Module 2 PDF: Foundation of Special and Inclusive Education

PEFSI FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION Module 2...

PEFSI FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION Module 2 Salient Features of Inclusive Education and Support Services for Children with Special Needs Institute of Education Duration: 1 Week Mode of Learning: Face-to-Face Prepared by: Dr. Delia P. Jadaone Instructor SAN MATEO MUNICIPAL COLLEGE General Luna St., Guitnang Bayan I, San Mateo, Rizal No part of this module may be Tel. No. (02) 997-9070 reproduced in any form without prior www.smmc.edu.ph permission in writing from the “Home of the Achievers” Instructor/Author.  SAN MATEO MUNICIPAL COLLEGE General Luna St., Guitnang Bayan I, San Mateo, Rizal Tel. No. (02) 997-9070 www.smmc.edu.ph “Home of the Achievers” PEFSI – Foundation of Special and Inclusive Education MODULE 2 LEARNING OBJECTIVES At the end of this module you are expected to: I. define Inclusive and Special Education; II. discuss the legal mandates of inclusive education; III. relate inclusive education support services in the Philippine context; and IV. manifest enthusiasm in learning the concepts. INPUT INFORMATION MODULE 2 – Salient Features of Inclusive Education and Support Services for CSN INTRODUCTION Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2018; Alquraini & Gut, 2019). The school and classroom operate on the premise that students with disabilities are as fundamentally competent as students without disabilities. Therefore, all students can be full participants in their classrooms and in the local school community. Much of the movement is related to legislation that students receive their education in the least restrictive environment (LRE). This means they are with their peers without disabilities to the maximum degree possible, with general education the placement of first choice for all students (Alquraini & Gut, 2019). RATIONALE  All children have the right to education and learn together  Children should not be devalued or discriminated by being excluded  There are no legitimate reasons for segregation  Adults with disabilities describing themselves as survivors demanding an end to segregation  Segregation teaches children to be fearful, ignorant and breeds prejudice  Researches show: - children do better academically and socially in inclusive setting - inclusion help them develop relationships and prepare them for life in the mainstream - Only inclusion has the potential to reduce fear and build friendship, respect and understanding - There is no teaching or care in a segregated school that cannot take place in an ordinary school - Given commitment and support, inclusive education demonstrates efficient use of resources LEGAL MANDATES Millennium Development Goals (MDG) in Education Achieve universal primary education The United Nations Millennium Development Goals were 8 goals that all 189 UN Member States have agreed to try to achieve by the year 2015. The United Nations Millennium Declaration, signed in September 2000, committed world leaders to combat poverty, hunger, disease, illiteracy, environmental degradation, and discrimination against women. The MDGs were derived from this Declaration, and had specific targets and indicators. The MDGs have been superseded by the Sustainable Development Goals, a set of 17 integrated and indivisible goals that build on the achievements of the MDGs but are broader, deeper and far more ambitious in scope. Education For All (EFA) Goal GOAL: Basic Competencies for Everyone to Achieve Literacy for All An international initiative first launched at the ‘World Conference on Education for All’ (Jomtien, Thailand, 1990) by UNESCO, UNDP, UNFPA, UNICEF and the World Bank. Participants endorsed an 'expanded vision of learning' and pledged to universalize primary education and massively reduce illiteracy by the end of the decade. Magna Carta for Disabled Persons (Republic Act 7277, 1995) “Provides for the rehabilitation, self-development and self- reliance of disabled persons and their integration into mainstream society.” Policies and Guidelines in Special Education (Revised,1997) “The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually into the community. “ The Philippines adapts the Salamanca Statement: … “the fundamental principle of inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have” (Handbook on Inclusive Education, 1999). The UNESCO Salamanca Statement This report from the UN’s education agency calls on the international community to endorse the approach of inclusive schools by implementing practical and strategic changes. In June 1994 representatives of 92 governments and 25 international organizations formed the World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm. In addition, the Conference adopted a new Framework for Action, the guiding principle of which is that ordinary schools should accommodate all children, regardless of their physical, intellectual, social, emotional, linguistic or other conditions. All educational policies, says the Framework, should stipulate that disabled children attend the neighborhood school 'that would be attended if the child did not have a disability. DECS Order No. 26 s.1997 “Institutionalization of SPED Programs in All Schools” – there should be at least one SPED Center organized in every division and eventually in ALL Schools. DepEd Order No. 72 s.2009 “Inclusive Education As Strategy for Increasing Participation Rate of Children” – to address and guarantee the right of children with special needs to receive appropriate education within the regular or inclusive classroom setting. Definition of Inclusion in the Philippine context A process by which schools attempt to respond to all pupils as individuals by reconsidering its curricular organization and provision. Schools build capacity to accept all pupils from local community thus reduces the need to exclude pupils. Education of students with disabilities in regular setting under the responsibility of regular education teacher with support services from SPED teacher and other significant persons. CLASSIFICATIONS OF CHILDREN WITH DISABILITIES FOR INCLUSION Children with Learning Disabilities Children with Visual Impairment (the Low Vision & the Blind) Children with Hearing Impairment ( the Hard of Hearing and the Deaf) Children with Autism Spectrum Disorder Children with Intellectual Disabilities Others Children with Learning Disabilities Also known as learning disorders is a term used to describe a wide variety of learning problems. *not a problem with intelligence or motivation *kids with learning disabilities aren’t lazy or dumb but: -their brains are simply wired differently that affects how they receive and process information; so they see, hear, and understand things differently. -there is trouble with learning new information and skills, and putting them to use -most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking. Can kids with learning disabilities succeed in schools? (Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D, February 2013.) Most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their unique learning styles. By learning more about learning disabilities in general, and your child’s learning difficulties in particular, you can help pave the way for success at school and beyond. Preschool signs and symptoms of learning disabilities Problems pronouncing words Trouble finding the right word Difficulty rhyming Trouble learning the alphabet, numbers, colors, shapes, days of the week Difficulty following directions or learning routines Difficulty controlling crayons, pencils, and scissors or coloring within the lines Trouble with buttons, zippers, snaps, learning to tie shoes Ages 5-9 signs and symptoms of learning disabilities  Trouble learning the connection between letters and sounds  Unable to blend sounds to make words  Confuses basic words when reading  Consistently misspells words and makes frequent reading errors  Trouble learning basic math concepts  Difficulty telling time and remembering sequences  Slow to learn new skills Getting help for children with learning disabilities  Turning to specialists who can pinpoint and diagnose the problem is important.  Encourage parents of children that show signs of LD so that they can with the school to make accommodations them and get specialized academic help.  Teachers must be very keen at identifying children’s behavior in school so that they can provide options/recommendations to the children’s parents and get the necessary help whenever available. Children with Visual Impairment (the Low Vision & the Blind)  Visual impairment is a decreased visual acuity and field of vision relative to the fully sighted population  the term can cover a range of eye conditions from individuals with total congenital blindness to individuals whose sight is not considered normal but who have some useful vision What can be done to help someone with visual impairment?  Provide a good support and counseling for both the parent and the VI (acceptance of the parties involved is important)  Provide the low vision child with low vision aids, brailing machine (if blind), large print books and other magnification and educational aids  Provide adequate arrangements for the VI’s when mainstreamed in regular classes (visiting teachers, etc.) “Hearing Impaired” - is a technically accurate description of someone who is hard of hearing or who has no hearing... however, many Deaf, hard of hearing and late deafened people prefer not to be called impaired. They don’t want to be primarily defined by their lack of (or poor) hearing. Signs in children with Hearing Impairment  is delayed in learning to talk, or they are not clear when they speak  Have difficulty understanding what people are saying?  Seem to speak differently from other children his or her age?  often asks you to repeat yourself  often talks very loudly  Complain of earaches, ear pain or head noises?  often turns up the volume of the TV so that it is very loud Autism spectrum disorders (ASD)  are complex developmental disorders that affect children by disrupting their ability to communicate and interact socially  since it is a spectrum disorder, there is wide variation in how it affects each person. Individuals with ASD vary widely in their needs, skills and abilities but most have common types of characteristics including: a. difficulties with communication and social interaction b. repetitive interests and activities c. unusual attachments to objects or routines Possible Signs of ASD (adated from First Signs) Note: A child does not need to demonstrate all of these behaviors in order to be referred for an assessment.  seems disinterested in sharing enjoyment with others  does not speak, or uses very few words  appears to understand very little  may seem deaf or does not respond when name is called   has unusual sensitivity to light or sound  may walk on his or her toes  when excited, may flap hands  may not make eye contact as other children do  may resist cuddles and hugs  has frequent tantrums when required to do anything new or when asked to change activities without advance warning  does not point to show you interesting things  does not engage in make-believe play  may line up toys and obsess on strange objects  does not show objects to others  does not look where you are pointing  like things to be done the same way all the time  exhibits loss of social play or language skills *The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorized into two sets of behavioral problems. These are: inattentiveness The main symptoms of inattentiveness are:  a short attention span  being easily distracted  making careless mistakes, for example in schoolwork  appearing forgetful or losing things  being unable to stick at tasks that are tedious or time consuming  being unable to listen to or carry out instructions  being unable to concentrate  constantly changing activity or task  having difficulty organizing tasks hyperactivity The main symptoms of hyperactivity are:  being unable to sit still, especially in calm or quiet surroundings  constantly fidgeting  being unable to settle to tasks  excessive physical movement  excessive talking impulsiveness The main symptoms of impulsiveness are:  being unable to wait for a turn  acting without thinking  interrupting conversations  little or no sense of danger Training and Orientation Activities  For the Administrator and Teachers  For All Parents  For the Pupils ***let us make curriculum and instruction appropriate for all Addressing the Learning Resources  Link with DepEd (SPED-BEE) , LGUs, civic organizations for assistance  Coordinate with SPED Centers for models of the resources  Solicit parents commitment for support of students’ needs  Process of Inclusion  ASSESSMENT Observe process of assessment Checklist on the Readiness for Inclusion (by category) - cognitive functioning - academic readiness - emotional maturity - social adaptability GENERAL PLACEMENT MODELS Model 1: Regular Schools with Special Education (SPED) Center as Resource Center for Inclusion  “school within a school” concept  assessment center that recommends placement  provides learning resources  provides support services Model 2: Regular Schools with trained SPED teachers PLACEMENT IN REGULAR CLASSROOMS  Full inclusion with the regular teacher only  Full inclusion with both the regular and SPED teacher  Inclusionwith pull out program for the special instruction from a SPED teacher or other specialists  Combinations of the above SUPPORT SYSTEM NEEDED SPED Teacher Support/ Shadow Teacher Allied Medical Professionals/Physical Therapist Occupational Therapist Speech Pathologist Parents Volunteers INSTRUCTIONAL MODELS  Team teaching by the regular and SPED teacher  Supplementary/complimentary  instruction provided by the  SPED teacher/other specialist  Provision of specific support services Words of wisdom: “Do all small things with great love-Mother Theresa.” See you in the next module… LEARNING ACTIVITIES I. Deep reading, understanding, and exploring of Module 2 content II. Lecture/discussion with the aid of the PowerPoint Presentation III. Clarifications/enrichment of inexplicit concepts from the module ASSESSMENT/EVALUATION I. Recitation II. Quiz 2 Good Luck! ASSIGNMENT 1. What insights did you gain from the information presented on this module? 2. What are the categories of Children with Special Needs (CSN)?  LEARNING RESOURCES o https://resilienteducator.com/classroom-resources/inclusive- education/#:~:text=Inclusive%20education%20is%20when%20all,core%20curriculum%20(Bui%2C%20Quirk%2C o https://www.google.com/search?q=inclusive+education&oq=inclusive&aqs=chrome.0.69i59l3j69i57j0i131i433j69i60l3.5500j0j 7&sourceid=chrome&ie=UTF-8 o https://www.unicef.org/education/inclusive-education o https://inclusiveeducation.ca/about/what-is-ie/ o https://www.opensocietyfoundations.org/explainers/value-inclusive-education