P2 Edu 539 FS

The Special Education
addresses the unique needs of a

student eligible to receive special
education services.
provided at no cost to parents and

includes the related services a
student needs to access her/his
educational program.
Education for All Handicapped
Children Act (EHCA, PL 94-142)
1975
Education for All Handicapped

Children Act (EHCA, PL 94-142)
(EHCA)
"free and appropriate public education"

(FAPE) to all students, including those
with physical, mental, or behavioral
disabilities.
(EHCA)
include a comprehensive screening and

diagnosis by a multidisciplinary team
and the development of an annual
Individualized Education Plan (IEP)
Individuals with Disabilities
Education Act (IDEA)
Individuals with Disabilities
Education Act (IDEA)
all children with disabilities—
regardless of the type or severity of
their disability.
between the ages of three and 21
years are entitled to FAPE in the least
restrictive environment.
Republic Act RA 11650 or the
"Instituting a Policy of Inclusion and
Services for Learners with
Disabilities in Support of Inclusive
Education Act."
DISABILITY
Physical, sensory, or mental condition that interferes with a
person’s ability.
It is a measurable impairment or limitation that interferes
with a person’s
ability Example:
A person can not walk because of a loss of both feet.
A person can not lift heavy objects after a surgery.
IMPAIRMENT
Damage to an organ or part of a body
Example:
A person can not hear due to the damage in his ear
drums. He has hearing impairment.
A person can not see with 20/20 vision due to cataract. He
has visual impairment
HANDICAP
disadvantage that occurs as a result of a disability or impairment
The degree or disadvantage that occurs (or extent of the handicap) is often both
dependent on the adjustment made by both the person and his environment. The
extent to which a disability handicaps an individual can vary greatly
Examples
2 persons who have hearing impairment:
One knows sign language and lip
reading One can’t
2 persons on a wheelchair
One can move around school because of the existing ramps and
elevators The other can not because the school does not have the
facility
A person who is born blind (the impairment) is unable
to read printed material, which is how most information is
widely disseminated (the disability). If this person is
prevented from attending school or applying for a job
because of this impairment and disability, this is a
handicap.
MODELS OF DISABILITY
1.MORAL/ RELIGIOUS
MODEL
curse or blessing
CURSE
For instance, biblical scripture would refer to the
persons with chronic illnesses like leprosy as
unclean, while those considered demonically
possessed may actually had mental illnesses
(McClure 2007 as cited in Retief and Letosa, 2008).
BLESSING
Disability either becomes one’s ticket to heaven or
an opportunity toward character development.
2.THE
BIOMEDICAL/
INDIVIDUAL
MODEL
PWDs are seen as persons who are ill and meant to
be treated or “made more normal”, Olkin (1999 as
cited in Retief and Letosa 2018: 2-1)
Goals of Intervention
cure
amelioration of the physical condition to the
greatest extent possible
rehabilitation
3.THE
FUNCTIONAL/
REHABILITATION
MODEL
sees the PWD as having deficits
justify the need to undergo rehabilitative

intervention such as therapies, counseling, and the
like aim to reintegrating the PWDs into society.
BIOMEDICAL FUNCTIONAL
suggests habilitation,
the assistance given by
which refers to help
the professionals to
given to those whose
those who hav a
disabilities are
e in
acquired disability n
congenital or
the hope of
manifested very early in
gaining
life in order to maximize
back
function
4.The Social Model
People are disabled by barriers in society.
Barriers:
1. Physical
2. People's attitudes
5.The Medical Model
People are disabled by their impairments or
differences.
Looks at what is 'wrong' with the person, not what

the person needs.
6.Right-Based Model
Recognizes the PWDs’ vulnerability and tries by
upholding and safeguarding their identities and
rights as human beings.
All energies are devoted to the realization of

each learners’ right to education.
The Process of Special Education
Step 1:
Identifying
Needs
• When, where and how are disabilities diagnosed?

• Does the disability impact the child's
educational progress?
• What are the specially designed instructions do
the student need?
Step 2:
Formal
Assessment
• Evaluating the learning disability
• Tests that are designed to provide overview of

the academic performance, basic cognitive
functioning, and current strengths or weaknesses.
Step 3:
Placement and
Accommodation
•What is the most appropriate environment for

the student? How to provide this environement?
•Is there a need for specialized services, such as
speech therapy or adaptive physical education?
PHASE ONE: Recognition
PHASE ONE: Recognition
1. Is the issue a recurrent problem or new?

2. Is the issue constant?
PHASE TWO: Pre-referral
PHASE ONE: Pre-referral
1. Identify, develop, and implement alternative

education strategies for students who have
recognized problems in the classroom before
the student is referred to special education.
PHASE THREE: Placement
PHASE THREE: Placement
1. A student could be placed in a single setting all day or spend parts of
the day in different settings. For example, a student in a mainstream
education classroom all day might receive special education services in
the same general education classroom as part of regularly scheduled
instruction time. Or, a student might go to different educational settings
for part – or all – of the day to receive special education services.

Educational Settings (for
placement)
1. Mainstream ( General Education)
1.Mainstream ( General Education)
direct instruction, a helping teacher, team teaching, co-teaching, an

interpreter, education aides, modifications or accommodations in lessons
or instruction, or more teachers per student.
2. Resource
2. Resource: This is a class for students who
receive special education services and need
intensive help to keep up with grade-level
work.
2. Resource
The class may have 1 or 2 students, or may have

many students. However, students receive
instruction or support based on their unique needs.
The number of minutes your child spends in a
resource class must be written into the IEP.
3. Self-Contained Programs
3. Self-contained Classroom
receive services outside of the general

education
Source: Centre for Teaching Excellence Blog/The University of
Components of Special and
Inclusive Education
Components of
Special
Accommodation and Modification
Inclusive
Education
CATEGORIES OF
EXCEPTIONALITIES
Omrod’s Educational Psychology, 2000
BEHAVIORAL
ADHD,/ADD,/HDD
Difficulty in maintaining focus and/or
recurrent hyperactive and impulsive
behavior
Autism
A condition manifested by different levels of impaired
social interaction and communication,
repetitive behaviors and limited interests
EMOTIONAL/CONDUCT DISORDERS
involves the presence of emotional states like
depression and aggression over a considerable amount
of time
1. Depression
2. Aggression
3. Eating disorders (binge eating, anorexia, bulimia)
COMMUNICATION
Speech and Communication Disorders

Spoken language difficulties
Inability to produce sound; stuttering;
difficulty in spoken language
comprehension all of which are significant
to hamper classroom performance
COGNITIVE
Intellectual Disability
Refers to significant sub-average
intelligence and deficits in adaptive
behavior
Difficulty in managing activities of daily
living and in conducting themselves
appropriately in social situations
Learning Disabilities
Difficulties on specific cognitive process like

perception, memory, or metacognition that
are not due to other disabilities like mental
retardation, EBD, or sensory impairments
Dyscalculia (numbers),
Dysgraphia(writing), Dyslexia
(reading)
Learning Disabilities
GIFTEDNESS
Significantly high level of intelligence
*Talented
PHYSICAL DISABILITIES AND
HEALTH IMPAIRMENTS
physical or medical conditions (usually long
term) inkling one or more of these:
Limited energy and strength (HIV, Cancer
etc.); Reduced mental alertness (TBI)
Little muscle control (ex. cerebral
palsy, Parkinson's Disease etc.)
SENSORY IMPAIRMENTS
Visual impairment
Malfunction of the eyes or optic nerves
Pink eye, lazy eye, cataract, tunnel vision
etc.
Hearing Impairment
Malfunction of the ear or auditory nerves
SEVERE AND MULTIPLE DISABILITIES
presence of two different types of disability, at times at a

profound level.
Example: Blind + Autism; Mental Retardation+ Hearing
Impairment
Concomitant disability : Presence of two/ more types of

Disability of the same category.
Example: Blind+ Hearing Impaired; Dyslexia + dyscalculia

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The Special Education

The Special Education

addresses the unique needs of a

provided at no cost to parents and

Education for All Handicapped

"free and appropriate public education"

include a comprehensive screening and

justify the need to undergo rehabilitative

Looks at what is 'wrong' with the person, not what

All energies are devoted to the realization of

• When, where and how are disabilities diagnosed?

• Evaluating the learning disability

• Tests that are designed to provide overview of

•What is the most appropriate environment for

1. Is the issue a recurrent problem or new?

1. Identify, develop, and implement alternative

1. A student could be placed in a single setting all day or spend parts of

the day in different settings. For example, a student in a mainstream

education classroom all day might receive special education services in

the same general education classroom as part of regularly scheduled

instruction time. Or, a student might go to different educational settings

for part – or all – of the day to receive special education services.

direct instruction, a helping teacher, team teaching, co-teaching, an

The class may have 1 or 2 students, or may have

receive services outside of the general

Speech and Communication Disorders

Difficulties on specific cognitive process like

Significantly high level of intelligence

presence of two different types of disability, at times at a

Concomitant disability : Presence of two/ more types of

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