INTRO TO SPED (WEEK 2-3)

SPECIAL EDUCATION (SPED)

- Individualized education for children with special needs, learners with special educational needs (LSEN
- “Specially designed instruction to meet the needs of a handicapped child, including classroom instructi
in PE, home instruction and instruction in hospital and institutions”.
- A set of educational programs or services designed to meet the particular needs of exceptional children
profit normally from general education because of disabilities
- Bringing the individual to the highest potential and capacity
- The child should be recommended to the SPED program. The needs of the child should be considered

CURRICULUM

REGULAR PROGRAMS

o Based on the recommendation of DEPED

o Maximum Learning Competencies (MCL) List of skills necessary (Gr. 1 to HS)
o Subjects – mastery, broad knowledge, basically knowledge-based

SPED PROGRAMS

o Each child has a special curriculum designed for him/her

o The curriculum is based on the result of the assessment test given
o Curriculum program – specific for each child

ADMISSION

- Requirements to be accepted in the school

Example: entrance exam, manipulative exam, interview, recommendation, etc.

- Evaluation from developmental pediatrician

- Evaluation from the Therapist (Physical Therapist, Occupational Therapist, Speech Therapist)
- Evaluation from the previous teacher/s or schools

5 AREAS OF LEARNING

1. Psychomotor – Gross and Fine Motor Skills

2. Cognitive –

3. Psychosocial – dealing/relating with others, expressing self

4. Language and Communication –

5. Self – help skills (as a means of establishing independence)

Visually Impaired (VI) – mobility / use of Braille

Hearing Impaired (HI) – sign language / subtitle

Enrichment for the Gifted

Children have the potential to learn. all areas should be given attention, making the
HOLISTIC

SPED TEACHERS

- must cater to the child’s needs

- must have a background (especially on the 5 areas of learning)

- think of DIVERSE but APPROPRIATE activities so that students will find school interesting

- observe the development of the child at all times

- shape the child’s behavior and development usually through narrative reports

- AVOID giving NUMERICAL GRADES

EVALUATION
13 LEGAL CATEGORIES FOR EXCEPTIONALITIES

- Autism
- Deaf-blindness
- Deafness
- Emotional Disturbance
- Intellectual Disability
- Hearing Impairment
- Multiple Disabilities
- Orthopedic Impairment
- Visual Impairment (VI)
- Traumatic Brain Injury (TBI)
- Speech or Language Impairment
- Specific Learning Disability
- Other Health Impairment

UN CONVENTION RIGHTS OF THE CHILD

- The child’s best interest should be the nation’s priority

- Ensure the child’s survival and development to the maximum extent
- Disabled children should enjoy a full and dignified life
- The disabled child has the right to: care, education, health care, rehabilitation, employment preparation
on Magna Carta)

UNESCO statement advocated the program of INCLUSION

CHALLENGES OF SPED IN THE PHILIPPINES

- Provide integration/inclusion
- Children – promoted from grade to grade
- Curriculum is still on the prescribed program but it can be modified

EDUCATIONAL TARGETS

- Service delivery
- Education for parents and families
- School to adult life transition
- Parent-teacher consultation groups
- Gradual integration/inclusion
- Training and upgrading of teachers
- Dissemination of techniques and materials
- Program for the Gifted and Talented
- SPED – regular partnership
- Early intervention
- Research
- Create programs
- Advocacy

LABELLING MAJOR ISSUES AND CONCERN OF SPED

- Identify and deal with the problems

- Widely used professionals
- Existence of groups and organizations
- Promote a specific program
- Help the children – needs become “visible” to the public, become topic for/of educational discussion
- Always sees the negative side
- Causes others to react indifferently to the child
- Assume that all children with the same problems are the same with > fail to properly assess the child
- Makes the label an explanation/cause of the child’s behavior
- Poor self-concept (child) sees himself always behind the others
- Labels ridicule a child
- Provide basis for children to be separated from the regular class

SOLUTION
 WEEK 4

Topics: Special Education

History of Special Education

Significant People in Special Education

Special Education in the Philippines

Laws and Legislation pertaining to Special Education

Introduction

Special Education requires special materials and teaching techniques for the students who have diff
mentally, and physically. The importance of Special Education is to learn and interact with their peers that do not
learn appropriate social skills, and develop friendships. Students who need special education include those with
disorders, vision and hearing impairment, intellectual disability, emotional disorders, specific learning disabilities
or ability to do the math, and speech and language impairment. In this report, the students will acquire knowledge
significant people, and laws regarding social education. It also discusses Special Education in the Philippines. S
needs to understand and learn about this topic for them to know more about special education and understand
disabilities.

Special Education

Special education means specially designed instruction that meets the unusual needs of an exceptional
might require special materials, teaching techniques, or equipment and/or facilities. Students with visual impairme
reading materials in large print or braille; students with hearing impairments might require hearing aids and/or in
language; those with physical disabilities might need special equipment; those with emotional or behavioral diso
smaller and more highly structured classes; and students with special gifts or talents might require access to worki
Related services—special transportation, psychological assessment, physical and occupational therapy, medic
counseling—might be necessary if special education is to be effective. The single most important goal of spe
finding and capitalizing on exceptional students’ abilities. The best general education cannot replace special e
education is more precisely controlled in pace or rate, intensity, relentlessness, structure, reinforcement, tea
curriculum, and monitoring or assessment. We think it’s a good idea to improve the education of all children, an
federal education laws of the early 21st century. However, good or reformed general education does not and cann
education for those students at the extremes of the range of disabilities.

History of Special Education

1871 – American School for the Deaf

The American School for the Deaf is founded in Hartford, Connecticut. This was the first school for
anywhere in the Western Hemisphere.

1840 – Law Mandating Compulsory Education

Rhode Island passed a law mandating compulsory education for all children. Compulsory education is ed
1922 – Counsil for Exceptional Children

The Council for Exceptional Children is the first advocacy group for children with disabilities. The C
largest special education advocacy groups. The main objective of this group is to ensure that children with spec
Free and Appropriate Education (FAPE).

1954 – Brown v. Board of Education

A landmark court case that overturned Plessy v. Ferguson case saying that “Separate is not equal”. This c
attention to black v. white’s in school and special need students v. general education students. This case encourag
of many advocacy groups to inform the public of need of special education programs.

1965 – Elementary and Secondary Education Act

The ESEA did not make it law to educate students with disabilities but it did give grants to state school
institutions that put into place programs to educate students with disabilities.

1973 – Section 504

Section 504 of the Rehabilitation Act allows protection from discrimination of special needs and disabi
considered the first law giving protection to students with special needs. This law includes Free and Appropriate E
and Least Restrictive Environment (LRE). Students are eligible when they have either a physical or mental disab
their learning experience.

1975 – Education for All Handdicapped Children Act (EAHCA)

This act made sure that all students with disabilities are educated in public schools. EAHCA include
educations, special education for children 3-21, supplemental services, due process, zero reject, and least restricti

1990 – Americans with Disability Act

The Americans with Disabilities Act was signed into law by President George W. Bush. The act prom
special needs will have the same rights as everybody else. This includes both school and work. This act also stated
special needs cannot be discriminated against in schools, the workplace, and everyday society such as public tran

1990 – IDEA

The individuals with disabilities Education Act were also signed into law by George W. Bush. This law i
Free and Appropriate Education (FAPE), Least Restrictive Environment (LRE), Individualized Education Plan (
parent/student participation, and all procedural safeguards for participants. This law also has 4 sections.

2002 – No Child Left Behind Act

No Child Left Behind was signed into law by President George W. Bush. This law states that all st
proficient in math and reading by 2014. This law had some states asking to not be part of it. Some schools h
falsifying scores while others took it seriously and reported if they were not proficient.

2004 – IDEA Reauthorized

The re-authorization of IDEA made many changes to the original. The changes include the Individualiz
Plan (IEP), due process, and student discipline.

Significant People in Special Education

information on the child's strength and weaknesses at home, background information on the child history and d
information on any family factors that may affect the child’s learning.

 Importance of the Individual Education Program Team (IEP)

 Parents provide Critical Input Parents have most complete understanding of a child’s physical, social, de
family history
 Know their children best. Parents close observe students work.
 Parents are their child’s best advocate

Organizations

 Association for Retarded Citizens of the Us (ARC) organization changed its name to "The ARC" this is
community-based organization of and people with intellectual and developmental disabilities. This is de
and improve supports and services for all people with mental disabilities.
 The Autism Society of America Everyone's deserves to live fully, at the core of the Autism Society w
influence meaningful change in support of Autism community.
 Federation of Families for Children’s Mental Health National Family run organization linking more t
and state organizations focused on the issues of children and youth with emotional, behavioral or me
and their families.

Special Education in the Philippines

Special education (also known as special needs education, aided education, vocational education, and lim
education) is the practice of educating students with special educational needs in a way that addresses their indiv
and needs.

An Educational Program/Service designed to meet the needs of children with special needs who ca
general or Regular Education because of disabilities or Exceptional Disabilities.

The Sped program of DepEd provides a holistic approach in catering to the needs of learners with various
This program ensures that learners with exceptionalities will have access to quality education by giving them the
unique learning needs.

VISSION, POLICY, GOAL, AND OBJECTIVES OF SPECIAL EDUCATION IN THE PHILIPPINES

 Vision for Children with Special Needs

The Department of Education clearly states its vision for children with special needs in cons
philosophy of inclusive education, thus:

The State, community and family hold a common vision for the Filipino child with special ne
century, it is envisioned that he/she could be adequately provided with basic education. This education sho
his/her own potential for development and productivity as well as being capable of self-expression of his/her
More importantly, he/she is God-loving and proud of being a Filipino.

 Policy of Special Education

The policy on Inclusive Education for All is adopted in the Philippines to accelerate access to
children and youth with special needs.
 The two-pronged goal includes the development of key strategies on legislation, human resour
family involvement, and active participation of government and non-government organizations.

 Objectives of Special Education

 Provide a flexible and individualized support system for children and youth with special needs i
environment in schools nearest the students' homes.
 Implement a life-long curriculum to include early intervention and parent education, basic educati
programs on vocational training or preparation for college, and
 Make available an array of educational programs and services: the Special Education Center b
within a school concept" as the resource center for children and youth with special needs; inclu
regular schools, special and residential schools, homebound instruction, hospital instruction, and c
programs; alternative modes of service delivery to reach the advantaged children in far-flung towns
and underserved barangays.

Laws and Legislation pertaining to Special Education

Students with disabilities and special needs may need individually planned and systematically de
techniques. Special education programs work to help individuals develop not only their academic skills, but also t
that help them become self-sufficient members of the community.

Much of the progress in meeting the educational needs of children and youths with disabilities is att
requiring states and localities to include students with special needs in the public education system (Bateman, 2007
& Linden, 2006; Huefner, 2006). We focus here on recent legislation that represents a culmination of decades of le
However, litigation (lawsuits or court decisions) has also played a major role in special education (see Rozalski, M
2011; Yell, Katsiyannis, & Bradley, 2011).

These are the laws implemented pertaining to Special Education:

1. Education for All Handicapped Children Act

A landmark federal law was passed in the Congress in 1975: the Education for All Handicapp
commonly known as PL 94-142. This was the first special education law directed at students with phy
disabilities.

The mission of this act was to:

• make special education services accessible to children who require them;

• maintain fair and appropriate services for disabled students;

• institute systematic evaluation requirements for special education; and

• endow federal resources to public schools for the education of disabled students.

2. Americans with Disabilities Act (ADA)

Another landmark federal law, enacted in 1990, is the Americans with Disabilities Act (ADA
the right of individuals with disabilities to nondiscriminatory treatment in other aspects of their l
protections of civil rights in the specific areas of employment, transportation, public accommodation
government, and telecommunications.
 Konold, 2007; Rothstein, Jacobsen, & Wilder, 2006). Laws often have little or no effect on the lives of
disabilities until courts interpret exactly what the laws require in practice. Exceptional children, prim
actions of parent and professional organizations, have been getting their day in court more frequently
related federal and state laws were passed. Therefore, we must examine litigation to complete the pictur
legal system may safeguard or undermine appropriate education for exceptional children.

Brief History on How the U.S. Legal System may Safeguard or Undermine Appropria
Exceptional Children

Zelder (1953) noted that in the early days of public education, school attendance was seen a
could be awarded to or withheld from an individual child at the discretion of local school officials. Du
and early 20th centuries, the courts typically found that disruptive children or those with mental retarda
disabilities) could be excluded from school for the sake of preserving order, protecting the teacher’s tim
demands, and sparing children the discomfort of seeing others who are disabled. In the first half of the
courts tended to defend the majority of schoolchildren from a disabled minority. But now the old excu
students with disabilities from school are no longer thought to be valid.

Today, the courts must interpret laws that define school attendance as the right of every child,
disability. Litigation is now focused on ensuring that every child receives an education that is ap
individual needs. As some legal scholars have pointed out, this doesn’t mean that laws or litigation supp
of all children with disabilities in general education (Bateman, 2007, 2011; Dupre, 1997; Huefner, 1994

Litigation may involve legal suits filed for either of two reasons: (1) because special educatio
being provided for students whose parents want them or (2) because students are being assigned to s
when their parents believe that they shouldn’t be.

Suits for special education have been brought primarily by parents whose children are unques
and are being denied any education at all or are being given very meager special services. The parents w
believe that the advantages of their children’s identification for special education services clear
disadvantages. Suits against special education have been brought primarily by parents of students w
questionable disabilities and who are already attending school. These parents believe that their ch
stigmatized and discriminated against rather than helped by special education. Thus, the courts today a
decisions in which individual students’ characteristics are weighed against specific educational program

4. Students with Disabilities and Postsecondary School

The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 forbid discrimi
based on disability. This applies to colleges and universities as well as elementary, middle and hig
students with special needs go on to study at the postsecondary level, but the laws are slightly different f
schools. The law does not require postsecondary schools to provide a free appropriate public educatio
it does oblige schools to offer suitable academic adjustments and accessible housing to students with di

5. Individuals with Disabilities Education Act (IDEA)

In 1990, this law was amended to become the Individuals with Disabilities Education Act (ID
law was amended again, but its name was not changed (see Bateman & Linden, 2006, and Yell, 2006,
federal law we now know as IDEA was revolutionary because it was the first federal law mandating
public education for all children with disabilities. Its basic provisions are described in the Focus on
previous page. Historically, legislation has been increasingly specific and mandatory.
 systems to identify all children and youths with disabilities and to provide the special education and r
these students.

WEEK 5

Topics:
● UN Convention on the Rights of the Child
● UNESCO Salamanca Statement
● Magna Carta for the Disabled
● Policies and Guidelines of SPED in the Philippines
● Goals and Challenges of SPED in the Philippines

UN Convention on the Rights of the Child

WHAT IS THE UNCRC?

The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding international agreeme
civil, political, economic, social and cultural rights of every child, regardless of their race, religion or abilities.
WHAT IS CONTAINED IN THE UNCRC?
The UNCRC consists of 54 articles that set out children’s rights and how governments should work together to mak
to all children.
Under the terms of the convention, governments are required to meet children’s basic needs and help them reach th
Central to this is the acknowledgment that every child has basic fundamental rights. These include the right to:
● Life, survival and development
● Protection from violence, abuse or neglect
● An education that enables children to fulfil their potential
● Be raised by, or have a relationship with, their parents
● Express their opinions and be listened to.
In 2000, two optional protocols were added to the UNCRC. One asks governments to ensure children under the
forcibly recruited into their armed forces. The second calls on states to prohibit child prostitution, child pornogra
of children into slavery. These have now been ratified by more than 120 states.
A third optional protocol was added in 2011. This enables children whose rights have been violated to complain d
Committee on the Rights of the Child.
WHO STARTED THE UNCRC?
In fact, the world's very first declaration on child rights was written by Save the Children founder, Eglantyne Jeb
WHO HAS SIGNED UP TO THE UNCRC?
Since it was adopted by the United Nations in November 1989, 196 countries have signed up to the UNCRC, with
still to ratify.
All countries that sign up to the UNCRC are bound by international law to ensure it is implemented. This is m
Committee on the Rights of the Child
The UNCRC is also the only international human rights treaty to give non-governmental organisations (NGO
Children, a direct role in overseeing its implementation, under Article 45a.
HOW DOES SAVE THE CHILDREN SUPPORT CHILDREN'S RIGHTS?
We're calling on all governments to recommit to the UNCRC by focusing on three key areas:
● Ensuring all laws fully comply with the UNCRC.
ARTICLE 4 (implementing the UNCRC)The state must do all it can, through passing legislation and creatin
systems, to promote and protect children’s rights.
ARTICLE 5 (parental guidance) The state must respect the rights and responsibilities of parents to guide their ch
his or her rights and in a way that is consistent with a child’s developing capacities.
ARTICLE 6 (children’s survival and development) Every child has the right to survive. The state must do all it
children survive and develop to the full extent possible.
ARTICLE 7 (birth registration) Every child should be registered at birth and has the right to a name, to a nationa
possible, to be cared for by their parents.
ARTICLE 8 (identity) Every child has the right to their identity – including their nationality, name and family rela
a child is deprived of one or more elements of their identity, the state will act to re-establish them.
ARTICLE 9 (separation from parents) No child should be separated from his or her parents against their will u
child’s best interests. Children whose parents have separated have the right to contact and a relationship with bo
that’s not in the child’s best interests.
ARTICLE 10 (family reunification) Where a separated child or his or her mother or father wishes to move to anot
reunified as a family, the states involved should respond quickly and sympathetically. Children whose parents a
living in different countries havethe right to maintain a personal relationship and direct contact with both parents
ARTICLE 11 (abduction) States shall take steps to stop children being illegally taken abroad by their parents or o
from being prevented from returning to their country.
ARTICLE 12 (respect for children’s views)Every child has the right to express their views on matters that affe
these views to be taken into consideration.
ARTICLE 13 (freedom of expression) Every child has the right to find out and distribute information and to exp
through talking, writing, art or any other form of expression.
ARTICLE 14 (freedom on thought, conscience and religion) Every child has the right to think and believe what
to practise their religion, provided this does not prevent others from enjoying their rights. The state should respe
responsibilities of parents to provide direction to their child that is appropriate to his or her development.
ARTICLE 15 (freedom of association) Every child has the right to meet other people and to join groups and orga
as this does not prevent others enjoying their rights.
ARTICLE 16 (privacy) Every child has the right to privacy, including their family and home life, and they sho
from unlawful attacks on their reputation.
ARTICLE 17 (mass media) Every child has the right to find out information and material from a variety of me
state should encourage mass media information that supports children’s wellbeing and development. The mass
encouraged to consider the linguistic needs of children from minority groups. The production and dissemination of
should be encouraged. Children should be protected from information that may be damaging.
ARTICLE 18 (parental and state responsibilities)The state should recognise that both parents have responsibi
upbringing and development, and the best interests of the child should be their primary concern. States should ass
through support for care services.
ARTICLE 19 (protection from violence, abuse and negelect) The state must do all it can to protect children from
neglect, bad treatment or exploitation by their parents or anyone else who looks after them.
ARTICLE 20 (alternative care) If a child cannot be looked after by their parents, the state has a responsibility to pr
care. The child’s ethnic, religious, cultural and linguistic background should be considered.
ARTICLE 21 (adoption) In adoption cases, the state should ensure the process is lawful and the interests of the chi
Children should only be adopted overseas if a suitable family cannot be found in their own country.
ARTICLE 22 (refugee children)Children seeking or who have refugee status have the rights set out in the UNCR
must provide protection and support, and must help children who are separated from their parents to be reunited w
ARTICLE 23 (disabled children) Disabled children have the right to enjoy a full life, with dignity, and to par
possible in their community. The government should support disabled children and their families.
ARTICLE 27 (adequate standard of living) Every child has the right to a decent standard of living to enable th
develop. Parents are responsible for providing this. the state should support where necessary, particularly with a
clothing and housing.
ARTICLE 28 (education) Every child has the right to education. Primary education should be compulsory and free
of secondary education should be available to every child. School discipline should respect children’s dignity a
countries should support poorer countries in this.
ARTICLE 29 (education and children’s development) Education should help develop every child’s personality, ta
and physical abilities to the full. It should develop children’s respect for their own rights and those of others, for
their own culture and the cultures of others, and for the natural environment.
ARTICLE 30 (minority and indigenous groups) A child from minority group has the right to enjoy their own cult
own religion and use their own language.
ARTICLE 31 (play and cultural and artistic activities) Every child has the right to relax, play and take part in cu
activities.
ARTICLE 32 (child labour) Every child has the right to be protected from any work that is dangerous, that inte
education or that is harmful to their health. Governments must set a minimum working age and make sure worki
safe and appropriate.
ARTICLE 33 (drug abuse) Children should be protected from using, producing or distributing illegal drugs.
ARTICLE 34 (sexual exploitation and abuse)All children must be protected from all forms of sexual exploit
including unlawful sexual activity, prostitution and in pornographic materials.
ARTICLE 35 (abduction, sale and trafficking)The state should do all it can to prevent children being abducted, s
to another country and
ARTICLE 36 (other forms of exploitation)The state should protect children against all other forms of exploitatio
ARTICLE 37 (cruel treatment and detention)No child should be tortured or treated in a cruel or inhuman way. P
last resort. Children who are detained should not be imprisoned with adults and they should have the opportu
contact with their family. No child should be given the death penalty or a sentence of life imprisonment without
release.
ARTICLE 38 (armed conflict) States should do all they can to protect children under 15 from taking part in c
armed forces. Children in conflict zones should be given special protection.
ARTICLE 39 (recovery from trauma and reintegration) States should do all they can to help any child who has
exploited, abused, tortured or involved in armed conflict to recover their health, selfrespect and dignity, and to re
ARTICLE 40 (juvenile justice) Every child accused of breaking the law should be presumed innocent until prove
option of legal assistance and be given a fair hearing. The state should establish a minimum age for criminal r
should avoid judicial proceedings where appropriate and desirable, and should have alternatives to institutional c
ARTICLE 41 (national law and standards)If a country’s laws and standards go further than the UNCRC in prom
rights, they should be kept.
ARTICLE 42 (knowledge of children’s rights) The state must make sure adults and children know about th
provisions of the UNCRC.
 UNESCO Salamanca Statement

Introduction
The Salamanca Statement and Framework for Action on Special Needs Education is possibly the most impor
document in the field of special education that has ever been published. In doing so, it embraced the concept of inc
which would go on to have a huge influence in the years to come.
In June 1994 more than 300 partcipants representing 92 governments and 25 international organizations gathere
Salamanca Spain. The aim of the said conference was Education for All considering what basic policy change
promote inclusive education so that schools can serve all children, particularly those with special educational nee
The Salamanca Statement on Principles, Policy, and Practice in Special Needs Education, as well as a Framework
adopted at the conference, which was organized by the Spanish government and UNESCO.

The Salamanca Statements says;

1. Every child has a basic right to education.
2. Each child have a unique sets of qualities, characteristics, abilities, interests, and learnings.
3. Educational services should responsible to take into account diverse characteristics and needs.
4. Students with special needs must be able to attend regular schools.
5. Schools provide high quality education and improve efficiency and cost-effectiveness.

The Salamanca Statement asks governments to;

1. Ensure and prioritize education system inclusive.
2. Make the notion of inclusive education a law and policy.
3. Enhance demonstration projects.
4. Encourage collaborations with countries that have an inclusive education.
5. Ensured that teacher education are suitable and available.
6. Provide methods for planning, monitoring, and evaluating educational services for children and adults.
7. Encourage and facilitate engagement of disabled people's parents and organizations.

The Salamanca Statement ask for International Community;

The governments with international cooperation programmes and international funding agencies, especially the
World Conference on Education for All, the United Nations Educational, Scientific and Cultural Organiza
the United Nations Children’s Fund (UNICEF), United Nations Development Programme (UNDP), and the
- To encourage the growth of special needs education as an integrated part
programmes.
- The United Nations and its specialized agencies, in particular the Internation
(ILO), the World Health Organization (WHO), UNESCO and UNICEF;
- To strengthen their inputs for technical cooperation, as well as to reinforce their
networking for more efficient support to the expanded and integrated provision
education;
• non-governmental organizations involved in country programming and
• to strengthen their collaboration with the official national bodies and
growing involvement in planning, implementation and evaluation of inclusive pro
educational needs.
The Framework for Action
The Framework for Action says 'inclusion and participation are essential to human dignity and to the enjoyment a
human rights.' In the field of education this is reflected in bringing about a 'genuine equalization of opportunity.'
wide variety of scenarios encountered in the world's diverse areas and countries, and must, consequently, be alter
local requirements and circumstances. To be effective, it must be supplemented by national, regional, and local a
vated by a political and popular will to attain universal education.
II. Guidelines for action at the national level
A.Policy and organization
• Integrated education and community-based rehabilitation represent complementary and mutually supportive app
serving those with special needs. Both are based upon the principles of inclusion, integration and participation, an
well-tested and cost-effective approaches to promoting equality of access for those with special educational need
nationwide strategy aimed at achieving education for all. Countries are invited to consider the following actions c
policy and organization of their education systems.
•Legislation should recognize the principle of equality of opportunity for children, youth and adults with disabilit
secondary and tertiary education carried out, in so far as possible, in integrated settings.
•Special attention should be paid to the needs of children and youth with severe or multiple disabilities. They hav
rights as others in the community to the achievement of maximum independence as adults and should be educate
their potential towards that end.
B.School factors
Curriculum Flexibility
•School should there to provide curricular opportunities to suit children with different abilities and interest.
•Children with special needs should receive additional instructional support in the context of the regular curriculu
different curriculum.
•The acquisition of knowledge is not only a matter of formal and theoretical instruction.
•In order to follow the progress of each child assessment procedures should be reviewed.
•Appropriate and affordable technology should be used when necessary to enhance success in the school curricul
communication, mobility and learning.
School management
•Local administrators and school heads can play a major role in making schools more responsive to children with
educational needs if they are given necessary authority and adequate training to do so.
•School heads have a special responsibility in promoting positive attitudes throughout the school community and
effective co-operation between class teachers and support staff.
•Each school should be a community collectively accountable for the success or failure of every student.
Information and research
•The dissemination of examples of good practice could help to improve teaching and learning.
•Special needs education should be integrated into the research and development programmes of research institut
curriculum development centers.
C. Recruitment and training of educational personnel
•The skills required to respond to special educational needs should be taken into account during assessment of stu
certification.
•As a matter of priority, written materials should be prepared and seminars organized for local administrator, sup
teachers and senior teachers to develop their capacity to provide leadership in this area and to support and train le
teaching staff.
•It is also important to actively involve people with disabilities in research and training roles in order to ensure th
perspectives are taken fully into account.
D. External support services
•Provision of support services is of paramount importance for the success of inclusive educational policies.
•Support to ordinary schools could be provided by both teacher education institutions and by the outreach staff of
•External support by resource personnel from various agencies, departments and institutions, such as advisory tea
•Girls with disabilities are doubly disadvantaged. A special effort is required to provide training and education fo
special educational needs.
Preparation for adult life
•Young people with special educational needs should be helped to make an effective transition from school to ad
Schools should assist them to become economically active and provide them with the skills needed in everyday l
training in skills which respond to the social and communication demands and expectations of adult life.
Adult and continuing education
•Persons with disabilities should be given special attention in the design and implementation of adult and continu
programmes.
F. Community perspectives and resource requirements
Parent partnership
•The education of children with special educational needs is shared task of parents and professionals.
•Parents are privileged partners as regards the special educational needs of their child, and to the extent possible s
accorded the choice in the type of education provision they desire for their child.
Community involvement
•Decentralization and local-area-based planning favors greater involvement of communities in education and trai
with special educational needs.
•Community involvement should be sought in order to supplement in-school activities, provide help in doing hom
compensate for lack of family support.
Role of voluntary organizations
•As voluntary associations and national non-governmental organizations have more freedom to act and can respo
to expressed needs, they should be supported in developing new ideas and pioneering innovative delivery method
•Organizations of people with disabilities, those in which they themselves have the decisive influence – should b
an active part in identifying needs, expressing views on priorities, administering services, evaluating performance
change.
Public awareness
•Policy makers at all levels, including the school level, should regularly reaffirm their commitment to inclusion a
positive attitudes among children, among teachers and among the public at large towards those with special educ
III. Guidelines for Action at the Regional and International Level
•International co-ordination should exist to support universal accessibility specifications in communication techn
underpinning the emerging information infrastructure.
•Technical assistance should be directed to strategic fields of intervention with a multiplier effect, especially in d
countries. One important task for international co-operation is to support the launching of pilot projects aimed at
approaches and at capacity building.
•The organization of regional partnerships or partnership among countries with similar approaches in special nee
could result in the planning of joint activities under the auspices of existing regional or other cooperative mechan
activities should be designed to take advantage of economies of scale, to draw upon the experience of participatin
and to further the development of national capabilities.
•International coordination should exist to support universal accessibility specifications in communication techno
underpinning the emerging information infrastructure.
•This Framework for Action was adopted by acclamation after discussion and amendment in the Closing Session
Conference on 10 June 1994. It is intended to guide Member States and governmental and non-governmental org
implementing the Salamanca Statement on Principles , Policy, and Practice in Special Needs Education.
 Magna Carta for the Disabled Persons

What is Magna Carta for a disabled person?

-AN ACT PROVIDING FOR THE REHABILITATION, SELF-DEVELOPMENT AND SELF-RELIANCE
PERSONS AND THEIR INTEGRATION INTO THE MAINSTREAM OF SOCIETY AND FOR OTHER PUR
Why Magna Carta for the disabled is very important?
-Republic Act No. 7277 otherwise known as the Magna Carta for Disabled Persons was enacted for the primary re
with disabilities have the same rights as other people. The measwe promotes their full participation in society an
the mainstream of society.
Section 1. Title. — This Act shall be known and cited as the “Magna Carta for Disabled Persons.”
Sec. 2. Declaration of Policy — The grant of the rights and privileges for disabled persons shall be guided
principles:
Sec. 3. Coverage. — This Act shall cover all disabled persons and, to the extent herein provided, departments, off
of the National Government or nongovernment organizations involved in the attainment of the objectives of this
Sec. 4. Definition of Terms. — For purposes of this Act, these terms are defined as follows:
Sec. 5. Equal Opportunity for Employment. — No disable person shall be denied access to opportunities for suita
A qualified disabled employee shall be subject to the same terms and conditions of employment and the sam
privileges, benefits, fringe benefits, incentives or allowances as a qualified able bodied person.Five percent (5
emergency and contractual positions in the Departments of Social Welfare and Development; Health; Educat
Sports; and other government agencies, offices or corporations engaged in social development shall be reser
persons.

Sec. 6. Sheltered Employment — If suitable employment for disabled persons cannot be found through open
provided in the immediately preceding Section, the State shall endeavor to provide it by means of sheltered em
placement of disabled persons in sheltered employment, it shall accord due regard to the individual qualities, voc
inclinations to ensure a good working atmosphere and efficient production.
Sec. 7. Apprenticeship. — Subject to the provisions of the Labor Code as amended, disabled persons shall be eligib
or learners: Provided, That their handicap is not as much as to effectively impede the performance of job operation
occupation for which they are hired; Provided, further, That after the lapse of the period of apprenticeship, if fou
the job performance, they shall be eligible for employment.

Sec. 8. Incentives for Employers. — (a) To encourage the active participation of the private sector in promotin
disabled persons and to ensure gainful employment for qualified disabled persons, adequate incentives shall be pr
entities which employ disabled persons.
Sec. 9. Vocational Rehabilitation. — Consistent with the principle of equal opportunity for disabled workers
general, the State shall take appropriate vocational rehabilitation measures that shall serve to develop the skills
disabled persons and enable them to compete favorably for available productive and remunerative employment op
labor market.
Sec. 10. Vocational Guidance and Counseling. — The Department of Social and Welfare and Development,
measures providing and evaluating vocational guidance and counseling to enable disabled persons to secure, retai
employment. It shall ensure the availability and training of counselors and other suitably qualified staff res
vocational guidance and counseling of disabled persons.

Sec. 11. Implementing Rules and Regulations. — The Department of Labor and Employment shall in coord
Department of Social Welfare and Development (DSWD) and National Council for the Welfare of the Disabled Pe
shall promulgate the rules and regulations necessary to implement the provisions under this Chapter
five percent (5%) of the allocation for the Private Education Student Financial Assistance Program created by vir
shall be set aside for disabled students pursuing vocational or technical and degree courses.

Sec. 14. Special Education. — The State shall establish, maintain and support complete, adequate and integrated
education for the visually impaired, hearing impaired, mentally retarded persons and other types of exception
regions of the country. Toward this end, the Department of Education, Culture and Sports shall establish, special
in public schools in cities, or municipalities. It shall also establish, where viable, Braille and Record Libraries in
or municipalities.
Sec. 15. Vocational or Technical and Other Training Programs. — The State shall provide disabled persons with
vocational efficiency, sports and physical fitness, and other skills. The Department of Education, Culture and Spo
in at least one government-owned vocational and technical school in every province a special vocational and t
program for disabled persons. It shall develop and implement sports and physical fitness programs specifically desi
persons taking into consideration the nature of their handicap.

Sec. 16. Non-Formal Education. — The State shall develop non-formal education programs intended for
development of disabled persons. It shall provide adequate resources for non-formal education programs and pro
the special needs of disabled persons.
Sec. 17. State Universities and Colleges. — If viable and needed, the State University or State College in each re
shall be responsible for (a) the development of material appliances and technical aids for disabled persons; (b) th
training materials for vocational rehabilitation and special education instructions; (c) the research on special probl
of the visually-impaired, hearing-impaired, speech-impaired, and orthopedically-impaired students, mentally ret
handicapped and others, and the elimination of social barriers and discrimination against disabled persons; and (d
Special Education for Disabled (SPED) course in the curriculum.
Chapter III Health

Sec. 18. National Health Program. — The Department of Health in coordination with the National Council fo
Disabled Persons, shall institute a national health program which shall aim to attain the following:
(a) prevention of disability, whether occurring prenatally or postnatally;
(b) recognition and early diagnosis of disability; and
(c) early rehabilitation of the disabled.
Sec. 19. Rehabilitation Centers. — The Department of Health shall establish medical rehabilitation center
provincial hospitals, and shall include in its annual appropriation the necessary funds for the operation of such ce
The Department of Health shall formulate and implement a program to enable marginalized disabled persons
rehabilitation services in government hospitals.

Sec. 20. Health Services. — The State shall protect and promote the right to health of disabled persons and shall ad
and comprehensive approach to their health development which shall make essential health services available to th
cost.

Chaptet IV AUXILIARY SOCIAL SERVICES

Sec. 21. Auxiliary Social Services. — The State shall ensure that marginalized persons are provided with the ne
services that will restore their social functioning and participation in community affairs. Towards this end, the Dep
Welfare and Development shall develop and implement programs on auxiliary social services that respond
marginalized disabled persons. The components of such a program shall be as follows: (a) assistance in the acquisi
devices and medical intervention of specialty services;
 (f) provision of after care and follow-up services for the continued rehabilitation in a community-based setting of
who were released from residential care or rehabilitation centers; and
(g) provision of day care services for disabled children of pre-school age.
Chapter V Telecommunication

Sec. 22. Broadcast Media. — Television stations shall be encouraged to provide a sign—language inset or subtit
(1) newscast program a day and special programs covering events of national significance.

Sec. 23. Telephone Services. — All telephone companies shall be encouraged to install special telephone device
hearing-impaired and ensure that they are commercially available to enable them to communicate through the tel
Sec. 24. Free Postal Charges for the Disabled. — Postal charges shall be free on the following
(a) articles and literatures like books and periodicals, orthopedic and other devices, and teaching aids for the u
sent by mail within the Philippines and abroad; and
(b) aids and orthopedic devices for the disabled sent by abroad by mail for repair:
Provided, That the aforesaid items are for personal purposes only: Provided, further, That the disabled person i
disabled as certified by the Social Welfare and Development Office of the local government unit concerned or th
Social Welfare and Development.
Chapter VI Accessibility

Sec. 25. Barrier-Free Environment. — The State shall ensure the attainment of a barrier-free environment that wi
persons to have access in public and private buildings and establishments and such other places mentioned in
Bilang 344, otherwise known as the “Accessibility Law”.The national and local governments shall allocate funds
of architectural facilities or structural features for disabled persons in government buildings and facilities.
Sec. 26. Mobility. — The State shall promote the mobility of disabled persons. Disabled persons shall be allowe
vehicles, subject to the rules and regulations issued by the Land Transportation Office pertinent to the nature of th
the appropriate adaptations or modifications made on such vehicles.
Sec. 27. Access to Public Transport Facilities. — The Department of Social Welfare and Development shall deve
assist marginalized disabled persons gain access in the use of public transport facilities. Such assistance may b
subsidized transportation fare.The “Accessibility Law“, as amended, shall be made suppletory to this Act.

Sec. 28. Implementing Rules and Regulations. — The Department of Transportation and Communications sh
rules and regulations necessary to implement the provisions of this Chapter.
Chapter VII Political and Civil Rights
Sec. 29. System of Voting. — Disabled persons shall be allowed to be assisted by a person of his choice in votin
or local elections. The person thus chosen shall prepare the ballot for the disabled voter inside the voting booth. The
shall bind himself in a formal document under oath to fill out the ballot strictly in accordance with the instruction
not to reveal the contents of the ballot prepared by him. Violation of this provision shall constitute an election
places should be made accessible to disabled persons during national or local elections.

Sec. 30. Right to Assemble. — Consistent with the provisions of the Constitution, the State shall recognize the
persons to participate in processions, rallies, parades, demonstrations, public meetings, and assemblages or other
concerned action held in public.

Sec. 31. Right to Organize. — The State recognizes the right of disabled persons to form organizations or associat
their welfare and advance or safeguard their interests. The National Government, through its agencies, instr
subdivisions, shall assist disabled persons in establishing self-help organizations by providing them with necess
Sec. 33. Employment Entrance Examination. — Upon an offer of employment, a disabled applicant may be sub
examination.
CHAPTER II
DISCRIMINATION ON TRANSPORTATION
Sec. 34. Public Transportation. — It shall be considered discrimination for the franchisees or operators and perso
and air transportation facilities to charge higher fare or to refuse to convey a passenger, his orthopedic devices,
and merchandise by reason of his disability.
CHAPTER III
DISCRIMINATION ON THE USE OF PUBLIC ACCOMMODATIONS AND SERVICES
Sec. 35. Public Accommodations and Services. — For purposes of this Chapter, public accommodations.
Sec. 36. Discrimination on the Use of Public Accommodations. — (a) No disabled person shall be discriminate
disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages or accommodat
of public accommodation by any person who owns, leases, or operates a place of public accommodation.
For purposes of this Section, the term “individuals or class of individuals” refers to the clients or customers of th
accommodation that enters into the contractual, licensing or other arrangement.
(b) Integrated Settings — Goods, services, facilities, privileges, advantages, and accommodations shall be affor
with a disability in the most integrated setting appropriate to the needs of the individual.
c) Opportunity to Participate — Notwithstanding the existence of separate or different programs or activities provid
with this Section, an individual with a disability shall not be denied the opportunity to participate in such progr
that are not separate or different.
(d) Association — It shall be discriminatory to exclude or otherwise deny equal goods, services, facilities, advan
accommodations or other opportunities to an individual or entity because of the known disability of an individua
individual or entity is known to have a relationship or association.
(e) Prohibitions — For purposes of this Section, the following shall be considered as discriminatory:
Sec. 37. Use of Government Recreational or Sports Centers Free of Charge. — Recreational or sports centers ow
by the Government shall be used, free of charge, by marginalized disabled persons during their social, sport
activities.

Sec. 38. Implementing Rules and Regulations. — The Department of Public Works and Highways shall formu
regulations necessary to implement the provisions of this Chapter.
TITLE IV
FINAL PROVISIONS

Sec. 39. Housing Program. — The National Government shall take into consideration in its national shelter pro
housing requirements of disabled persons.

Sec. 40. Role of National Agencies and Local Government Units. — Local government units shall promote the
organizations of disabled persons in their respective territorial jurisdictions. National agencies and local gover
enter into joint ventures with organizations or associations of disabled persons to explore livelihood opportu
undertakings that shall enhance the health, physical fitness and the economic and social well-being of disabled pe
Sec. 41. Support From Nongovernment Organizations. — Nongovernment organizations or private volunte
dedicated to the purpose of promoting and enhancing the welfare of disabled persons shall, as they, are hereby enc
partners of the Government in the implementation of vocational rehabilitation measures and other related progra
Accordingly, their participation in the implementation of said measures, programs and projects is to be extended al
by the Government.
Sec. 44. Enforcement by the Secretary of Justice. —

(a) Denial of Right

(1) Duty to Investigate — the Secretary of Justice shall investigate alleged violations of this Act, and shall un
reviews of compliance of covered entities under this Act.
(b) Potential Violations — If the Secretary of Justice has reasonable cause to believe that —
Sec. 45. Authority of Court. — The court may grant any equitable relief that such court considers to be appropri
the extent required by this Act:
(a) granting temporary, preliminary or permanent relief;
(b) providing an auxiliary aid or service, modification of policy, practice or procedure, or alternative method; a
(c) making facilities readily accessible to and usable by individuals with disabilities.

Sec. 46. Penal Clause. — (a) Any person who violates any provision of this Act shall suffer the following pena
first violation, a fine of not less than Fifty thousand pesos (P50,000.00) but not exceeding One hundred
(P100,000.00) or imprisonment of not less than six (6) months but not more than two (2) years, or both at the
court; and (2) for any subsequent violation, a fine of not less than One hundred thousand pesos (P100,000.00) b
Two hundred thousand pesos (P200,000.00) or imprisonment for not less than two (2) years but not more than six
at the discretion of the court.
Sec. 47. Appropriations. — The amount necessary to carry out the provisions of this Act shall be include
Appropriations Act of the year following its enactment into law and thereafter.

Sec. 48. Separability Clause. — Should any provisions of this Act be found unconstitutional by a court of law
shall be severed from the remainder of the Act, and such action shall not affect the enforceability of the remain
this Act.

Sec. 49. Repealing Clause. — All laws, presidential decrees, executive orders and rules and regulations inco
provisions of this Act are hereby repealed or modified accordingly.

Sec. 50. Effectivity. — This Act shall take effect fifteen (15) days after its publication in any two (2) newsp
circulation.
 Policies and Guidelines of SPED in the Philippines

According to the World Health Organization and World Bank (2011), an estimate of over a billion people or 1
population live with some form of disability. In the Philippines, 15 million out of 1OO million Filipino children,
have disabilities (WHO, 2011). 3.3 million of this population are in schools (UNICEF, 2016). Ttrese learners
experience barriers and various challenges that hinder their fulI access to and participation in the K to 12 Basic E

Magna Carta for Persons with Disabilities, as amended, emphasizes that persons with disabilities are part of P
and have the same rights as other people to take their proper place in society. Their rights must never be perc
services by the government. The Magna Carta further obliges the State to adopt policies ensuring the reh
development, and self-reliance of persons with disabilities, and to develop their skills and potentials to enable
favorably for available opportunities.

This policy aims to provide an overall direction and guidance in the organization, management, and implementati
and relevant programs, services, and other educational interventions, at the different levels of governance in the
learners with disabilities regardless of their gender, race, culture, ethnicity, religion, and economic status

The provision of educational programs and services for learners with disabilities is integral to the right to acces
basic education and the mandate of DepEd as a duty-bearer to uphold said right, as embodied in the foll
commitments:

The 1987 Constitution prescribes tlle State to protect and promote the right of all citizens to quality education a
take appropriate steps to make such education accessible to all (Article XIV)
Sec. 1). Further, the Constitution directs the State to "(establish, maintain, and support a complete, adequate, and i
of education relevant to the needs of the people and society/ (Article XIV, Section 2).

Republic Act (RA) No. 9155 or the 'Governance of Basic Education Act of 20O1" reiterates the above constitut
the State (Sec. 2) and vests the DepEd with the authority, accountability and responsibility for ensuring access to,
in, and improving the quality of basic education (Sec. 6).

RA No. 10533 or the "Enhanced Basic Education Act of 2013" provides that the State shall create a functiona
system that will develop productive and responsible citizens equipped with the essential competencies, skills an
life-long learning and employment and shall accordingly make education leamer-oriented and responsive to the
and cultural capacity, the circumstances and diversity of learners, schools and communities, (Sec. 3) thereby m
education an imperative. Thus, the Actprovides that the curriculum shall be learner-centered, inclusive and
appropriate (Sec. 5).
The Implementing Rules and Regulations (IRR) of RA 1O533 states that in furtherance of Section 3
inclusiveness of enhanced basic education necessitates the implementation of programs designed to addre
intellectual, psychological, and cultural needs of learners, including, but not limited to, programs for learners with
8).
RA 10533 further provides that basic education is intended to meet basic learning needs and encompasses kinderg
and secondary education as well as out-of-school learners and those with special needs. It also provides th
elementary and secondary education are compulsory (Sec. 4)

As stated above, the Magna Carta emphasizes that persons with disabilities have the same rights as other people to
place in society and their rights must never be perceived as welfare services by the Government. The Magna C
materials, and uniform allowance to the extent feasible, provided that the PWD shall meet the minimum admissi
The IRR of RA 10754 obligates DepEd, the Commission on Higher Education and the Technical Education and Sk
Authority (TESDA) to ensure that a1l public and private schools, colleges and universities are informed about
educational assistance for persons with disabilities. (RA 7727, Sec. 32; IRR of RA 1O754, Sec. 7).

Recently, RA 11501 or the "Alternative Learning System Act" was enacted on December 23, 2O2O, aiming t
design specialized programs for learners with disabilities, taking into consideration their different levels of lea
ot]rer functional difficulties in the development of instructional materials and learning resources in accessible for
In the international arena, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD,
State Parties, including the Philippines, to undertake to ensure and promote the full realization of all human rights
freedoms for all persons with disabilities without discrimination of any kind on the basis of disability (Art. 4). S
the duties to adopt measures to implement the rights recognized in the CPRD, to consider protection and promotion
of persons with disabilities in all policies and program (Art. 4).

POLICY STATEMENT
The Department of Education commits to:
A. Recognize the rights of learners with disabilities to inclusive , equitable, relevant and quality basic education b
effective and efficient educational services that will enable them to become well-rounded, happy, and productive
B. Provide a learning environment that maximizes the holistic development of learners with disabilities, consist
of fuIl inclusion, where accommodations and support services are available within the educational system;
C. provide support services for learners with disabilities that shall be anchored on the principles of universal partic
and equitable educational services, and recognition of diverse learners for responsive and appropriate educationa
D. Provide educational assistance that facilitates learners with disabilities to pursue primary and secondary as w
and technical education in both public and private schools;
E. Provide an environment where all learners learn together, wherever possible, regardless of any difficulties or
may have, and endeavor to make dl schools inclusive; this includes ensuring inclusion of learners with disabilities i
or general education classroom. This can be done by recognizing, accepting, and respecting individua
ensure that all types of learners leam together in an inclusive setting. Inclusion that begins early and continues i
produces the strongest outcomes. Inclusion shall be implemented immediately in the primary level and thro
education program; and
F. Foster a cooperative and collaborative process among teachers, school leaders, parents and concerned speci
disciplines for the learners' development and well-being. They should take part in setting education goals for thei
active in decision making for the learner's success in school.

GUIDING PRINCIPLES

A. Educational Programs and

The range of programs and services shall be available in the school to address the needs and learning preferences
disabilities. These programs and services are presented in the succeeding sections:
1. Identification and Referral Process
Prior to the identification and referral process of learners with
teachers need to conduct the child-frnd or child-mapping activity in collaboration with the LGU/barangay official
registration. The mechanism and procedures for child-find or child mapping shall be issued in a separate policy. S
Program (SPED) is an avenue for learners with disabilities to realize their right to education. karners for SP
identified through the following process:
3. Full Inclusion ln the general educational classroom LWDs shall be in full inclusion if they can cope with
activities with the necessary instructional support within the general education classes. The following provisions
to enable them to participate actively in all teaching and learning activities with their typically developing peers:
4. Apply appropriate instructional strategies for the specific and additional needs of learners, while they
their typically developing peers;
5. Ensure the readiness of teachers in the general education classes and their parents in accepting, r
respecting LWDs. Likewise, make sure that the learning environment, particularly the physical arrangement of
ready for the inclusion of LWDs;
6. Ensure the collaboration of teachers in general education and SPED classes in the preparation of pla
LWDs based on their needs during regular LAC sessions or other times when teachers get together.

All teachers shall be considered primary implementers of inclusive education. As such, they shall possess th
perspectives, attitudes, as well as competencies that communicate and reflect inclusion as they address the edu
diverse learners. The Philippine Professional Standards for Teachers (PPST) includes Domain 3: Diversity of
underscores the importance of teachers' knowledge and understanding of, as well as respect for, learners' diver
and experiences as inputs to the planning and design of learning programs. This includes being able to implement
education program if and when necessary- The Department recognizes the PPST as a major reference in design
geared towards the professional development of teachers, including teacher aides and teacher volunteers. Th
capacitated in establishing learning environments that are responsive to learner diversity. These may include, b
the Teacher Induction Program (TIP)

The monitoring and evaluation (M&E) of the special education program and services for learners with]: disab
accordance with the Basic Education Monitoring and Evaluation Framework (BEMEF). The Department throug
develop and implement monitoring and evaluation tool in collaboration with relevant bureaus and offices in DepE
especially tJ:e Education

Facilities Division (for monitoring the accessibility of school buildings, etc.). Likewise, Regional Offices through
learning Management Division (CLMD) and Division Offices through the Curriculum and Instruction (CID) sha
at that level to ensure that support systems are in place in the implementation of special education programs and s
 Goals and Challenges of SPED in the Philippines

Introduction
Every individual has the right to a high-quality education. For many others, however, this is not the cas
still fight hard just to receive the education they deserve. These are our society's marginalized people, and those
are included in this group. In this lesson, we'll look at the barriers and challenges that students with disabilities exp
a good education in the Philippines.
The Republic Act 7277 (Magna Carta for Disabled Persons, and Other Purposes) is a law in the Philipp
that people with disabilities have access to education. Despite this, acquiring a good education for someone with a
a difficult task. Quality education entails not only accepting children into schools, but also providing them with a
true inclusion, and support for them to thrive.
Unfortunately, the Magna Carta for Disabled Persons is insufficient to ensure that schools welcome all st
those with disabilities. They would frequently claim that their school lacked a special education center and that pa
out a school that did. Some schools will open their doors, but after that, the student is on their own. If the teacher
the student in the classroom, if items are not accessible, or if the student is not learning as a result of these hu
assistance from the school administration.
Many special education teachers will advocate for students, but if the school does not have a special
students are expected to advocate for themselves at a young age because their families can only do so much. Howe
can speak for themselves, and as a result, many students are unable to reach their full potential in class. Becau
made students feel like they are an extra burden, they tend to become reserved, silent and have self-doubt.
Goals and Objectives
● The ultimate goal of special education shall be the integration or mainstreaming of learners with spec
regular school system and eventually in the community.
● To provide children with special needs appropriate educational services within the mainstream of basic
● To enhance strategical key areas in human resource development, family involvement, and active
government and non-government organizations or NGOs.
● Special education shall aim to develop the maximum potential of the child with special needs to enabl
self-reliant and shall be geared towards providing him with the opportunities for a full and happy life.
● The specific objectives of special education shall be the development and maximization of learning
well as the inculcation of values to make the learners with special needs a useful and effective member
To achieve these goals, the following principles should be met;
1. Responsiveness to rights - everyone, regardless of age, should have the right to inclusive education at a
discrimination, and on an equal opportunity.
2. Sensitivity and Responsiveness to Context – where they are in, we need to be sensitive enough, we n
empathy towards them.
3. “No learner left behind” – those who are capable and those who are not capable should not be left behin
and give additional assistance so they do not be left behind, especially in education.
Challenges
Inside and outside the classroom, a teaching job presents numerous challenges. Teachers in special
particularly challenging job since they must not only educate and manage their students but also handle the paper
that adjustments and modifications are implemented in the classroom.
Here, are the related Challenges of the Special Education Teachers in the Philippines (Allam & Martin, 20
1. Special Education teachers experienced financial constraints in teaching special education.
2. Insufficient materials are needed in teaching special education classes.
3. Instructions are affected due to other tasks given like coaching in special events.
4. Special education teachers have experienced difficulties in preparing lesson plans.
Special education is a very challenging field. Here are the other various Issues and Challenges:
1. Characteristics of Individual Pupils: As we know in a diverse classroom all of the children are sitt
classroom. Many students suffer from different disabilities. It is very difficult to identify them from a d
2. Lack of access to the mainstream: At present only 4 to 5% of children with special needs out of 30 mi
to education. Many schools do not show a willingness to cater to the needs of these children.
3. Lack of awareness and Attitude: The whole idea of inclusive education is defeated due to a lack of aw
attitude, and sensitivity on the part of teachers, classmates, parents, and the community and as a resu
experience discrimination.
4. Lack of trained teachers: Teachers lack competence and will to modify methodology as per the need
special needs and other children.
5. Large class size: There are normally 60 to 70 students in a class which makes individualized attention
teachers find it all the more difficult with children with special needs.
6. Lack of child-centered and relevant Curriculum: The curriculum lacks flexibility and does not provid
children. The teaching-learning material is also not appropriate for children with and without special ne
7. Lack of proper infrastructure: Children with special needs require various types of teaching and learn
most schools do not have proper teaching and learning aids.
8. Lack of participatory activities: Children with special needs require a learning environment in which
participating in small groups.
9. Involvement of parent and Community: As we know the children with learning disabilities are less
the non-involvement of parents and the community become a barrier.
10. Accountability: The lack of accountability of teachers poses challenges in inclusive education.
11. Partnership: Partnership between the parents, Teachers, School, and Community to make the program
found that the program is missing.
12. Collaboration or consultation: The collaboration between the different agencies of education such as
NGOs, and the Community. We found that there is a lack of collaboration between them.
13. Lack of Support: Children required regular support from parents and teachers to make satisfactory lea
that there is a lack of support in some schools even though they discriminate against those children wit
14. Peer Rejection: Peers generally try to bullying and sometimes reject them. They feel that these children
them. This is one of the major causes of children dropping out of school. Peer rejection is one of the
inclusive education.
15. Labeling: It means that the categories of such children as per their disabilities. This labeling does not s
they feel rejected.

Teaching special education can be a thankless and challenging profession at times. Overcoming the job'
assisting students with disabilities in reaching their full potential and achieving their goals, on the other hand, migh
worthwhile.
 WEEK 6

ISSUES IN LABELLING OF SPECIAL CHILDREN

Labelling in Special Education.

● “Labeling is a process of creating descriptors to identify persons who differ from the norm. Normal is

term. Everyone is different in some way from someone else” (Darrow and White) as sited in Davis, K.

● As humans we use numerous labels on a daily basis without being conscious. We may say the teacher,

principal, this is done to conjure up an image of the person in question, and how they might look or act.

we often label persons with disabilities.

Why are persons with disabilities labeled?

● W.L. Heward (2010) mentioned that “Labeling is required to be included in special education. Und

receive special education services, a child must be identified as having a disability and, in most cases

classified into one of that state’s categories, such as mental retardation or learning disabilities”. Persons

are ladled based on their medical and educational diagnosis, for example cripple which is used to refer to

a mobility impairment.

● Labels are sometimes used as a prerequisite to receiving federal funding or to acknowledging accom

must be made for a person with a disability” (Cassidy & Sims, 1990 in Darrow and White) (as sited in

Disadvantages of labeling.

1. Students cannot receive special education services until they are labeled. In many instances, the interv

late. Students with disabilities are at a disadvantage when they have to wait to be labeled before they ca

education services. In essence, the need to label students before help arrives undermines a preventive

learning problems.

2. Labels tend to focus on impairment and may encourage people to see the impairment instead of the c

when a child is labeled, the person without the disability focuses on the child limitations and not th

onlooker id forced not to look pass the disability, while the real beauty is shoved aside by the label.

3. When a child is labeled, the blame and guilt is forced onto the shoulders of the parent. This makes the

their child is constantly discriminated and the parent eventually feels that it is their fault. As a result, the

draw the child from the wider society as a means of protection.

4. Labels may result in lower expectations for the child than for peers. In some cases, the moment a chi

expectation of the child is lowered. As a result of the child disabilities, they are not expected to perform a

as the rest of the class or their peers in general.

 labels focus on what students cannot do, not on what they can do, and therefore can encourage chi

themselves as incomplete or inadequate and to contribute to the development of low self-esteem.

● A final criticism of disability labeling is that labels are inherently general, and fail to capture the u

and limitations of each child, or the severity of their symptoms.

Balancing the Pros and Cons

● There is no question that there is a need to identify and label learning disabled students in order

educational and emotional tools they need to succeed. Teachers can help prevent the negative conseque

by taking a few proactive steps to minimize the chance of problems occurring.

● Parents and teachers should also be careful not to lower their expectations for the student and inste

encouragement. Finally, teachers should talk to the class about learning disabilities and how different pa

instruction are used.

CURRENT ISSUES IN SPED

1. Strengths and Weaknesses of Virtual Learning for All Students

● Students that have been identified with special needs under the law, have Individual Education Plans,

must design a plan to deliver these services or use accommodations and get equal access to learni

modality-online or learning at home.

● The rapid switch to virtual or hybrid learning has changed the educational landscape for both gener

special education students. But we shouldn’t see this as a division; rather, we can look at is a bridge. N

see that the accommodations that special education students require can actually be beneficial to all stu

2. Early Detection/ Intervention

● Part C of the IDEA (Individuals With Disabilities Education Act) provides for early intervention serv

under three years old with developmental disabilities, developmental delays or at-risk for deve

Discovering disabilities early in life is nothing new but it is more than simply a labeling game.

● The Center for Disease Control reports that 11 percent of the children who are served in federa

intervention programs (before kindergarten, as young as 24-months) end up not needing any special

school years.

● These children, already among the most in danger of struggling in their education, are at risk of tumblin

by not getting an evaluation or the services that would make a difference in their foundational support.

3. Identification

● The process of assessing students for special services can be lengthy and often requires a stream
4. Universal Design for Learning

● Universal Design for Learning (UDL) as a framework for instruction holds a ton of possibilities for

and teaching. Universal Design for Learning is a framework to improve and optimize teaching and

students originated in scientific insights of how people learn.

● The use of resources and digital tools can create a world where learning can be made more accessibl

effective for K-12 learners with disabilities, whether online or in person.

● The focus and platform of UDL leverages the student interest and capacity as well as the wide range of re

to both student and educator. This process is not new but exploring and applying these principles acros

captures student interest and strengths whether typically or atypically developing.

5. Legal Framework

● Most parents have been struggling with the juggling of schoolwork, working from home and the isola

of special needs children have been overwhelmed. Concerned for the world outside their door as well

right and safe resources for their children.

● If a child has an IEP, then by law it is rewritten each year, and the child must be reevaluated every three y

whether they’re still eligible for special education. The U.S. DOE has produced a legal guidance on

services for students with disabilities, (see a PDF of the guidance) however, these are suggestions an

changes in the law. This means that the overriding expectation goes back to the initial IEP and process.

● Special education covers a range of needs. Of course, students who receive special education are not

They range in age from 3 to 22, attending preschool through post-secondary programs. They include stu

variety of mild to severe cognitive, physical, social, emotional, and behavioral struggles. This could

assistive technology tools or other resources. For additional information and explanation, the U.S. DOE

seven-minute webinar on accessibility and online education.

● A primary concern needs to be compliance with COVID-19 guidelines, but what about the services s

missing? Generally, a student has the right to compensatory services if there’s a denial of a free ap

education. If a school completely halted services throughout the pandemic, there is a strong argument f

services.

● The adage "there are two sides to every story" applies to special education. In the early years of specia

was one clearly defined goal–an appropriate education for students with disabilities. Parents, profession

with disabilities rallied together to attain this right.

● Having secured this goal, the allies splintered into numerous advocacy groups, each fighting for differen

education. Issues such as school reform, full inclusion, standards assessment, and disability classificatio

not only from at least two perspectives, but from many variations or degrees of each.

CURRENT PRACTICES FOR MEETING THE NEEDS OF EXCEPTIONAL LEARNERS

 their potential (the least restrictive environment), schools must employ effective practices in identif

learners.

Pre referral Teams

● Traditionally, when a teacher observed that a child was struggling in school, a group of profession

education teachers, counselors, administrators, psychologists), called a pre referral team (PRT), was c

with the general education teacher to help identify alternative educational strategies for the student

referral for special education evaluation. A teacher typically asked for help after exhausting her own stra

a student who was difficult to teach. The team reviewed the information about a student that the teach

group.

Response to Intervention

● In the most recent reauthorization of the Individuals with Disabilities Education Act (IDEA), Cong

additional option for determining eligibility for special education in the case of suspected learning disab

varying levels of support in general education before referral to special education. The regulations state

whether a child has a specific learning disability, states may rely on a process that determines whether th

to scientific, research-based intervention as a part of the evaluation.” In practice, this concept has been

to intervention (RTI)

● WHAT IS RTI? Response to intervention refers to a student’s change (or lack of change) in academ

or behavior as a result of instruction (Duhon, Messmer, Atkins, Greguson, & Olinger, 2009; Fuchs, M

Young, 2003; O’Connor & Sanchez, 2011).

● In an RTI identification model, a student must first receive quality instruction in the general education

a formal evaluation for special education services. Teachers gather data to determine whether the stud

from that instruction.

MULTITIERED MODEL FOR IDENTIFICATION

● The RTI approach is based on a multitiered model of prevention. No model is universally accepte

typically provides for three progressively more intensive tiers of instruction for students who are experie

(Mercer, Mercer, & Pullen, 2011; O’Connor & Sanchez, 2011). Generally, the first tier includes scree

who may be at risk of academic failure; implementation of quality, research-based instruction; and week

student progress (Fuchs, Fuchs, & Stecker, 2010).

ASSESSMENT PRACTICES IN AN RTI MODEL

● The basic purposes of assessment in an RTI model are to identify students who may be at increased risk

and to collect data to determine the effectiveness of instruction so that appropriate instructional decisi

(Mercer et al., 2011). The two most common forms of assessment in an RTI process are screeni
 services. A multidisciplinary team that includes school or agency personnel as well as the parents an

when appropriate determines the services that an individual receives.

Individualized Education Programs

● The individualized education program (IEP) is the legal document that describes the educational s

receives. IEPs vary greatly in format and detail from one child to another and from one school district to

for help in writing IEPs are available (e.g., Gibb & Dyches, 2007). Table 2.1 provides a summ

requirements of the IEP.

PROVIDING SPECIAL EDUCATION: PLACEMENT ISSUES FOR EXCEPTIONAL LEARNERS

● Several administrative plans are available for the education of exceptional learners, ranging fro

provisions made by the student’s general education teacher to 24-hour residential care in a special f

● Who educates exceptional students and where they receive their education depend on two factors:

much the student differs from typical students and (2) what resources are available in the school

Administrative plans for education vary according to the degree of physical integration— the extent to w

and non-exceptional students are taught in the same place by the same teachers.

Implementing Inclusive Teaching Practices

Schools generally use five methods to help students with disabilities participate in the general education c

1. Collaborative consultation

2. Cooperative teaching and other team arrangements

3. Curricula and instructional strategies

4. Accommodations and adaptations

5. Training general education teachers to accommodate diversity

The current trend is toward a variety of collaborative arrangements. All are intended to increase the coop

general and special education for the benefit of students with disabilities.
 WEEK 7

MULTICULTURAL AND BILINGUAL ASPECTS IN SPECIAL EDUCATION

Introduction

This course packet is an introduction to Multicultural and Bilingual Aspects of Special Education, this cha
discuss the purpose of multicultural education. You will study the multicultural, subculture, micro-culture
cultural theories.

Objectives

- At the end of the lesson, you are expected to understand the concept of multicultural and Bilingu
Special Education.
- The students will learn to handle the differences of each individual.

Multicultural and Bilingual Aspects of Special Education

Many nations and religions are splintered into factions, clans, tribes, and gangs. In some cases, this splinte
accompanied by extreme cruelty of individuals or groups towards others. Differences especially those of na
color, custom, sexual orientation, social class, and disability often the basis for viciousness.

No personal characteristic of skin color, ethnic identity, sexual identity, nationality, religion, disability, or
cultural marker- immunizes one against the mistreatment of others.

Despite the ongoing mistreatment of others based on cultural differences, few of us would want to live in a
diversity. Cultural diversity should be a valuable component of the human experience; it is one that has sp
of advancement and change throughout history.

All cultures and ethnic groups of the world can take pride in much of their heritage, but all of us bear a bu
indignity because of some time they have engaged in the ruthless treatment of literal enslavement of others

In virtually every nation, society, religion, ethnic group, tribe, or clan, discrimination exists against those w
different. It’s therefore critically important that we learned to accept the principles that those who differ f
equal as human beings. Furthermore, all educators need to understand the purpose if multicultural educat
aims for educational institutions and curricula that provide equal educational opportunities to students reg
gender, social class, ethnicity, race, disability, or other cultural identities. It also seeks to socialize students
multicultural norm: acceptance of and respect for those whose culture differs from one’s own and knowled
shared history.

Multicultural education refers to any form of education or teaching that incorporates the histories, texts, v
and perspectives of people from different cultural backgrounds. At the classroom level for example teache
or incorporate lessons to reflect the cultural diversity of the students in a particular class.

In many cases, ‘culture’ is defined in the broadest possible sense, encompassing race, ethnicity, nationality
religion, class gender, sexual orientation, and “exceptionality”- a term applied to students with specialized
disabilities.

Bilingual language policy in education under which two languages are used as mediums of instruction. The
models of bilingual education depending on the goal pursued, the most common being the additive and sub
models. In additive bilingual education programs, both languages are given the same value and recognition
systematically taught and learned throughout the years of schooling, and the goal for learners is the develo
literacy and communication in two languages. In subtractive or transitional bilingual education programs,
(e.g. the first language or learner’s mother tongue, frequently a minority language) is used to favor the acq
other language (e.g. the second or subsequent language, often the official or dominant language) and its tea
learning is progressively reduced, as the goal for learners is to develop literacy and communication in the s
language.

Schools play a central role in multicultural education.

I think schools are crucial probably the most crucial site for inviting us to view ourselves in a different mir
schools have the responsibility to teach. Americans about who we have been. This is where it’s important f
• Instruction that uses the student’s cultural strengths and that involves teaching tolerance and appreciatio
working with families, improving language instruction for language- minority students, improving literacy
language- minority students, and adopting effective teaching practices

• Socialization to multicultural norm.

AMERICA AND MULTICULTURALISM

Nothing in this world reflects diversity more than nature. The landscape of Earth is an intricate mix of
and colors each with its own identity and spirit, separate, and yet a piece of a whole. The land we live in pr
reflects this notion. The landscape of the United States, a quilt woven of dramatically different terrains, is
people equally as unique and diverse. Glancing over the entire country from the Pacific to the Atlantic, yo
different environments coexisting: warm deserts, snowcapped mountains, golden plains, green valleys, lush
sandy beaches, and bustling cities. All are different, yet one the United States. No less than its geography, t
inhabit the United States also exemplify nature’s diversity (de Melendez & Beck, 2010)

Educational and Cultural Diversity

Culture has many definitions. However, most of the definitions include the ff. elements:

1. Values and Behavior

2. Languages or dialects
3. Non-verbal communication
4. Awareness of one’s cultural identity
5. World views or general perspective

Purposes of Multicultural Education

- to promote pride in one's own cultural heritage

- awareness of civilizations that are different from others
- to promote favorable attitudes toward cultural diversity
- ensure that all students have equal educational opportunity
These elements can together make up a national or shared culture. Within the larger culture are many subcultures
common characteristics of the larger culture. The term subculture shouldn’t be interpreted to mean anything othe
the total) of the larger or general culture. Subculture doesn’t mean lesser in importance, nor does it indicate that o
dominated by another. We prefer the term subculture to microculture simply because sub can mean associated wi
whereas micro means small. Some subcultures aren’t small and may, in fact, be the majority group in a given reg
organization, or other group. European Americans are a subculture in the United States of America, although the
been the majority of Americans. But, of course, European Americans can be considered as subcultures described
or nation of origin, as well as by other categories. Subcultures include all of the various subcategories of citizens
name, including various political parties, ethnic identities, gender, sexual orientation, age, and disability (and sub
the largest subgroup in any given area, which, although perhaps the largest in its region, is not all of the larger cu
Subcultures may have unique values, behavior, languages or dialect, nonverbal communication, awareness, ident
Some subcultures are voluntary (e.g., religion, political party), and some are involuntary (e.g., skin color, gender

Individuals belong to many different sub-culture groups

1. Religion

2. Region

3. Disability

4. Gender
Understanding and appreciation are not likely to develop automatically through unplanned contact with members
cultures. Rather, teachers must plan experiences that teach about culture and provide models of cultural awarenes
acceptance and the appreciation of cultural diversity.

Five Instructional Goals

1. Teach tolerance and appreciation of difference.

2. Work cooperatively with families.

3. Improve instruction for language minor students.

4. Adopt effective teaching practice.

5. Identify and implement effective reading instruction for English language learners.

Teaching Tolerance and Appreciation

By tolerance, we don’t mean merely toleration of others who are seen as undesirable, nor does the publication Te
Tolerance mean such toleration. Our definition of tolerance is an appreciation and valuing—the opposite of rejec
denigration, or toleration of a necessary evil. It means working for equity and fair treatment, seeing those who are
culture as equal. Still, mere toleration would be a step away from the hostile rejection, ridicule, and subjugation t
breeds.

Teaching tolerance and appreciation of differences is not, of course, limited to ethnic, regional, sexual orientation
differences but includes differences of all types, including disabilities.

Adopting Effective Teaching Practices

In a sense, effective multicultural education requires only that we implement what we know about effective instru
teaching practices are sensitive to each individual student’s cultural heritage, sense of self, view of the world, and
knowledge and skills. Teaching about various cultures, individual differences, and the construction of knowledge
permeate and transform the curriculum (Banks & Banks, 2010). Nonetheless, for language-minority students—in
students—we can articulate more specific components of effective teaching (see Kauffman et al., 2008). Gersten,
and Jimenez (1994) outlined six components of effective teaching:

Six Components of Effective Teaching

1. Scaffolding and strategies. Students learn more efficiently when teachers provide a scaffold, or struct
and strategies for problem-solving. In scaffolded instruction, the teacher assists the student in learning a task and
the help as the student learns to use the strategy independently. Means of helping students learn more easily inclu
visual organizers (e.g., pictures, diagrams, out- lines), mnemonics (tactics that aid memory, such as rhymes or im
reciprocal teaching (in which the student sees the teacher use a learning strategy and then tries it out).

2. Challenge. Even in special education, students are too often not appropriately challenged. All students
those who are from cultural minorities, who are at high risk for failure, and who have disabilities—need to be giv
tasks. Appropriately challenging tasks are those that a given student finds just manageable. These are the tasks th
4. Success. Students who are at the highest risk of failure and dropping out are those who have low rates
daily school activities. All students need to experience frequent success, and teachers must present challenging ta
each student can succeed. Failure should not be perpetuated.

5. Mediation and feedback. Too often, students work for long periods without receiving feedback, or the
incomprehensible feedback, or their teachers ask for rote responses to which students attach little or no meaning.
frequent, comprehensible feedback on performance is vital to effective teaching, as is focusing on the meanings o
Teachers need to be aware of the use of evidence and logic, both in how they construct questions and in their stud

6. Responsiveness to cultural and individual diversity. Teachers must ensure that the content of instru
students’ experiences, including those as individuals and as members of various cultural groups. The issues of cu
individual diversity cannot be adequately considered in a few special lessons; rather, they must be included routin
curriculum areas.

Education and Cultural Diversity: Concepts for Special Education

Banks suggest six major components or elements of culture:

1. Values and behavioral styles

2. Languages and dialects

3. Nonverbal communication

4. Awareness (of one’s cultural distinctiveness)

5. Frame of reference (normative world view or perspective)

6. Identification (feeling part of the cultural group)

Due to the disproportionate prevalence of ethnic minority pupils in special education programs and classes, the fo
are required:

1. Strong academic programs that support achievement for all kids in general and special education shoul
2. Implement early intervention, referral, assessment, eligibility, classification, placement, and reevaluatio
procedures that are effective and suitable for special education.
3. Increase participation in education from the home, school, and community.
4. Enhance and implement educational programs for all students by utilizing a variety of community reso
least two reasons, educators now know that automatically holding parents responsible for their children’s problem
inappropriate.

Maternal and paternal instincts often help foster positive outcomes for children with disabilities. Although many
used to think that parents needed training to achieve a positive effect on their children, the prevailing philosophy
that whenever possible, professionals should seek the special insights that parents can offer.

Individualized Family Service Plans (IFSPs)

. The focus of the IFSP is family centered; it not only addresses the needs of the individual child who has a disab
focuses on the child’s family by specifying what services the family needs to enhance the child’s development.

Importance of families to teachers and teachers to families.

Families

• Provide teachers with personal information that can explain why certain students’ behaviors are occurring in the

• Provide background information and medical histories to teachers and to the school that can help teachers unde
student behaves or learns in certain ways.

• Reinforce directives that teachers give their students, especially on homework assignments.

• Support teachers by serving as chaperones or volunteers in the classroom.

• Help teachers determine students’ interests so that teachers and parents can establish long-term education or vo

• Tell teachers about which types of discipline and learning strategies work best with their children.

• Help teachers determine each student’s strengths and needs so that teachers can create appropriate instructional

Teachers

• Provide families with documented evidence of their children’s progress and successes.

• Help families become more actively involved in their children’s education.

• Help families determine where a student’s interests lie so that parents can establish appropriate long-term goals

• Teach and reinforce social skills that students need in order to be successful, contributing members of the comm
families live.

• Tell families when their children exhibit inappropriate behaviors or academic needs in the classroom.

• Provide important educational and community data to help families stay current and knowledgeable about oppo
available for children.

• Lend a helping hand, a supportive ear, and a friendly face to all families served.

The Effects of a Child with a Disability on the Family

-The birth of any child can have a significant effect on the dynamics of the family. The parents and other children
variety of changes to adapt to the presence of a new member. The effects on the family of the birth of a child with
be even more profound.

-For families who have a child with a disability, the everyday routines that most families take for granted are freq
(Keogh, Garnier, Bernheimer, & Gallimore, 2000; Stoneman & Gavidia-Payne, 2006).

-It’s important to note that the child with a disability can have an impact on both parents and siblings, and in diffe

Parents’ Reaction

A STAGE THEORY APPROACH

Traditionally, researchers and clinicians have suggested that parents go through a series of stages after learning th
with a disability. Some of these stages parallel the proposed sequence of responses that accompany a person’s rea
 The parents of a child with a disability frequently wrestle with the feeling that they are in some way responsibl
child’s condition. Even though absolutely no basis for such thoughts exists in the vast majority of cases, guilt is o
commonly reported feelings of parents of exceptional children.

The high prevalence of guilt is probably due to the fact that the primary cause of so many disabilities is unknow
about the cause of the child’s disability creates an atmosphere conducive to speculation by the parents that they th
blame. Mothers are particularly vulnerable.

DEALING WITH THE PUBLIC

The public can sometimes be cruel in their reactions to people with disabilities. People with disabilities—especia
disabilities that are readily observable—are inevitably faced with in-appropriate reactions from those around them
understandably, parents often assume the burden of responding to inappropriate or even cruel reactions from the

Example:

I’m still not 100 percent sure why I feel the way I do about retarded and wore overalls.” For the past two years, S
just a baby. She’s smaller than other kids her age, which masks her developmental delays. But lately, I’ve noticed
at her. They can tell. We were at a carnival recently, and as I pushed Sophie’s stroller through the crowd, Sophie
hands furiously at everyone in sight, laughing hysterically, having a great time. No one was waving back, no one
looking at her. I suddenly flashed forward a decade to Sophie the 12-year-old doing the same thing in a crowd, g
For a minute, I was not OK with that. Tears burned my eyes. And then I realized that I have to be OK with that. I
other choice. But I can choose what Sophie wears, so I put the overalls away and dressed my daughter in a beauti
onesie, and we went out, where she giggled and blew kisses and waved. Lots of people smiled and waved back.

By Amy Silverman

DEALING WITH THE CHILD’S FEELINGS

In addition to dealing with the public’s reactions to their child’s disability, parents face the delicate task of talking
about his disability. This can be a difficult responsibility because parents need to address the topic without makin
seem more important than it actually is. In other words, parents don’t want to alarm the child or make the child m
about the disability than is necessary. However, it is a good idea for parents to talk honestly with the child at as e
possible, especially before the teenage years, when so many parents and children have problems communicating.

DEALING WITH EXTENDED FAMILY MEMBERS’ FEELINGS

Often overlooked is the impact that the child with a disability will have on extended family members (e.g., paren
brothers, sisters). And their reactions are important because extended family members can often play a critical ro
comfort and support to the immediate family, as the following excerpt illustrates:

Parents’ Adjustment

Abundant evidence shows that parents of children with disabilities undergo more than the average amount of stre
Simpson, & Clark, 2007). The stress is usually not the result of major catastrophic events but rather the accumula
responsibilities related to child care. A single event, such as a family member coming down with a serious illness
a family crisis, but its effects are even more devastating if the family was already under stress because of a multit
hassles.

PARENTAL REACTION TO STRESS

Contrary to what one might think, stress isn’t always linked to the severity of the child’s disability. For example,
children with more severe disabilities might have greater child-care burdens, but parents of children with milder
be more likely to experience additional stress related to that felt by parents of children without disabilities (e.g., s
to school achievement, dating, driving a car). Stress, however, does appear to be more prevalent in parents of chi
exhibit poor social skills and behavior problems (Davis & Carter, 2008; Plant & Sanders, 2007), especially if the
involve socially offensive and disruptive behaviors (Hastings, Daley, Burns, & Beck, 2006; Orsmond et al., 2006
research available, professionals should have a heightened sensitivity to the possibility that parents of children w
may experience varying levels of depression. At the same time, many parents cope very well, with numerous ane
of parents who report that adding a child with a disability to the family actually has resulted in unanticipated posi
(Ferguson, 2002; Scorgie & Sobsey, 2000; Skinner, Bailey, Correa, & Rodriguez, 1999). They report undergoing
experiences, which include becoming:

• More tolerant of differences in other people

• More concerned about social issues

• Better parents
difficult time than their parents in coping with some of these feelings, especially when they are younger. Being le
might have trouble putting some of their negative thoughts into proper perspective.

Siblings’ Adjustment

Children, like parents, can adapt well or poorly to having family members with disabilities. Not much research ex
topic. The little solid research evidence that does exist is in the area of intellectual disabilities and suggests that, a
are at a slightly elevated risk, they are at lower risk than parents of experiencing depression and anxiety (Rossiter
2001).

Access to information is one key to adjustment for siblings of children with disabilities. As noted in Table 4.2, si
myriad questions pertaining to their sibling’s disability. Straightforward answers to these questions can help them
fears. Teachers, as well as parents, can provide answers to some of these questions. An excellent resource for pro
information and support to siblings are sib shops, workshops (Meyer & Vadasy, 2008) specifically designed to he
children with disabilities

A FAMILY-CENTERED APPROACH TO TREATMENT AND EDUCATION

Under a family-centered model, professionals encourage the families to make their own decisions with respect to
mobilizing resources and formal and informal supports for the family’s goals. The family-centered approach is a
the professionals work for the family. Research indicates that a family-centered approach leads to positive outcom
(Bailey et al., 2011).

Family-centered models reflect a change from viewing parents as passive recipients of professional advice to vie
equal partners in the development of treatment and educational programs for their children. The notion is that wh
don’t just provide direct services but also encourage the family to help themselves and their children, the family a
over their own lives and avoids the dependency that is sometimes associated with typical professional–family rel
Betimes associated with typical professional–family relationships. Achieving the right balance between offering
allowing families to make independent decisions can be challenging. For example, interviews with parents have r
following recommendations:

• Be direct—but don’t tell us what to do.

• Tell the truth and be honest—but also be hopeful and encouraging.

• Be knowledgeable—but admit when you don’t know the answer.

• Don’t overwhelm—but don’t hold back information. (Meadow-Orlans, Mertens, & Sass-Lehrer, 2003).

Family Systems Theory

Researchers have developed several family systems theories, all of which assume that treatment and educational
more likely to succeed if they take into account the relationships and interactions among family members. One m
specifically with people with disabilities in mind includes four interrelated components: family characteristics, fa
family functions, and family life cycle (Turnbull et al., 2006).

FAMILY CHARACTERISTICS

Include basic information about the family, such as the type and severity of the disability, the family’s size, cultu
socioeconomic status, coping styles, and special conditions (e.g., spousal abuse, maternal depression). Family ch
to determine how family members interact with each other and with others outside the family. These characterist
for example, whether the child is learning disabled or deaf, is an only child or has five siblings, is of the upper mi
lives in poverty, and so forth.

FAMILY INTERACTION

Reflect family cohesion and adaptability, important determinants of the “health” of a family (Turnbull et al., 200
families are healthier if they have moderate degrees of cohesion and adaptability.

Cohesion

Cohesion refers to the degree to which an individual family member is free to act independently of other family m
appropriate amount of family cohesion permits the individual to be her own person while at the same time drawin
family members for support as needed.
FAMILY LIFE CYCLE

Several family theorists have noted that the impact of a child with a disability on the family changes over time (B
Hardman, 1998; O’Shea, O’Shea, Algozzine, & Hammitte, 2001) and have noted the value in looking at families
disabilities from a family life cycle perspective. Most family theorists consider four stage sin the lives of families
ages of the children: early childhood, childhood, adolescence, and adulthood.

Guardianship means that one person has the authority, granted by the courts, to make decisions for another perso
can range in degree from total to more limited or temporary authority to make decisions.

Social Support for Families

Families can derive tremendous benefit from social support provided by others (Lenhard et al., 2007; Singer, 200
support refers to emotional, informational, or material aid that is provided to persons in need. In contrast to assist
from professional sand agencies, social support is informal, coming from such sources as extended family, friend
groups, neighbors, and social clubs.

ETHNICITY AND SOCIAL SUPPORT

(Harry, 2002; Magana et al., 2006). The values of some minority groups place heavy emphasis on caring for one’
members, disabled or not. The family’s church plays a major social support role for many minorities, again regar
they are disabled or not.

PARENTAL SUPPORT GROUPS

One common type of social support, especially for parents of recently diagnosed children, is parental support gro
of parents of children with the same or similar disabilities. Such groups can be relatively unstructured, meeting in
unspecified agendas, or they can be more structured. They serve as a means for parents to share their experiences
educational and emotional support. Parental support groups, however, are not of benefit to everyone. Some paren
experience more stress from

sharing problems and listening to the problems of others (Berry &

Hardman, 1998).

INTERNET RESOURCES FOR PARENTS

The U.S. Department of Education has established more than 100 Parent Training and Information Centers and C
Parent Resource Centers; each state has at least one of these centers. (The January, 2009, issue of Exceptional Pa
lists all of the centers in each of the states.) The Technical Assistance Alliance for Parent Centers
(http://www.taalliance.org/about/index.asp) assists and coordinates the work of these centers. The general purpos
is to “provide training and information to parents of infants, toddlers, children, and youth with disabilities and to
who work with them. This assistance helps parents to participate more effectively with professionals in meeting t
educational needs” (Technical Assistance Alliance for Parent Centers, 2009).

Positive Behavioral Intervention and Support for Challenging Behaviors functional behavioral assessment (FBA)
behavioral intervention and support (PBIS)

Briefly, FBA is the evaluation of the antecedents, consequences, and contextual factors that maintain inappropria
and PBIS is the systematic use of scientific principles emphasizing supporting or reinforcing appropriate behavio
punishing inappropriate behavior.

In applying PBIS with families, the focus is on family activity settings, routines that families engage in, such as m
seasonal celebrations, visits to relatives, shopping, going on vacations, and eating in restaurants (Lucyshyn, Horn
Albin, & Ben, 2002; Singer, Goldberg-Hamblin, Peckham-Hardin, Barry, & Santarelli, 2002)

Communication Between Parents and Professionals

One of the keys to avoiding professional–parent misunderstandings is communication (Kauffman, Mostert, Trent
2011). It’s critical that teachers receive information from parents as well as provide information to them. The par
considerably more time with the child and have more invested in the child emotionally; they can be an invaluable
information about the child’s characteristics and interests. By keeping parents informed of activity in class, teach
relationship in which they can call on parents for support should the need arise.

Homework is one area in particular that’s often a source of misunderstanding and conflict and that requires paren
The accompanying Focus on Concepts:

Homework offers some strategies for enhancing the homework experience for students with disabilities.
• Coordinate with other teachers to prevent homework overload.

• Establish a routine at the beginning of the year for how homework will be assigned.

• Assign homework at the beginning of class.

• Explain how to do the homework, provide examples, and write directions on the chalkboard.

• Have students begin the homework in class, check that they understand, and provide assistance as necessary.

Make Homework Accommodations

• Provide additional one-on-one assistance to students.

• Allow alternative response formats (e.g., allow the student to audiotape an assignment).

• Adjust the length of the assignment.

• Provide a peer tutor or assign the student to a study group.

• Provide learning tools (e.g., calculators).

• Adjust evaluation standards.

• Give fewer assignments.

Ensure Clear Home–School Communication

Recommended ways in which teachers can improve communications with parents include

• Provide a list of suggestions on how parents might assist with homework. For example, ask parents to check wi
about homework daily.

• Provide parents with frequent written communication about homework.

Ways in which administrators can support teachers in improving communication include

• Supply teachers with the technology needed to aid communication (e.g., telephone answering systems, e-mail,
hotlines).

• Provide incentives for teachers to participate in face to-face meetings with parents (e.g., release time, compensa

• Suggest that the school district offer after-school and/or peer tutoring sessions to give students extra help with h

PARENT-TEACHER CONFERENCES.

Parent-teacher conferences can be an effective way for teachers to share information with parents. Likewise, they
opportunity for teachers to learn more about the students from the parent’s perspective. In addition to regularly sc
meetings open to all parents, teachers might want to hold individual conferences with the parents of particular stu
is key to conducting successful Parent-teacher conferences.

HOME-NOTE PROGRAMS

Sometimes referred to as home-contingency programs, home-note programs are a way of communicating with p
having them reinforce behavior that occurs at school (Jurbergs, Palcic, & Kelley, 2007; Kelley, 1990). By having
dispense the reinforcement, the teacher takes advantage of the fact that parents usually have a greater number of
disposal than do teachers. Teachers can choose from several types of home notes. (They can also elect to implem
version of home notes via e-mail or a Website.)

TRAVELING NOTEBOOKS

Traveling notebooks, which go back and forth between school and home, are less formal than home notes and ar
appropriate for students who see multiple professionals. The teacher and other professionals, such as speech and
therapists, can write brief messages to the parents and vice versa. In addition, a traveling notebook allows the dif
professionals to keep track of what each is doing with the student.

Parent Advocacy

Parents can focus their advocacy on helping their own children as well as other people with disabilities. The latte
volunteering for advisory posts with schools and agencies as well as political activism—for example, campaignin
board members who are sympathetic to educational issues pertinent to students with disabilities. As important as
all parents have the personalities or the time to engage in such activities. Also, advocacy may be more or less sui