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    Educ 103 Foundation of Special and Inclusive Education

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    Judyl Arciga Camo
    The document discusses special education and inclusive education, defining them and outlining six principles of special education according to IDEA including free and appropriate public education, non-discriminatory identification and evaluation, individualized education programs, least restrictive environment, parent participation, and due process safeguards. It also discusses benefits of inclusion for students with and without disabilities, teachers, parents, and community.

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    Educ 103 Foundation of Special and Inclusive Education

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    Judyl Arciga Camo
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    The document discusses special education and inclusive education, defining them and outlining six principles of special education according to IDEA including free and appropriate public education, non-discriminatory identification and evaluation, individualized education programs, least restrictive environment, parent participation, and due process safeguards. It also discusses benefits of inclusion for students with and without disabilities, teachers, parents, and community.

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    EDUC-103-FOUNDATION-OF-SPECIAL-AND-INCLUSIVE-EDUCATION

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    The document discusses special education and inclusive education, defining them and outlining six principles of special education according to IDEA including free and appropriate public education, non-discriminatory identification and evaluation, individualized education programs, least restrictive environment, parent participation, and due process safeguards. It also discusses benefits of inclusion for students with and without disabilities, teachers, parents, and community.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views2 pages

    Educ 103 Foundation of Special and Inclusive Education

    Uploaded by

    Judyl Arciga Camo
    The document discusses special education and inclusive education, defining them and outlining six principles of special education according to IDEA including free and appropriate public education, non-discriminatory identification and evaluation, individualized education programs, least restrictive environment, parent participation, and due process safeguards. It also discusses benefits of inclusion for students with and without disabilities, teachers, parents, and community.

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    © All Rights Reserved
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    of 2

    PRELIM LESSONS

    EDUC 103 FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION


    *What is SPECIAL EDUCATION?
    -special instruction that answers the unique needs of students with diverse needs
    -set of services provided to those students with exceptional learning needs and is provided also in a
    variety of education settings who have Individualized Education Program (IEP)
    *Who can avail special education services?
    -intellectual disability, hearing impairment, speech or language impairments, visual impairments, serious
    emotional disturbance, autism spectrum disorder, traumatic brain injury, developmental delay

    *IDEA mandates that regardless of the level of the student’s disability, schools must provide an
    appropriate education to ALL children with a disability (ages 3-21)

    *SIX PRINCIPLES FOR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES:


     FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE)
    -given to diagnosed children, parents families, guardian, at no cost designed to meet the individual
    needs of each student.
     NON-DISCRIMINATORY IDENTIFICATION AND EVALUATION
    -process instruments and qualifying tools used to identify individuals with a disability. It a
    requirement that a schools use nonbiased methods and multiple approaches in the evaluation
    process to ensure that there is no discrimination on the basis of race, culture. Religion, or native
    language.
     INDIVIDUALIZED EDUCATION PROGRAM (IEP)
    -This special document is the very essential and serves as the foundation of special education for
    it contains the services to be provided to the student with exceptional disability. It contains a
    description of a student’s current level of educational performance.
     LEAST RESTRICTIVE ENVIRONMENT (LRE)
    -refers to the educational setting in which a student with disability receives education services. It
    is assumed that all students regardless of the severity of the disability will be educated alongside
    with their peers without disability. When a student cannot perform satisfactorily in a regular
    classroom, he/she will be placed in a least restrictive environment in which he/she will received
    supplemental aids and services.
     PARENT PARTICIPATION
    -is an essential action in establishing home-school-community collaboration parents, families and
    guardian or any significant adults of a child with a disability must be a member of any group that
    makes decisions regarding the placement and LRE of their child.
     DUE PROCESS SAFEGUARD
    -refers to all protections afforded to children, their parents and families under IDEA and articles
    under the disability law. When we say safeguards these include obtaining parental consent for all
    evaluations and educational placement decisions, confidentially of all records relating to a child
    with a disability, independent students evaluation at public expense; and due process hearings
    when the school and parent may disagree.
    *WHAT IS INCLUSIVE EDUCATION?
    - in a broader sense. It is the right of education of children with disabilities in a regular classroom.
    - it is the main modality to address the educational needs of children who suffers from different
    deficiencies.
    *UNESCO(1983:169) defines inclusive education ..”as a form of education provided for those student’s who
    are not achieving or are not likely to achieve through ordinary educational provisions, the level
    educational, social and other attainments appropriate to their target age, and which has the aim for
    furthering their progress towards the levels”

    RISK OF INCLUSIVE EDUCATION


    -the lack of sufficient knowledge on the real psychological condition of children with disabilities of the
    regular and special education teachers which may aggravate the condition of the child.
    -the lack of skills of the school teachers in using programs special methods and assistive device which may
    aggravate the child’s condition.
    -a high rate of work within the school education program which leads to bulk requirements for children
    with disabilities without considering their present psychological and mental state.
    -disagreements of parents of normally developing children who are educated alongside with “abnormal
    state” which will lessen the quality of instruction and education as a whole.
    -the absence of highly qualified therapists (speech, occupational, physical) who could provide additional
    services to the children with special needs.

    BENEFITS OF INCLUSION TO STUDENTS WITH INTELLECTUAL DISABILITIES


    -to develop friendships with peer groups and others
    -removes the barrier and build bridges to participation and learning with others
    -increase social relations
    -improve social skills
    -peer role models for academic, social, and behaviour skills
    -increase inclusion in future environment and other settings
    -many opportunities for interaction

    BENEFITS OF INCLUSION FOR STUDENTS WITHOUT DISABILITIES


    -students will have a positive attitude towards students with disabilities
    -meaningful friendship with students with special needs
    -promotes empathy, acceptance, and appreciation of individual differences
    -increase understanding and acceptance of diversity
    -respect for all people
    -appreciate individual uniqueness and identity
    -prepares the students in adult life in an inclusive society

    BENEFITS FOR INCLUSION FOR TEACHERS, PARENTS AND COMMUNITY


    -parents are better equipped to handle their children
    -students with special needs are better prepared for independent living
    -behavioural problems of children with special needs are controlled in the community
    -students learn to respect diversity and use this experience to benefit the school and the community and
    their workplace
    -promote collaboration among the family, school, and community

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