Principles, Policies and Dimensions of Special Education PDF

## Principles, Policies and Dimensions - Early Intervention - Early Intervention is the process of providing services, education and support to young children who have developmental delays or disabilities. - Early Intervention is a system of coordinated services that promotes the child's ag...

## Principles, Policies and Dimensions - Early Intervention - Early Intervention is the process of providing services, education and support to young children who have developmental delays or disabilities. - Early Intervention is a system of coordinated services that promotes the child's age-appropriate growth and development and supports families during the critical early years. - It's like special education but it's for eligible infants and toddlers who are behind at reaching developmental milestones. - Early intervention focuses on helping eligible babies and toddlers learn the basic and brand new skills typically develop during the first three years of life, such as: - Cognitive (thinking, solving problems) - Communication (talking listening, understanding) - Physical (reaching rolling, crawling, and walking) - Self-help (eating, dressing) - Social/Emotional (playing, feeling secure and happy) - A child who qualifies for an early intervention program may receive one or more of these services: - Screening and assessment - Hearing (audiology) or vision services - Home visits - Medical, nursing or nutrition services - Physical or occupational therapy - Social work services - Speech and language therapy - Early Intervention Programs for Children with Developmental Delays - Congress established Early Intervention Program in 1986 in recognized of an urgent and substantial need’ to: - Enhance the development of infants and toddlers with disabilities - Reduce educational costs by minimizing the need for special education through early intervention - Minimize the likelihood of institutionalization, and maximize independent living - Enhance the capacity of families to meet their children needs - Early Intervention Services - Assistive Technology (devises a child might need) - Audiology or hearing services - Counselling and training for family - Developmental Monitoring - Medical services - Nursing services - Nutrition services - Occupational therapy - Physical therapy - Psychological services - Service Coordination - Special Instruction for the child - Speech and language services - As a program for children and families, some Early Services are intended to support to family in caring for their child. These services can be quite varied in scope, including referrals to other programs, provisions of information about a topic of relevance to the family or assistance with family problems. - Screening, Evaluation and Assessment for Children with Developmental Delays - Screening includes activities to identify children who may need further evaluation in order to determine the existence of a delay in development or a particular disability. - Evaluation is used to determine the existence of a delay or disability to identify the child's strengths and needs in all areas of development. - Assessment is used to determine the individual child's present level of performances and early intervention or educational needs. - Process of Inclusion - Philippine Model - The 2009 Department of Education Order No. 72 defines inclusive education as the philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents and the community. - The more recent 2013 Enhanced Basic Education Act refers to gifted and talented children; learners with disabilities; learners of the madrasa curriculum; indigenous peoples; and learners in difficult circumstances, such as geographical isolation, chronic illness, abuse, or displacement due to armed conflict, urban resettlement or disaster as target groups of inclusive education. - What are the Philippine Models of Inclusion? The Child with Special Needs(Vision) - Self- Instruction - Self - Monitoring - Self – Reinforcement - Self-Determination - What is the process of Inclusion? - Inclusion is concerned with the identification and removal of barriers. Consequently, it involves collecting, collating and evaluating information from a wide variety of sources in order to plan for improvement in policy and practice. - Partial Mainstream Towards Inclusion - Partial Mainstreaming Towards Inclusion - Mainstreaming is the placement of a student in regular classroom for educational purposes. - Partial mainstreaming is the placement of students with disabilities in the regular classroom for part of their instructional day, but not as the primary placement. The alternative curriculum involves teaching survival skills as well as independent living skills - Full Mainstreaming Towards Inclusion - Full Mainstreaming or inclusion refers to children with an IEP attending a regular classroom for their social and academic benefit but these children are not expected to learn the same materials as the rest of the class - Transitions Program - The Transition Program is designed to teach independent living skills, including vocational skills to students receiving special education services ages 18-22. As they make progress, students finetune their work abilities, determine job preferences and learn to work with growing independence. - What are transition programs for students with disabilities? - As defined in IDEA, transition services are a coordinated set of activities for students with disabilities that is designed to be a result-oriented process that focuses on improving the academic and functional achievement of the students with a disability to facilitate the students movement from school to post-school - What do you mean by transition in inclusive education? - For the special needs child however, transition has very specific meaning. It is a part of the overall individualized Education Program or IEP and it defines the move from public school to adult life. The IEP transition plan, as it is called is required by the law for students with a learning disability. - What is the main purpose of transition program? - The Transition Program aims to help special learners become functional in spite of their disabilities. It aims to make them enjoy their daily lives, and empower them to become more useful and productive citizens - Transition students learn to ride public transportation, budget earnings, make purchases, behave appropriately in different settings, follow directions, and more. This is a tiered program and students have the opportunity to advance through as many as four levels of instruction. As they make progress, students fine-tune their work abilities, determine job preferences, and learn to work with growing Independence. - Sustaining Programs - The sustaining programs foundation of inclusive and special education focuses on providing ongoing support and resurces to ensure the success and progress of students with disabilities in inclusive classrooms. - This foundation is built upon several key elements: - Professional Development - This foundation recognizes the importance of continuous professional development for teachers and education professionals. Ongoing training and workshops are provided to enhance their knowledge and skills in inclusive and special education practices. - Individualized Education Plans (IEPs) - Individualized Education Plans are crucial in ensuring that the specific needs of each student with disabilities are met. This foundation supports the development and implementation of IEPs, which outline the goals, accommodations, and modifications necessary for students to thrive in the inclusive classroom setting. - Collaboration and Co-Teaching - Collaboration among teachers, administrators, and support staff is essential for inclusive education to be successful. This foundation promotes a collaborative approach where general education and special education teachers work together to plan, instruct, and assess students. - Support Services - Inclusive education requires additional support services to help students with disabilities succeed academically, socially, and emotionally. This foundation ensures the provision of support services such as speech therapy, occupational therapy, counseling, and assistive technology. These services are tailored to meet the unique needs of each student, enabling them to fully participate in the inclusive classroom environment. - Parent and Community Involvement - The sustaining programs foundation recognizes the importance of involving parents and the community in the education of students with disabilities. Regular communication, collaboration, and partnerships are fostered to ensure that parents are active participants in their child's education. - Monitoring and Evaluation - Continuous monitoring and evaluation of inclusive and special education programs are integral to this foundation. Data is collected to assess student progress, identify areas for improvement, and make naraccari adiustmante to instruction and support services. This ensures that programs are effective and responsive to the changing needs of students with disabilities - National IP Education Policy - What is National IP education policy? - Adapting the National Indigenous Peoples Education Policy Framework. This Policy Framework is intended to be an instrument for promoting shared accountability, continuous dialogue, engagement and partnership among government, IP communities civil society, and other education stakeholders - What is IP education? - The right of indigenous peoples (IP) to basic education that is responsive to their context, respects their identities and promotes the value of their indigenous knowledge skills and other aspects of their cultural heritage. - What is DepEd Order No 32 S 2015? - DO 32,s 2015 - Adopting the indigenous Peoples Education Curriculum Framework. Pursuant to DepEd Order No. Fundamental to IPED is establishing institutionalized partnership between indigenous communities and the respective schools/learning programs which serve them - The Indigenous Peoples Education (IPEd) Program is DepEd's response to the right of indigenous peoples (IP) to basic education that is responsive to their context, respects their identities, and promotes the value of their indigenous knowledge, skills, and other aspects of their cultural heritage. - Specifically, the objectives of the IPEd Program are the following: - make the curriculum culturally responsive to the specific community context of IP learners; - builds the capacity of teachers, school heads, and other concerned personnel at different levels of governance in implementing culture-based education for IPs; - support the development of culturally appropriate learning resources and learning environment responsive to the specific community context of IP learners; - strengthen the policy environment supportive of IPEd; and - address the learning needs of IP learners who lack access to basic ducation services - The IPEd Program supports the realization of the K to 12 Basic Education Curriculum, which subscribes to the following standards and principles, among others: inclusive, culture-sensitive, and flexible enough to enable and allow schools to localize, indigenize, and enhance based on the community's educational and social context. - To strengthen the capacity of DepEd in responding to IP learning needs, in a manner that is flexible, demand-driven, and evidence-based, a Program Support Fund (PSF) shall be provided to regional and schools division offices in FY 2016. - For the implementation of the program in 2016, the PSF shall be used solely for IPEd-related activities that support three (3) thematic focus areas, namely: - curriculum and learning resources development; - capacity building; and, - education planning for IPEd. - These focus areas aim at further building the institutional capacity of DepEd offices in responding to and managing the complexities of IPEd implementation, supporting the indigenization of the curriculum at the school/division level.