere safe to stay immediately usually for a night or THREE TPES OF PLACEMENT 2. PRIMARY PLACEMENT it involves looking after children or young people for a few months up to 2 years until difficulties at home are resolved for alternative plans are made for their future. THREE TPES OF PLACEMENT 3. RESPITE PLACEMENT It is caring for children or young people for short periods for their primary  EDUCATIONAL PLACEMENT means the overall instructional setting in which the student receives his education including the special education and related services provided. Each local educational agency shall ensure that the parents of a child with a disability are members of the group that makes decisions on the educational placement of their  EDUCATIONAL PLACEMENT means the overall instructional setting in which the student receives his education including the special education and related services provided. Each local educational agency shall ensure that the parents of a child with a disability are members of the group that makes decisions on the educational placement of their WHAT ARE THE DIFFERENT TYPES OF EDUCATIONAL PLACEMENTS?  1.General education setting general education settingit is where the student may receive instruction from the general or special education teacher or may receive assistance from a paraprofessional if designated in the IEP.  2. Special education placement It is where students whose educational needs cannot be adequately met in the general education setting so it will require specialized attention in a more controlled setting which is this.  3. Self-contained educational placement It is where the student is removed from the general education population for all academic subjects to work in a small, controlled setting with a special education teacher and paraprofessionals.  4. Out-of-district placement It is where a student go to a school outside your neighborhood, an out-of-district educational placement places a student in a specialized school specifi cally designed to address targeted areas: specifi c disability groups, special types of learning needs, special behavioral or emotional needs, and/or  ACCOMODATIONS AND CURRICULAR MODIFICATION Students with disabilities and additional needs who are studying in an inclusive general education classroom may need accommodations in the form of instructional support and other supplementary services. Others who need more intensive support are provided with curricular modifi cations.  A. ACCOMODATIONS are supports provided to students to help gain full access to class content and instruction, tho curriculum standards and competencies expected to demonstrate accurately what they  Example: Altering instruments Toys or materials Changing the room during specifi c activities Providing time extension or allowance for tests and tasks Changing response formats in worksheets 1.Presentation accommodations Children with disabilities may need specialized presentation formats  EXAMPLES OF LEARNING ACCOMMODATIONS NEEDS Minimize visual distraction Visual cues Use of larger Visual Support materials(font size, illustrations) Use of sign language Auditory and Read Video aloud by a peer with close captioning Audio books Conprehension Digital text that reads Support aloud or gives defi nition of words  EXAMPLES OF LEARNING ACCOMMODATIONS NEEDS advance organizer Listening and Repeat/Clarify focusing directions and important information Note-taking support Copy of directions  Response accommodations allow students to answer questions, complete assignments, and show what they know in diff erent ways. They can include using assistive devices, organizers, or alternate  EXAMPLES OF LEARNING ACCOMMODATIONS NEEDS Online dictionary Written List of right words Worf processor with expression spelling and writing diffi culty cue cards Calculator Math Visual presentation Problem-solving guides Graphic organizers diffi culty Special paper-graphing paper for computtion  Setting accommodations Changes in the location or conditions of the educational setting or environment may be necessary for students who need support in terms of behavior, attention, and organization of  Scheduling accommodations Changing time allotment, schedule of tasks and assessments, and management of time are some types of scheduling accommodations. Students with slower ability in processing information and directions well as with focusing issues may need these types  Some examples of accommodation that can modify scheduling are: 1. Extending time for assignments and assessments. 2. Providing breaks in between tasks, providing a visual schedule or a checklist of individual responsibilities:  Some examples of accommodation that can modify scheduling are: 3. Providing a visual schedule or a checklist of individual responsibilities, 4. Providing predictable routines and procedures: and 5. Providing an electronic device with alarms and cues.  Modifi cation Students with disabilities or additional needs may be given more, less, or diff erent content and resources materials altogether.  Home Schooling Having established the critical role of parents in a student development and academic progress and achievement, it is essential that there is a close home and school collaboration and Home-School Communication Parent- Teacher Conference - are face-to- face meetings hold between parents and teachers. Conducting such meetings is necessary so parents of students with disabilities and additional needs will be able to share about their childs background, strength, abilities etc. Home-School Communication Witten Communication- may also be conducted through written messages, such as the use of home-school communication notebook, where teachers and parents write homework, asignments, the students behavior in the classroom, as well as progress on program goals Home-School Communication Digital Communication- Study found that parents teachers perceive technology as an effective tool to promote involvement and thus value is use for communication(Olmstead 2013)  Home-School Communication Home-School Contracts- this will be agreement of the teachers and parents in regards to the behavioral academic of the students especially those students with disabilities.  B. Other Ways to Involve Parents 1.Parents Education Guardians should strive to attend meetings to ensure participation in decision-making and to provide input on all aspects of their childrens education. Example of Parent Education are: Providing seminar to the parents Workshop/Training Session Other Ways to Involve Parents 2. Parent Support Group - Parents are able to ask other parents about some tips and techniques on how they will be going to work with their children. It is very helpful since it Includes:  Planning Organizing  Does anyone have a question? T h a n k Yo u