FSIE-Modules-1-6-wt-Lessons PDF Special Education

Module l - SPECIAL EDUCATION ESSENTIALS Lesson 1.1 Meaning of Special Education (SPED) Overview The meaning of special education is clearly defined in the given explanations from different sources. The salient features of special education in the Philippines together with the...

Module l - SPECIAL EDUCATION ESSENTIALS Lesson 1.1 Meaning of Special Education (SPED) Overview The meaning of special education is clearly defined in the given explanations from different sources. The salient features of special education in the Philippines together with the milestones in its history and the laws that provide the legal bases for special education in the country are discussed in this module. Learning Outcomes At the end of the lesson, you are expected to: a. Define special education and explain the meaning of individually planned, systematically implemented, and carefully evaluated instruction for children with special needs b. Discuss the difference between special education as essentially instruction and as a purposeful intervention c. Enumerate the four standpoints about special education and describe each in one paragraph using own words. d. Analyze and compare the features of SPED education from regular education. Content Let us start the lesson with these simple motive questions:( See to it that you can say anything related to each of these with a partner) Is there special education? What makes education special? Why is it called special education? Who are the students enrolled? Who is the teacher in a special education class? Where is special education taught? What is special education? There are different strides in the development and sustenance of Special Education for more than a century now. The last fifty years were marked boldly developments in legislation, teacher training and organization of special classes and support services in all regions not only in our country but in other countries as well. We need to define what is special education, what makes it special …. The Department of Education Bureau of Elementary Education manages the program through the Special Education Division. The scenario in most of our schools in the country is that a number of children with special needs are mainstreamed in regular K1 classes. A SPED teacher assists the regular teacher in planning class activities that would enable both regular and special children to learn together in the regular school. Correspondingly, there are children who are enrolled in special schools, residential schools and special classes in the community. Special education extends as well to hospitals and homebound instruction. Future teachers will find children with special needs in regular schools, that is the reason why they should know what is special education is all about. From the Special Education Primer, Special education is known to many as SPED or Special Ed. It is a set of educational programs or services designed to meet the unique needs of learners with disabilities that cannot be sufficiently met using traditional educational programs or techniques. Special education programs may be provided one- on-one or in a group with other learners with similar educational needs. Special education is in one sense of profession, with its own tool, techniques and research efforts all focused on improving instructional arrangements and procedures for evaluating and meeting the learning needs of children, youth and adults with special needs. Heward and Orlansky (1988) define SPED at a more practical level , as the individually planned and systematically monitored arrangement of physical settings, special equipment and materials, teaching procedures, and other interventions designed to help exceptional children As cited in the book, Introduction to Special Education of Inciong, et.al.(2001, Current literature defines SPED as individually planned instruction, systematically implemented, and carefully evaluated instruction to help exceptional children achieve the greatest possible personal self-sufficiency and success in present and future environments, (Heward,2003) Special education is the practice of educating students in a way that addresses their individual differences and special needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. (Wikipedia) FacebookTwitterShare17 that Special education provides students with identified disabilities specialized instruction designed to meet their unique learning needs, giving them the opportunity to develop to their fullest potential. In the United States, special education is delivered, free of charge, through the public education system, thanks to the Individuals with Disabilities Education Act (IDEA). To dig out understanding of the definition here are some insights to elaborate: Individually planned instruction. The US law on Individuals with Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be K2  developed and implemented for every special education student between the ages 3 and 21. Systematically implemented and evaluated instruction. Each type of children with special education needs requires particular educational services, curriculum goals, competences and skills, educational approaches, strategies and procedures in the evaluation of learning and skills. Personal self-sufficiency. An important goal to SPED is to help the child become independent from the assistance of adults in personal maintenance and development, homemaking, community life, vocational and leisure activities and travel. The present environment. This refers to the current conditions in the life of a child with a disability. The present environment includes the family, the school, the community where he lives, the institutions in society that extend assistance and support to children and youth with special needs such as the government, non- government organizations, socio-civic organizations and other groups. The future environment. It is a forecast of how the child with a disability can move to the next level of education, from elementary to secondary school and on to college or vocational programs onto the workplace where the child can be gainfully employed. SPED helps the child in the transition from a student wage earner so that s/he can lead a normal life even if s/he has a disability. There are four standpoints about special education by Heward (2003) 1. Special education is a legislatively governed enterprise. This point of view is expressed in the legal bases of special education that are discussed in the Philippine Constitution of 1987, Chapter1, Article lV, Section 1 states that the State shall protect and promote the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education available to all. The State shall provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills. The State shall adopt an integrated and comprehensive approach to health and other social services available to all people at affordable costs. There shall be priority to the needs of the underprivileged, the sick, the elderly, the disabled, women and children. R.A. 7277: The Magna Carta for Disabled Persons –provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into meanstream society. The Philippine Policies and Guidelines for Special Education provides that every child with special needs has a right to an educational program that is suitable to his/her needs. Special education shares with regular education basic responsibilities of the educational system to fulfil the right of the child to develop his/her potential. K3 2. Special education is a part of the country’s educational system. Special Education has been part of the DEPED’s basic education program through its Bureau of Elementary Education which formulates policies, plans and programs, develops standards of programs and services. There are special education programs in public and private schools in all the regions of the country. In-service education programs are conducted to upgrade the competences of administrators, teachers and non-teaching personnel. Scholarship to deserving school administrators and teachers to pursue graduate degrees in prestigious universities in the country are also granted. Networks and linkages in the country and oversees are sustained. 3. Special education is teaching children with special needs in the least restrictive environment. From this perspective, teaching is what special education is all about. SPED is defined in terms of the who, what, how and where of its implementation. WHO: The exceptional children or the children or youth with special education needs are the most important persons in special education. The school administrators, the special education teachers, the regular teachers, the interdisciplinary teams of professionals such as the guidance counsellors, the school psychologists, the speech therapists, the physical and occupational therapists, medical doctors and specialists are individuals who help provide the specific services that exceptional child needs. WHAT: Every exceptional child needs access to a differentiated and modified curricular Program to enable him/her to learn the skills and competencies in the basic education curriculum, The individualized education program (IEP) states the annual goals, quarterly objectives the strategies for teaching and evaluation of learning and the services the exceptional child needs. HOW: Gifted children are provided with enrichment activities and advanced content knowledge so that they can learn more than what the basic education curriculum offers. Most of them are in accelerated classes where they finish elementary in less than six years. Mentally retarded or children with down syndrome are taught adaptive skills and basic academic content that are suitable to their mental ability, blind learn braille and orientation and mobility or travel techniques and deaf learn sign language and speech reading. WHERE: There are several educational placements for these children. The most preferred is inclusive education where they are mainstreamed in regular classes. Other types of educational placements are special schools, residential schools, self-contained classes, home-bound and hospital instruction K4 4. Special education is purposeful intervention Special education may be best described as a purposeful intervention designed to overcome or eliminate the obstacles that keep children with disabilities from learning. In other words, it is about providing children with disabilities with individualized plans of instruction to help them succeed. Intervention eliminates, prevents and/or overcome the obstacles that might keep the individual with disabilities from learning, from full and active participation in school activities, and from engaging in social and leisure activities. Preventive intervention - is designed to keep potential or minor problem from becoming a disability.Special education in this form seeks to either stop something from happening or reduce a condition that has been identified Primary intervention- designed to eliminate or counteract risk factors so that disability is not acquired. Secondary intervention- is aimed at reducing or eliminating the effects of existing risk factors. Tertiary intervention- is intended to minimize the impact of a specific condition or disability among those with disabilities. Remedial intervention –attempts to eliminate the effects of disability. It is generally used to teach children with disabilities skills that allow them to function successfully and independently. It may be aimed at academic, social, personal , and/or vocational goals. Compensatory Intervention- Compensatory intervention involves teaching special skills or using special devices to improve functioning. Compensatory intervention may be best identified as teaching a child to perform a task or conquer a skill in spite of a disability. It involves providing children with disabilities an asset that non-disabled children do not need. To further understand the variance between special education and regular/general education, analyse carefully the matrix. Matrix Showing the Difference Between Special Education and Regular (General) Education SPECIAL EDUCATION REGULAR EDUCATION Kind of Learners Children with Special Needs Regular Learners (CSN) who necessitate individualized program K5 Number of Learners For one-on-one: 1 Private School: 35- 50 For group: 3 to 4 Public School: 50 – 60 or For resource group: 5 to 10 more Emphasis On the given intervention On the curriculum and mastery of skills established within the curriculum Curriculum ✓ Attention Skills (ADHD) ✓ Memory Skills (MR) ✓ Braille (VI) ✓ Sign Language (HI) ✓ Auditory and Visual Perception Skills (LD) English, Reading, Math, ✓ Anger Management Makabayan… (Emotional/Behavior Disturbance) ✓ Creative and Critical Thinking Skills (Giftedness) ✓ Functional Academics (Autism) Who dictates the Individual needs of the School system (DepEd) curriculum? child Instruction Intensive Systematic General Instruction Instruction Received instruction SPED Teachers from? Occupational Therapist Regular Teachers Physical Therapist (Subject Teachers) Speech Therapist Primary function Of SPED Teachers Of Regular Teachers -To meet the goals and - To teach the objectives established in the curriculum IEP Type of Classroom SPED Classroom Self-contained Room Regular classroom Resource Room Mainstream Classroom Summary Special education is a set of educational programs/services designed to meet the unique needs of children with special needs or exceptional children. SPED focuses on the improvement of instructional arrangements/ procedures for evaluating and meeting the learning needs of CSN. It is an avenue to reach out and help CSN or exceptional children achieve the greatest possible personal self-sufficiency and confidence in his move, life in the environment. SPED is considered a legislatively governed enterprise, an important part of educational system, teaching CSN in the least restrictive environment and as purposeful intervention. K6 From these standpoints, teaching is the heart of SPED in which defined as the who, what, how and where of the implementation of SPED. SPED as intervention: it eliminates, prevents, and overcome obstacles that keep the CSN and other exceptional students from learning. SPED teachers and regular teachers collaborate- help one another to counteract and minimize CSN’s conditions potential problems from becoming a disability and collegially attempts to eliminate disabilities. Suggested Reading / Enrichment Activity Read the vignettes shared to you and submit insights through a reaction paper to be submitted on ___________. (Please see attached Vignettes in our moodle account. If in case it is inaccessible, we cant have them from our group chat in messenger) References Inciong, Quijano, Capulong, et.al., Introduction to Special Education. A Textbook for College Students, 1st Edition, 2007Rex Book Store Inc, QC Phils Special Education Handbook Managing Children With Special Needs (Learning Disability, ADHD, Autism) NCBTS Aligned, 2009, Rex Book Store Inc, QC Phils Danocup, O Beriones, Classroom Management: Preparing Special Education Teachers, LoriMar Publishing, 2010 Manila Phils http://en.wikipedia.org/wiki/Special_education Wikipedia Twitter Share17 ACTIVITY 1.1 Self-Assessment Questions (Respond and Reflect) 1. Directions: Respond scholarly to these questions using the insights you have learned. a. Define special education in your own understanding based on what you read b. Discuss substantially the difference between special education as essentially instruction and as a purposeful intervention. c. Enumerate the four standpoints about special education and describe each. K7  d. Compare the features of SPED education from regular education. Describe the salient variance. 2. You can do this: 1. Which of the vignettes you consider most challenging and inspiring? Why? 2. What characteristics of these children empress you most? Why? 3. Write one paragraph of not less than 10 run- on sentences for your simple analysis. K8  Lesson 1.2 SPED Vision, Policies, Goals, and Objectives Overview This lesson starts with the definition of children with special needs in order for you to understand for whom is special education programs and services for followed by the vision for children with special needs, policy, goals and objectives of special education set by the Department of Education. Learning Outcomes At the end of the lesson, you should be able to: a. identify the different categories of children and youth with special needs b. explain the vision for children with special needs c. discuss the policy of Inclusive Education for All d. enumerate the goals and objectives of SPED e. describe the features of inclusive education and contrastingly relate it to special education Content: Children with special needs (CSN) are the exceptional children (Kirk, Gallagher and Anastasiow,2000) who differ from the average child to such an extent that they require either a modification of school practices or special educational services to develop their unique capabilities. The University of the Philippines Categories of Exceptionalities: 1. The gifted and the talented With superior cognitive abilities, specific academic aptitudes, creative and productive thinking, leadership, psychomotor abilities, multiple, emotional and other intelligences 2. Those with developmental disabilities Mental retardation, cerebral palsy, autism. attention deficit disorder(ADD)/Attention deficit hyperactive disorder (ADHD), and similar others 3. Those with sensory, physical and health disabilities Visual impairment, hearing impairment, both V1-H1, orthopaedic handicap, chronic ill health, severe and multip[le disabilities and similar others. 4. Those with behaviour disorders Social delinquency, substance abuse, emotional disturbance and similar others. K9  Children and youth who have one or more of the conditions mentioned above are called exceptional children. The exceptional children are those with mental retardation, giftedness and talent, learning disabilities, emotional and behavioural disorders, communication disorders, deafness, blindness and low vision, physical disability, health impairments, and severe disabilities (Inciong, et.al. 2007).These are children and youth who experience difficulties in learning the basic education curriculum and need a modified and functional curriculum, as well as those whose performance is so superior that they need a differentiated special education curriculum to help them attain their full potential. The labelling and classification of children with special needs are controversial issues because it may have administrative and political benefits but seem to have a negative effect on the individual child who is labelled. It is highly advised that we must be very careful with labelling the child with disability. In the field of SPED labels continue to be used although they are more and more humane and less stigmatizing or defaming. For example, “autistic child” is not used but instead, child with autism; down syndrome but not Mongolian. The Vision for Children with Special Needs (CSN) The DepEd clearly states its vision for children with special needs in consonance with the philosophy of inclusive education. “ The State, community and family hold a common vision for the Filipino child with special needs. By the 21st century, it is envisioned that s/he could be adequately provided with basic education. This education should fully realize her/her own potentials for development and and productivity as well as being capable of self-expression of her/his rights in society. More importantly s/he is God-loving and proud of being a Filipino”. It is also envisioned that the child with special needs will get full parental and community support for her/his education without discrimination of any kind. This CSN should also be provided with a healthy environment along with leisure and recreation and social security measures” (DepEd Handbook on Inclusive Education,2000) Policy, Goal and Objectives of Special Education The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to education among children and youth with special needs. Inclusive education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs. DepEd strongly advocates inclusive education as a basic service for all types of exceptional children. In a conference held in Salamanca, Spain in 1994 on Special Needs education, participants reaffirmed the right to education of every individual to education as enshrined in the 1984 Universal Declaration of Human Rights. The reaffirmation served as a renewal of the pledge made by the world community during the 1990 World Conference on Education for all. Because of this declarations and urgency of K10 the need for early intervention, DepEd adopted the policy of inclusive education in 1997. The trainings in the national, regional and division-wide on Inclusive Education were conducted to promote the concept of inclusive education aside from the issuance of A Handbook on Inclusive Education as the main reference and guide to the practice ofinclusive education. To put together insights, let’s define formally inclusive education. Inclusion describes the process by which school accepts children with special needs for enrolment in regular classes where they can learn side by side with their peers. The school organizes the SPED program and includes a special education teacher in its faculty. The school provides the mainstream where the regular teachers and special education teachers organize and implement appropriate programs for both special and regular students. Salient Features of Inclusive Education 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. Inclusion implements multi-level, multimodality curriculum. This means that special needs students follow an adapted curriculum and use special devices and materials to learn at a suitable pace. 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. 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. Goal of SPED Article 1, Section 5 of Child and Youth Welfare Code (PD No. 603) states that the ultimate goal of SPED shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. To meet the individual educational needs of the learners and, to the extent possible, prepare them for going to a more regular classroom setting. To achieve this, special education programs must focus on helping the learners develop academic skills, self- K11 help skills, social proficiency, a positive attitude and self-confidence (Raven’s Guide to SPED) The goal of SPED programs of the DepEd all over the country is to provide CSN appropriate educational services within the mainstream of basic education. The two- pronged goal includes the development of key strategies on legislation, human resource development, family involvement and active participation of government and non- government organizations. Similarly, there are major issues to address on attitudinal barriers of the general public and effort towards the institutionalization ans sustainability of SPED programs and services. SPED Objectives are to: 1. provide flexible and individualized support system for children and youth with special needs in a regular class environment in school nearest the student’s home. 2. provide support services, vocational program and work training, employment opportunities for efficient community participation and independent living. 3. implement a life-long curriculum to include early early intervention and parent education, basic education and transition programs on vocational training or preparation for college, and 4. make available an array of educational programs and services: the SPED Center built on ‘a school within a school concept’ as the resource center for children and youth with special needs: inclusive education in regular schools, special and residential schools, homebound instruction, hospital instruction and community-based programs: alternative modes of service delivery to reach the disadvantaged children in far-flung towns, depressed areas and underserved barangays. Summary: Children with special needs, CSN are exceptional children who experienced difficulty in learning the basics and needed modified school curriculum and services to develop their unique capabilities. There are categories of exceptional children or CSN: a. the gifted and the talented, those with developmental disabilities,those with sensory, physical and health disabilities, and those with behavioural disorder. Labeling and classification of CSN were debatable and provocative, since that issue have impact on the individual child who is labelled, it is highly demanded to carefully label CSN/exceptional children so to avoid defamation and conflict. The State mandates that CSN should be provided with basic education coupled with strong parental and community support, in a healthful environment so as to develop the child’s potentials and capabilities to express himself and his rights as a member of society. K12 The Inclusive Education for All as an integral part of the overall Education system for CSN. Inclusive education salient features hallmarks co-teaching, collaboration, consultation, evaluation and knowledge learned by all the students. The focus of SPED is to help CSN develop academic skill, self-help skills, social proficiency, a positive attitude and self - confidence to provide CSN appropriate educational services within the mainstream of basic education. Suggested Reading Read the Historical Perspectives and Legal Bases of SPED (Introduction to Special Education, By Teresita Inciong, et.al. pages 14 to 22) References Special Education Handbook Managing Children With Special Needs (Learning Disability, ADHD, Autism) NCBTS Aligned, 2009, Rex Book Store Inc, QC Phils Danocup, O Beriones, Classroom Management: Preparing Special Education Teachers, LoriMar Publishing, 2010 Manila Phils Inciong, Quijano, Capulong, et.al., Introduction to Special Education. A Textbook for College Students, 1st Edition, 2007Rex Book Store Inc, QC Phils ACTIVITY 1.2 Respond and Reflect! 1. Directions: Scholarly answer, write responses of the given items in the activity sheets provided. a. In a graphic organizer, categorize children and youth with special needs b. Explain the vision for children with special needs c. Discuss the policy of Inclusive Education for All d. Enumerate the goals and objectives of SPED e. Describe the features of inclusive education and contrastingly relate it to special education K13 2. Creativity Challenge Start clipping stories and articles from newspapers and magazines about people with disabilities who became successful by going to school. Before the midterm exam you can submit your clippings through online. Have your reference/source indicated in your clipping. K14  Lesson 1.3 Historical, Philosophical, Theoretical, and Legal Bases of SPED/Inclusive Education Overview The philosophical and theoretical foundations will give the future teachers a working background to understand and deal successfully diverse children in his/her class. In this module you will be learning the events and facts as bases of special and inclusive education. Learning Outcomes At the end of the lesson, you are expected to: a. Cite important events relevant to the implementation of special education in the Philippines. b. Discuss the philosophical and theoritical foundations of special education in the country. c. Understand the role played by psychology in special education. d. Debate why should special education teachers understand educational psychology. Content/Focus Brief History of SPED in the Philippines SPED in the Philippines started in 1908 where the School for the Deaf in Harrison, Pasay City was established and marked the official government recognition of its obligations towards the education of the handicapped children. Republic Act No. 3562 date June 1963 – An Act to Promote the Education of the Blind in the Philippines which established teacher training course and Philippine National School for the Blind. Philippine Normal College offered courses in SPED for teaching the blind in 1964 wherein 14 elementary school teachers were selected for training. In 1952, a pilot school for the SPED at the Philippine Women University of the mentally handicapped children was started. All children from this school were transferred to the Special Child Study Center in Cubao, QC in 1957. (For information about history of special education in other countries, visit this website: http://en.wikipedia.org/wiki/Special_education and read the suggested reading “Historical Perspective”which material is provided for you). K15 Philosophical and Theoritical Foundations of SPED and Inclusive Education Special education is a form of instruction that's designed to meet the needs of students with disabilities, so that they can learn the same skills and information as other children in school. The term special education is used interchangeably with special needs, and the disabilities may be physical, emotional, or behavioral. Philosophy of SPED The general philosophy of special education is that all people have the ability to learn, regardless of their particular disabilities. The trend in public education has shifted from isolating special education students in separate classrooms to mainstreaming them in the regular classroom for at least part of the day.(Sep 17, 2015, study.com/lesson/specialeducation) This is in keeping with the Department of Education's mission to achieve full integration and participation in society of people with disabilities by ensuring equal opportunity and access to, and excellence in, education, employment, and community living.' The special education philosophy posits that everyone has the capability to learn. Inclusive Education Philosophy Participation of students with exceptional needs in inclusive settings is based on the philosophy of equality, sharing, participation and the worth and dignity of individuals. This philosophy is based on the belief that all children can learn and reach their full potential given opportunity, effective teaching and appropriate resources. (https://www.pallisersd.ab.ca/inclusive-education/inclusive-education-philosophy). The regular classroom is viewed as the most enabling environment for the student with exceptional needs because of the increased opportunity to participate with same- aged peers without exceptional needs. Inclusion, by definition, refers not merely to setting, but to specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools. Often, meeting the learning needs on either end of the spectrum improves the quality of education for everyone in the classroom, as well as promoting the awareness and acceptance of diversity. Determination of the most enabling environment and individual program planning is a consultative, collaborative process involving the student (when appropriate), parents, principal, teachers, learning assistants, specialized support service professionals and community members, as appropriate. The regular classroom is viewed as the most enabling environment for the student with exceptional needs because of the increased opportunity to participate with same- aged peers without exceptional needs. Inclusion, by definition, refers not merely to setting, but to specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools. Often, meeting the learning needs on either end of the spectrum improves the quality of education for everyone in the classroom, as well as promoting the awareness and K16 acceptance of diversity. Determination of the most enabling environment and individual program planning is a consultative, collaborative process involving the student (when appropriate), parents, principal, teachers, learning assistants, specialized support service professionals and community members, as appropriate. What are the components of special and inclusive education? These components are (a) teachers, (b) family, (c) school staff, (d) inclusive students, (e) other students, (f) supportive special education services and (g) instructional adaptations. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. What is the foundation of special and inclusive education? Inclusive education programs provide educational services for all students including those with special needs. These programs serve all children in the regular classroom on a full-time basis. If a student requires extra services such as speech therapy, these services are brought into the classroom.( Sep 13, 2013, www.special-education- degree.net › what-are-inclusive-sp) Inclusive education is a widely accepted pedagogical and policy principle, but its genesis has been long and, at times, difficult. In 1948, the Universal Declaration of Human Rights included statements about rights and freedoms that have, over the decades, been used to promote inclusive educational practices. Article 26 of the Declaration stated that parents “have a prior right to choose the kind of education that shall be given to their children.” This declaration later helped some parent groups and educators to advocate for equal access to schooling in regular settings, and for parental choice about where their child would be educated. Following the widespread influence of the human rights-based principle of normalization, the concept of inclusive education received major impetus from the Education of All Handicapped Children Act in the United States in 1975, the United Nations (UN) International Year of Disabled Persons in 1981, and the UN Convention on the Rights of Persons with Disabilities in 2006. A major focus of the UN initiatives has been the right of people with a disability to participate fully in society. This focus has obvious consequences for the way education is provided to students with a disability or other additional educational needs. For many years, up to the last quarter of the 20th century, the major focus for such students was on the provision of separate specialized services, with limited attention to the concept of full participation in society. Toward the end of the 20th century and into the 21st century, there has been increasing acceptance, through parental action, systemic policy, and government legislation, of inclusivity as a basic philosophical principle. K17  Both the type of instruction that should be provided to students with a disability and the location of that instruction in regular or specialized settings have been topics for advocacy and research, sometimes with mixed and/or controversial conclusions.(https://doi.org/10.1093/acrefore/9780190264093.013.1197) Psychological Relate All people have the ability to learn, regardless of disability. It is so important for future teachers to apprehend that educational psychology is rooted in the fact that all learners are unique and that students have different abilities and educational needs.... This is especially true in special education classrooms, where students may struggle with physical or cognitive disabilities. When special education teachers understand educational psychology, they know how to create a learning environment that feels safe to each student. Because noise, light or other children can easily overstimulate special needs children, the learning environment becomes an important part of their learning experience.(Aug 9, 2017, degree.utpb.edu › articles › psychology-teaching-specia...) Legal Foundations of Special Education in the Philippines Care and Protection of The rights of every child in the Philippines to live in an environment Disabled Children conducive to his physical, moral, and intellectual development and the (C.A.3203) duty of the government to promote the full growth of every child. Accessibility Law Requiring certain buildings, institutions, establishment and public utilities (Batas PambansaBlg. 344) to install accessible facilities and other devices, including transportation and communication devices. Ammendments to the Providing stricter identification of specific individuals and offices liable for Accessibility Law violations with increased penalty and the added accessibility requirements with regard to public transportation. White Cane Act Declared the first day of August each year as “White Cane Safety Day,” (R.A. 6759) white cane being a symbol of the need of the blind persons. Child and Youth Welfare Protects and supports CSN by addressing different areas where they can Code (Presidential be assisted, improved and be developed to cope with life’s demands and Decree No. 603) be integrated into society to become useful citizens of the country The Economic Requires that all government agencies, instrumentalities and government Independence of owned and controlled corporations to source at least 10% of their supplies and equipment requirements from cooperatives of PWDs that Disabled Persons Act are engaged in the manufacturing and fabrication in order to support their (S.B. 1730) economic independence. The Magna Carta for Affirms the full participation and total integration of persons with Disabled Persons disabilities into mainstream of our society by giving them equal opportunities to develop their skills and potentials and affording them (R.A. 7277) equal access to the basic services extended by the government. K18 Section 12, Chapter 2 The State shall ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop the skills. It shall take of R.A. 7277, Access appropriate steps to male such education accessible to disabled persons. It shall to Quality Education e unlawful for any learning institution to deny a disabled person admission to any course it offers by reason of handicap or disability. The State shall take into consideration the special requirements of disabled persons in the formulation of educational policies and programs. It shall encourage learning institution to take into account the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements, and other pertinent consideration. The State shall promote the provision by learning institutions, especially higher learning institutions, of auxiliary services that will facilitate the learning process of disabled persons. To provide learners with special needs with access to basic education, learning institution shall offer integrated education. In order to ensure that quality education is accessible, the following components namely: curriculum, educational programs, teaching methods and services shall be given importance by learning institutions. a. Any person who violates any provision of this Act shall suffer the following Section 46 of R.A. penalties: 7277. Penal Code 1. for the first violation, a fine of not less than Php50 000 but not exceeding Php100 000 or imprisonment ot not less than six months but not more than 2 years or both at the discretion of the court. 2. for subsequent violation, a fine not less than Php100 000 but not exceeding Php 200 000 or imprisonment for not less than two years but not more than six years, or both at the discretion of the court. b.Any person who abuses the privileges granted herein shall be punished with imprisonment of not less than 6 months or a fine of not less than 5 000 but not more than 50 000 or both, at the discretion of the court. c. If the violator is a corporation, organization or any similar entity, the officials thereof directly involved shall be liable therefor. d. If the violator is a foreigner, he shall be deported immediately after service of sentence without further deportation proceedings. The Philippine In this act, the need for vocational training is further enshrined. Education Act of 1982 The Philippine Action In support for EFA has focused its policies and strategies to specific Plan (1990-2000) groups of people that include the rural poor, those in the urban slums, cultural communities, the disabled, and the educationally disadvantaged as well as the gifted. DECS Order No. 26, s. ▪ Organize at least one SPED Center in the Region or Division 1997 Mandates which will cater to CSNs. ▪ Organize SPED programs in all districts in schools where there are identified CSNs. ▪ Expand the role/functions of SPED Centers: -Support CSNs who are integrated in regular schools -Assist in the conduct of in-service training -Conduct continuous assessment of CSNs ▪ Initiate and conduct regional/division/district-based training ▪ Plan incentives to sustain the continuing interest in the implementation of the program the following initiatives: - DECS Order No. 5 s 1998 – Reclassification of Regular Teacher and Special School Principal Items - R.A. No. 6758 (Prescribing a Revised Compensation and Position Classification System in the Government Considering the Influence of the US on Philippine Education, the following are Lawful Acts enacted… The Individuals with States that children with disabilities are to be educated to the K19 Disabilities Education maximum extent with children who do not h ave disabilities. Act (IDEA) 1997 Americans with Prohibits discrimination on the basis of disability in private sector Disabilities Act (ADA) employment; services rendered by state and local government; places of public accommodations; transportation; telecommunications relay systems Rehabilitation Act 504 No other qualified individual with disabilities in the United States… shall solely by reason of his disabilities,” be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, or activity receiving Federal assistance…” No Child Left Behind Signed on Jan 8, 2002whic reauthorized and replaced the (NCLB) Act Elementary and Secondary Education Act of 1965, the federal framework for how public education throughout the US is provided. Its overall aim is to have all students performing at proficient levels in the two educational cornerstones, Reading and Math, by year 2014. The Individuals with Outlined changes to IDEA 1997 wherein one of them states that Disabilities Education benchmarks and short-term objectives written into IEPs are no Act (IDEA 2004) longer required for many learners, reducing the amount of IEP paperwork. Suggested Reading Historical Perspective, pp 14 to 21, Introduction to Special Education. A Textbook for College Students, 1st Edition, by Inciong, Quijano, Capulong, et.al., References Inciong, Quijano, Capulong, et.al., Introduction to Special Education. A Textbook for College Students, 1st Edition, 2007Rex Book Store Inc, QC Phils Special Education Handbook Managing Children With Special Needs (Learning Disability, ADHD, Autism) NCBTS Aligned, 2009, Rex Book Store Inc, QC Phils Danocup, O Beriones, Classroom Management: Preparing Special Education Teachers, LoriMar Publishing, 2010 Manila Phils K20  Activity 1.3a You can do this! Create a timeline of relevant events of SPED in the Philippines. Do this with a classmate whose first letter of family name is the same as yours. Refer from the Historical Perspectives found on pages 14 to 21 of Introduction to Special Education by Teresita Inciong, et.al. Keep a copy and paste it in your E-Portfolio. Activity 1.3b Read, Respond, and Reflect! Discuss briefly the philosophy and theory of special education… What is the role of psychology in special education, explain… (Write your output, consider it a part of your portfolio and send me a soft copy for evaluating/checking/recording purposes) … K21  Module ll - DIVERSITY IN SPECIAL EDUCATION SETTING Lesson 2.1 Diversity in the Classrooms Overview In this module, diversity in special education setting, and sources of learners diversity in a typical classroom will be learned for the future teachers’ awareness and give working background in dealing with children of different backgrounds. Learning Outcomes After working through this module, you are expected to: a. Understand and define learner diversity b. Enumerate and discuss sources of learners diversity in a typical classroom c. Appreciate diverse classmates of different backgrounds and share their rituals to show respect for one another. Content/Focus Diversity in the Classroom Can you imagine yourself as a teacher facing more than 35 students in the classroom? How would you make each one learn? How should you respond to there every need in the class /sessions? “Every teacher should value diversity”, Why? The classroom is a center piece of a complicated social arrangement and daunting challenges for the teacher. Having children with different backgrounds and abilities has its challenges. We need to consider what each child needs to learn and how one can learn best. We need to discover how to get all of the children, no matter what disabilities they have, want to learn together happily. The most important challenge of SPED teacher in a diverse educational setting is to deal with prejudices and discrimination. Diversity simply means recognizing the group or individual differences that we see in our students. (Eggen& Kauchack,2010). It means looking at each student’s profile-his biological challenges, his family patterns, and where he stands on the developmental ladder(Greenspan &Weider, 1998). Clearly identified with race, gender, age, physical attributes, religious and spiritual beliefs and social orientation. Studies have shown that a teacher who is ill-prepared to understand the diversity in the classroom tends to discriminate subtly students through certain facial expressions, selective acknowledgement, or tolerating class monopolizers (Davis, 2001). The lack of understanding can also result to general labelling of students increasing the incidence of incorrect assumptions about individual students. Understanding diversity prepares us for K22 a new cultural paradigm, a mainstream culture that encourages, values and promotes tolerance for individual differences Sources of Learner Diversity in a Typical Classroom Culture Attitudes & Values Child-adult interaction Gender Socioeconomic Role identity Status Stereotype threat Basic needs & experiences Parent Involvement Attitudes and values Learner Diversity Learning Style Visual, Audio, Language Kinesthetic, Tactile Dialect Learner diversity in a typical classroom can be attributed to culture, gender, socioeconomic status, language and learning style. Culture is an important consideration in understanding learner diversity. (Part of culture: set of habits and values, clothes you wear, music you like, food you prefer, family patterns, child-adult interaction). At times they complement and reinforce classroom practices. Some children bring with them a resistance culture. These are beliefs, values and behaviours that do not conform to the mainstream. This type of culture can challenge the management skills of the teacher. Cultural Dimensions and Considerations Influencing Learning These items may guide a future teacher understand learner diversity by reflecting each item. (Adapted from Vaughn, S., et.al. (2003) Teaching exceptional, diverse, and at-risk students in the general education classroom) Time How do students perceive time? How is timeliness regarded in their culture? Space What personal distance do students use in interactions with other students and adults? How does the culture determine the space allotted to boys and girls? Dress and food How does dress differ for age, gender and social class? K23  What clothing and accessories are considered acceptable? What foods are typical? Rituals and What rituals do the students use to show respect? Ceremonies What celebrations do students observe and for what reasons? How and where do parents expect to be greeted when visiting the class? To what extent are students expected to work together? Leisure What are the purposes for play? What typical activities are done for enjoyment in the home and community? Gender Roles What tasks are performed by boys? By girls? What expectations do parents and students hold for boys’ and girls’ achievements and how does this differ by subject areas? Status What resources (study area and materials, study assistance from parents and siblings) are available at home and in the community? What power do the parents have to obtain information about the school and to influence educational choices? Goals What kinds of work are considered prestigious or desirable? What role does education play in achieving occupational goals? What education level do the family and student desire for the student? Education What methods for teaching and learning are used in the home(modelling and imitation, didactic stories and proverbs, direct verbal instruction)? Communication What roles do verbal and nonverbal language play in learning and teaching? What roles do conventions such as silence, questions, rhetorical questions, and discourse style play in communication? What types of literature (newspapers, books) are used in the home and what language/s are they written? How is writing used in the home(letters, lists, notes) and in what language/s? Interaction What roles do cooperation and competition play in learning? How are children expected to interact with teachers? Gender differences, treating boys and girls differently. We identify roles dolls or when girls play rough games. We assign math and science to the male domain and languages to the females. These role identities have resulted to stereotype threats. (Girls fear of playing football because they will be called tomboys or boys fear to be seen alone in the company of of girls because they will be considered sissies).Teachers may K24 unintentionally reinforce gender stereotypes such as assigning housekeeping tasks to girls and tool using tasks to bouys or give more responsibilities to boys than girls(UNESCO,2004). In these ways they may be unaware that they treat boys and girls differently. Dialect can also make one different from the rest. The speech intonation, pronunciation and rhythm makes one different. No matter how hard one tries to imitate a second language there will always remain a trace of mother tongue. Language makes a Bisaya different from Tagalog or an Ilocano, or any other language. Socioeconomic status has been considered in relation to school performance and behaviour. Differences in behaviour are attributed to the extent parents are involved in their child’s development, how the basic needs are met and the provision of stimulating and developmentally appropriate experiences. If we advocate that every child matters, we have also to pay attention to the difference in the learning style, motivations and needs of the students. Learning styles are the preferences individuals demonstrate in the ways in which they concentrate, process, internalise and retain academic information. If we recognize the learning styles of our students and the differences in learning between them this detection helps us create ways for them to become effective learners. Activity 2.1a Try this! Let us consider SPECIAL a singular distinctive word, and an acronym. What word/s can you assign to each letter to form a statement that would give meaning to it? (you may add them below) S-_____________________________________ P-______________________________________ E-______________________________________ C-______________________________________ I- ______________________________________ A-______________________________________ L-______________________________________ Just like you, if you have a heart to teach children, your students will make you SPECIAL! You can write also the acronym you wanted your students totell what you are as a SPED teacher in the future. K25  T ____________________________________ E _____________________________________ A ____________________________________ C ___________________________________ H __________________________________ E __________________________________ R __________________________________ Diversity in the Special Education Class The classroom of children with special needs is a natural setting of diverse needs and characteristics. Individual differences among children can be understood well in terms of: 1. how the child reacts to sensations, process information, plans actions, and sequences behaviour and thought 2. the level of functional emotional, s ocial and intellectual capacities 3. typical and necessary interaction patterns 4. family patterns The differences of every child’s development capabilities and special needs make them unique individuals where a teacher can tailor intervention programs to individual development needs. The implications for understanding learner diversity are reflected in the provisions of legal mandates and policies spelled out by the constitution, DepEd and other agencies particularly the UNESCO. Education Act of 1982 and Constitution of the Republic of the Philippines Art XlV, Sec5, par 5 (1987) mandates that all people regardless of sex, age, creed, socioeconomic status, physical and mental condition, social and ethnic origin, political and other affiliations should be given access to quality education in line with the national goals and conducive to their full development. The global movement for Education for All (1990) was strongly reaffirmed by the Salamanca Statement and Framework for Action in (1994) in its principles and policy ensuring the right to education for everyone regardless of individual differences. The Philippine participation in this significant conference and in Dakar Framework 2000 inspired the Educ for All 2015 National Action Plan specifically to include in its goals a strong declaration to provide basic quality education for all and eliminate gender K26 disparities in primary and secondary education (Philippines EFA 2015, Goals 1 and 5,2005) Each of these developments seeks to respond to DepEd’s vision for Filipino Children, both typical or with special needs, for discrimination-free quality education. Special Education practitioners for the past 3 decades, discovered difficulty in establishing demarcation line between the sources of diversity among typical learners and those with special needs. As experienced there can always be bad days and good days working with children with disabilities/with special needs and children with gifts and talents. They make mistakes, they mess up… Situations make teachers understand better their developmental needs, strengths and weaknesses and guided them plan individual interventions that are more manageable on the teacher’s part. Summary Learner diversity influences the way teachers manage the classroom. The teacher must be aware that individual differences in a typical classroom are brought about by differences in culture, gender, language, socio economic status and learning style. Among children with special needs, their unique profile is attributed to the nature of developmental disorders, level of functional capacities, typical and necessary interaction patterns, and family patterns in dealing with the special needs. Teachers who are not prepared to understand individual differences are likely to have problems in classroom management. Of utmost significance are the legislative mandates and policies in support to understanding learner diversity. Worthy of mention are the 1987 Phil Constitution, Education Act of 1982, World Declaration on Education for All, Salamanca Statement and Framework for Action, Dakar Framework 2000 and Phil Education for All Act 2015 National Action Plan. Suggested Reading www.goguardian.com/blog/diversity-in-the-classroom (Cultural Diversity in the Classroom | GoGuardian) equity.ucla.edu/wp- content/uploads/2016/06/DiversityintheClassroom2014Web.pdf (Diversity in the Classroom) blog.socialstudies.com/how-teachers-can-address-culture-in-the-classroom(How Teachers Can Address Cultural Diversity in the Classroom) drexel.edu/soe/resources/student-teaching/advice/importance-of-cultural-diversity- in-classroom (The Importance of Diversity & Cultural Awareness in the Classroom) www.wgu.edu/blog/improving-diversity-classroom2005.html (Improving Diversity in the Classroom - Western Governors University) K27  ACTIVITY 2.1b You can DO THIS! In your big notebook, write new insights taken from the readings, one substantial paragraph will do for each. References Inciong, Quijano, Capulong, et.al., Introduction to Special Education. A Textbook for College Students, 1st Edition, 2007Rex Book Store Inc, QC Phils Special Education Handbook Managing Children With Special Needs (Learning Disability, ADHD, Autism) NCBTS Aligned, 2009, Rex Book Store Inc, QC Phils Danocup, O Beriones, Classroom Management: Preparing Special Education Teachers, LoriMar Publishing, 2010 Manila Phils For this set of activities, have your output typewritten, then send clip it in your big notebook and wait until my signal to submit.. Please help me systematize recording by indicating your time schedule after the subject in every output you will have. Thanks. ACTIVITY 2.1c Read, Respond, and Reflect 1. Every Child Matters (Will share this item through our GC) (Adapted) What types of children does Ms. Madelyn have? In what ways are the children diverse? Pick out two and make a comparison. Joshua G and RG were both assessed having some autism spectrum disorder. What do you suppose make them different from each other although their disabilities are similar? What will be your greatest challenge if you were in the shoes of Ms. Madelyn? 2. Write a Minute Paper which would prompt you on “Learner Diversity”. 3. How will you show your appreciation of a classmate who have different culture? - What rituals you do to show respect for one another? - Why a future teacher need to do this? K28  Lesson 2.2 – Basic Terms in Special Education Overview In this module under diversity in special education setting, some important terms will be defined for us to be on the same page of understanding and be guided of the technical terms used in the subject.This module also includes identifying Common Disorders/Learning Disabilities, and Categories of Exceptionalities. Understanding who are the active professionals involved in special education of children with special needs. Learning Outcomes After working through this module, you are expected to: a. Define and explain the following terms: exceptional children, special education, disability or impairment, handicap, and at risk. b. Understand ways special education as: b1. legislatively governed enterprise b2. part of basic education b3. process of teaching children and youth with special education needs b4. intervention process c. Differentiate learning and behavior characteristics of the categories of CSN Content Children With Special Needs (CSN) Children with special needs are the exceptional children (Kirk, Gallagher and Anastasiow, 2000) who differ from the average child to such an extent that they require either a modification of school practices or special educational services to develop their unique capabilities. Children and Youth with Special Needs Children and youth who have one or more of the conditions mentioned in the vignettes you worked on, among others, are called exceptional children. The term exceptional children and youth covers those with mental retardation, giftedness and talent, learning disabilities, emotional and behavioral disorders, communication disorders, deafness, blindness and low vision, physical disabilities, health impairments, and severe disabilities. These are children and youth who experience difficulties in learning the basic education curriculum and need a modified or functional curriculum, as well as those whose performance is so superior that they need a differentiated special education curriculum to help them attain their full potential. K29  Exceptional children are also referred to as children with special needs (CSN). Like the children and youth in elementary and secondary schools, the mental ability of exceptional children or CSN may be average, below or above average. There are four points of view about special education (Heward, 2003). 1. Special education is a legislatively governed enterprise. This point of view is expressed in the legal bases of special education that are discussed in Chapter 1. Article IV, Section 1 and Section 5, Article XIII, Section 11 of the 1987 Philippine Constitution guarantee that the State shall protect and promote the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education available to all. The State shall provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills. The State shall adopt an integrated and comprehensive approach to health and other social services available to all people at affordable costs. There shall be priority to the needs of the underprivileged, the sick, the elderly, the disabled, women and children. R.A. 7277 - The Magna Carta for Disabled Persons - provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into mainstream society. The Philippine Policies and Guidelines for Special Education provides that every child with special needs has a right to an educational program that is suitable to his/her needs. Special education shares with regular education basic responsibilities of the educational system to fulfill the right of the child to develop his/her potential. There are many other laws, memoranda and circulars that have been enacted through the years in support of special education. 2. Special Education System Special education is a part of the Department of Education's basic education program. With its modest historical beginning in 1907, special education is now a major part of the basic education program in elementary and secondary schools. The Special Education Division of the Bureau of Elementary Education formulates policies, plans and programs, develops standards of programs and services. There are special education programs in public and private schools in all the regions of the country. The government continues to grant scholarships to deserving school administrators and teachers to pursue the graduate degrees at the Philippine Normal University and the University of the Philippines. In-service education programs are conducted to upgrade the competencies of administrators, teachers and non-teaching personnel. Networks and linkages in the country and overseas are sustained. K30 3. Special education is teaching children with special needs in the least restrictive environment. In the final analysis, teaching is what special education is all about. From this perspective, special education is defined in terms of the who, what, how and where of its implementation. WHO: The exceptional children or the children and youth with special education needs are the most important persons in special education. Then there are the school administrators, the special education teachers, the regular teachers, the interdisciplinary teams of professionals such as the guidance counselors, the school psychologists, the speech therapists, physical and occupational therapists, medical doctors, and specialists who help provide the specific services that exceptional children need. WHAT: Every exceptional child needs access to a differentiated and modified curricular program to enable him/her to learn the skills and competencies in the basic education curriculum. The individualized education program (IEP) states the annual goals, the quarterly objectives, the strategies for teaching and evaluation of learning and the services the exceptional child needs. HOW: Children with mental retardation are taught adaptive skills and basic academic content that are suitable to their mental ability, Gifted children are provided with enrichment activities and advanced content knowledge so that they can learn more than what the basic education curriculum offers. Most of them are in accelerated classes where they finish elementary education in five years instead of six. Children who are blind learn braille and orientation and mobility or travel techniques. Children who are deaf learn sign language and speech reading. 4. Special education is purposeful intervention. Intervention prevents, eliminates and/or overcomes the obstacles that might keep an individual with disabilities from learning, from full and active participation in school activities, and from engaging in social and leisure activities Preventive intervention is designed to keep potential or minor problems from becoming a disability Primary prevention is designed to eliminate or counteract risk factors so that a disability is not acquired. Secondary Intervention is aimed at reducing or eliminating the effects of existing risk factors. Tertiary prevention is intended to minimize the impact of a specific condition or disability among those with disabilities. Remedial intervention attempts to eliminate the effects of a disability. The Basic Terms in Special Education: Developmental Disability, Impairment or Disability, Handicap and At Risk Developmental disability refers to a severe, chronic disability of a child five years of age or older that is: K31  attributable to a mental or physical impairment of mental and physical impairments; manifested before the person attains age 22; likely to continue indefinitely: Results in substantial functional limitations in three or more of the areas of major life activities such as self-care, language, learning. mobility, self-direction, capacity for independent living and economic self-sufficiency, and reflects the person's need for a combination and sequence of special care, treatment or other services that are lifelong or of extended duration and are individually planned and coordinated (Beirne-Smith, 2002) Impairment or Disability refers to reduced function or loss of a specific part of the body or organ. A person may have disabilities such as blindness or low vision, deafness or hard of hearing condition, mental retardation, learning disabilities, communication disorders, emotional and behavioral disorders, physical and health impairments and severe disabilities. These disabilities or impairments limit or restrict the normal functions of a particular organ of the body. In the case of thehearing do not function normally and restrict the person's seeing and hearing The speech mechanism is impaired in communication disorders and causes the person to have voice problems, improper rhythm and timing in speech and even stuttering. The skeletal and nervous systems are impaired in cases of physical and health impairments and severe disabilities. The results are crippling conditions, cerebral palsy and other physical disabilities, Impairment and disability are used interchangeably. Some Common Disorders/Disabilities Global Developmental Delay - implies that the child has delays in all areas of development. Mental Retardation – characterized by severe delayed development in the acquisition of cognitive, language, motor, or social skills. Down syndrome – is a form of mental retardation resulting from a genetic abnormality – an extra twenty-first chromosome. Children with this condition have forty-seven, instead of the normal forty-six chromosomes. Autism – is a very serious lifelong developmental disorder characterized by severe impairment in the development of verbal and nonverbal communication skills, marked impairment in reciprocal social interaction (a lack of responsiveness to or interest in people), and almost non-existent imaginative activity. Also known as infantile autism or Kanner's syndrome. Specific Learning Disability (SLD) – a severe learning problem due to a disorder in one or more of the basic psychological processes involved in acquiring, organizing, or expressing information that manifests itself in school as an impaired ability to listen, reason, speak, read, write, spell or do curriculum. K32 Attention Deficit Hyperactivity Disorder (ADHD) – with a persistent pattern of problems in the areas of inattention, hyperactivity and impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development and also significantly inappropriate for their age levels. Conduct Disorder – characterized by a persistent pattern of behavior that intrudes and violates the basic rights of others without concern or fear of implications. Oppositional Defiant Disorder – characterized by patterns of negativistic, hostile and defiant behaviors with peers as well as adults, and with argumentative behaviors towards adults. It is considered less serious than conduct disorder because of the absence of serious behaviors that violate the basic rights of others.an insult to the brain, not a degenerative or Traumatic Brain Injury- congenital nature but caused by an external physical force, that may produce a diminished or altered state of consciousness, which results in impairment of cognitive abilities or physical functioning. It can also result in the disturbance of behavioral or emotional functioning. These impairments may be either- temporary or permanent. Cerebral Palsy – a term used to describe a group of chronic conditions affecting body movements and muscle coordination. Tourette syndrome – an inherited neurological disorder that develops in childhood characterized by tics - involuntary, rapid, sudden, repetitive muscle movements or vocalizations and often accompanied by other disorder (e.g., ADHD and OCD), lack of impulse control and other behavioural problems. Obsessive Compulsive Disorder (OCD) - the main characteristics associated with this disorder are persistent obsessions (persistent thoughts, impulses or images) or compulsions (repetitive and intentional acts) that significantly interfere with the individual's normal daily social, educational, occupational, or environmental routines. Hearing Impairments - also referred to as "hard of hearing" or "deaf." Visual Impairments - a loss of vision that, even when corrected, affects educational performance. It may be mild to moderate to severe in nature. Learners who are blind are unable to read print and usually learn to read and write using Braille. Individuals with low vision can usually read when the print is enlarged sufficiently. Deaf-blindness - individuals in this category have moderate to severe impairments in both vision and hearing. This is included as a separate category because of the unique learning needs presented, and specialized services required. K33 Communication Disorder - a disorder of articulation, fluency, voice, or language that adversely affects educational performance; or a severe communication deficit that may require the use of an augmentative or alternative communication system such as sign language, communication boards, or electronic devices. Multiple Disabilities – these include any individuals with two or more disabling conditions. However, this category. Often includes mental retardation as one of the categories, and is usually used when disorders are serious and interrelated to such an extent that it is difficult to identify the primary area of disability. It does not include deaf- blindness. Orthopaedic Impairments - associated with physical conditions that seriously impair mobility or motor activity. This category includes individuals with cerebral palsy or disease of the skeleton or muscles, and accident victims. Serious Emotional Disturbance (SED) – includes individuals with a condition in one or more of the following areas during an extended period of time: a) inability to learn, not due to intellectual, sensory or health problems; b) inability to build and maintain social relationships with peers and рeers teachers; c) inappropriate behavior; d) general pervasive depression or unhappiness; e) tendency to develop fears or physical symptoms associated with school and personal problems; and f) Schizophrenia. Other Health Impairments – have limited strengths, vitality, or alertness because of chronic or acute health problems. Conditions that fall into this category include heart conditions, asthma, Tourette syndrome, ADHD, diabetes and so on. Handicap refers to a problem a person with a disability or impairment encounters when interacting with people, events and the physical aspects of the environment. For example, a child with low vision or blindness cannot read the regular print of textbooks. The child either reads books that are published in large print or transcribed into braille. A child who is hard of heating or who suffers from deafness cannot hear regular conversation and uses a hearing aid and reads the lips of the speaker. A child who has a physical disability such as a crippling conx,r, it must be remembered that a disability may pose a handicap in one environment but not in another. A wheelchair-bound child with a physical disability may not be able to compete with his classmates in the Physical Education class, but may excel in Mathematics, Science and other academic subjects. At risk refers to children who have greater chances than other children to develop a disability. The child is in danger of substantial developmental delay because of medical, biological, or environmental factors if early intervention services are not provided. Down syndrome occurs during the early phase of pregnancy when one parental chromosome fails to separate at conception resulting in the child's having forty-seven chromosomes K34 instead of the normal forty-six or twenty-three pairs. At birth, the infant has abnormal physical characteristics and mental retardation. Ifa pregnant woman contracts German measles or rubella during the first three months of pregnancy, the fetus is at risk for blindness, deafness or mental retardation. The fetus in the womb of a woman who consumes alcohol heavily and chain-smokes, or takes prohibited drugs is at risk for brain injury that causes disabilities. If a disability runs in the family, the fetus may inherit it and the infant will be born with a disability. Children may meet accidents, suffer from certain diseases, malnutrition and other environmental deprivations that can lead to disabilities. Categories of Children at Risk Children with established risk are those with cerebral palsy, Down syndrome, and other conditions that started during pregnancy. Children with biological risk are those who are born prematurely, underweight at birth, whose mother contracted diabetes or rubella during the first trimester of pregnancy, or who had bacterial infections like meningitis and HIV. Environmental risk results from extreme poverty, child abuse, absence of adequate shelter and medical care, parental substance abuse, limited opportunities for nurturance and social stimulation. What Are the Categories of Exceptionalities Among Children and Youth with Special Needs? 1. Mental retardation refers to substantial limitations in present functioning. It is characterized by significantly sub-average intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental retardation manifests before age 18 (American Association of Mental Retardation, 1992). 2. Giftedness and talent refers to high performance in intellectual, creative or artistic areas, unusual leadership capacity, and excellence in specific academic field (US Government). Giftedness refers to the traits of above-average general abilities, high level task commitment, and creativity (Renzulli, 1978). Giftedness emphasizes talent as the primary defining characteristic (Feldhusen, 1992). Giftedness shows in superior memory, observational powers, curiosity, creativity, and ability to learn (Piirto, 1994). 3. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury. minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing or motor K35  handicaps, of mental retardation or of environmental, cultural, or economic disadvantages (US Office of Education, 1977). 4. The term emotional and behavioral disorders means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: (a) an inability to learn which cannot be explained by intellectual, sensory, and health factors (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.. behavioror feelings under normal circumstances (d) a general pervasive mood of unhappiness or depression (e) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes children who are schizophrenic (or autistic). The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed (US Department of Education. 5. Speech and language disorders or communication disorders exist when the impact that a communication pattern has on a person's life meets any one of the following criteria(Emerick and Haynes, 1986).: (a) the transmission and/or perception of messages is faulty (b) the person is placed at an economic disadvantage (c) the person is placed at a learning disadvantage (c) there is negative impact on the person's emotional growth (d) the problem causes physical damage or endangers the health of the person 6. Hearing impairment is a generic term that includes hearing disabilities ranging from mild to profound, thus encompassing children who are deaf and those who are hard of hearing. A person who is deaf is not able to use hearing to understand speech, although he or she may perceive some sounds. Even with a hearing aid, the hearing loss is too great to allow a deaf person to understand speech through the cars alone. A person who is hard of hearing has a significant hearing loss that makes some special adaptations necessary (Paul and Quigley, 1990, cited in Heward, 2003). 7. Students with visual impairment display a wide range of visual dis abilities - from total blindness to relatively good residual (remaining) vision. There is a visual restriction of sufficient severity that it interferes with normal progress in a regular educational program without modifications (Scholl, 1986, cited in Heward, 2003). A child who is blind is totally without sight or has so little vision that he or she learns primarily through the other senses, such as touch to read braille. A child with low vision is able to learn through the visual channel and generally learns to read print. 8. Physical impairments may be orthopedic impairments that involve the skeletal system - the bones, joints, limbs, and associated muscles. Or, they may be K36  neurological impairments that involve the nervous system affecting the ability to move, use, feel, or control certain parts of the body. Health impairments include chronic illnesses, that is, they are present over long periods and tend not to get better or disappear. 9. The term severe disabilities generally encompass individuals with severe and profound disabilities in intellectual, physical and social functioning. Because of the intensity of their physical, mental or emotional problems, or a combination of such problems, they need highly specialized educational, social, psychological and medical services beyond those which are traditionally offered by regular and special education programs in order to maximize their potential for useful and meaningful participation in society and for self-fulfillment. Children and youth with severe disabilities include those who are seriously emotionally disturbed, schizophrenic, autistic, profoundly and severely mentally retarded, deaf-blind, mentmally retarded-blind and cerebral palsied-deaf (US Department of Education) Labels and names that were derogatory were used in the past to describe people with physical deformities, mental retardation and behavior problems. These demeaning terms that are not used anymore are "imbecile, moron, idiot, mentally dencient, aunceanu 1001. Even use words "mute" and "dumb" are unacceptable and inappropriate to describe persons who manifest speech and language problems as a result of deafness. Is It Correct to Use Disability Category Labels? There are two points of view regarding the use of labels to describe children and youth with disabilities. The first point of view frowns on labeling these children as mentally retarded, learning disabled, emotionally disturbed, socially maladapted, blind, deaf or physically disabled. Use of disability labels calls attention to the disability itself and overlooks the more important and positive characteristics of the person. These negative labels cause the "spread phenomenon to permeate the mind of the able-bodied persons. The disability becomes the major influence in the development of preconceived ideas that tend to be negative, such as helplessness, dependence and doom to a life of hopelessness. The truth is, persons with disabilities are first and foremost human beings who have the same physical and psychological needs like everybody else. They need to belong, to be loved, to be useful. The second and less popular point of view is that it is necessary to use workable disability category labels in order to describe the exceptional learning needs for a systematic provision of special education services. Nevertheless, decades of research and debates on the issue have not arrived at any conclusive resolution of the labeling problem. A number of pros and cons have been advanced by various specialists and educators (Heward, 2003). Pros and Possible Benefits of Labeling Categories can relate diagnosis to specific types of education and treatment. K37  Labeling may lead to "protective response in which children are more accepting of the atypical behavior by a peer with disabilities than they would be if that same behavior were emitted by a child without disabilities. Labeling helps professionals communicate with one another and classify and assess research findings. Funding of special education programs is often based on specific categories of exceptionality, Labels enable disability-specific advocacy groups to promote specific programs and to spur legislative action. Labeling helps make exceptional children's special needs more visible to the public. Because labels usually focus on disability, impairment, and performance deficits, some people may think only in terms of what the individual cannot do instead of what he or she can or might be able to learn to do. Labels may cause others to hold low expectations for and to differentially treat a child on the basis of the label, which may result to a "self- funneling prophecy." For example, in one study, student teachers gave a child labeled "autistic" more praise and rewards and less verbal correction for incorrect responses than they gave a child labeled "normal." Such differential treatment could hamper a child's acquisition of new skills and contribute to the development and maintenance of a level of performance consistent with the label's prediction. Labels that describe a child's performance deficit often mistakenly acquire the role of explanatory constructs. For example, "Sherry acts that way because she is emotionally disturbed." Labels suggest that learning problems are primarily the result of something wrong within the child, thereby reducing the systematic examination of and accountability for instructional variables as the cause of performance deficits. This is especially damaging outcome when the label provides educators with a built-in excuse for ineffective instruction. For example, "Jalen hasn't learned to read because he's "). A labeled child may develop poor self-concept. Labels may lead peers to reject or ridicule the labeled child. Special education labels have a certain permanence; once labeled, it is difficult for a child to ever again achieve the status of simply being "just another kid." Labels often provide a basis for keeping children out of the regular classroom. A disproportionate number of children from diverse cultural, ethnic and linguistic groups have been inaccurately labeled as disabled especially under the category mild mental retardation. Classification of exceptional children requires the expenditure of a great amount of money and professional and student time that could better be spent in planning and delivering instruction. ACTIVITY 2.2a K38  You can Do this by Group! In our messenger chat room, group yourselves according to your family names: Group 1- Student’s family names start from letters A to E Group 2 - Student’s family names start from letters F to J Group 3- Student’s family names start from letters K to 0 Group 4- Student’s family names start from letters P to T Group 5 - Student’s family names start from letters U to Z From the net as your source, create an e-collage of pictures or images of the different categories of CSN. Once finishing touches are done, proudly post creation on our GC on October 15,2021. Indicate your names below the best title of your e-collage and tell something about it. Summary Children with special needs are children who have a disability or a combination of disabilities that makes learning or other activities difficult. Special needs is a very broad term and every situation is unique. Special-needs children include those who have: Mental Retardatio