EDU104: UNIT 5- COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION

A. CHILD FIND
WHAT IS CHILD FIND?

"Child Find" is a component of the Individuals with Disabilities Education Act (IDEA) in the United
States. It mandates that schools actively identify, locate, and evaluate children who may have disabilities
and need special education services. The goal is to ensure that all eligible children receive the support
they need, regardless of whether they are enrolled in public schools.

Child Find applies to children from birth through age 21 and includes outreach efforts to families and
the community to raise awareness about available services. Schools must work to identify students who
may not be receiving adequate support, including those who are homeless, those in foster care, or those
from diverse cultural backgrounds.

THE PRE-REFERRAL PROCESS

Referral for evaluation and special education services begins by identifying students who have
additional needs and who may be at risk for developmental disabilities. School guidance
counselors, early childhood teachers, primary school teachers, and community-based daycare
workers are often the first to notice such developmental delays in children. In other instances,
the parents themselves notice the delays and seek consultation with pediatricians and other
specialists.

❖ Pre-referral Process
• A child noted to have significant difficulties in relation to expected competencies and developmental
milestones may be referred by parents and teachers for observation and assessment. A team of
professionals, known as administrators, and psychologists who collaborate to determine reasons for the
observed challenges (Hallahan et al. 2014). They collaborate to find ways to meet the needs of children
with developmental delays.

• Taylor (2009) provided an assessment model that begins with a pre-referral process. Children with
noted developmental delays and difficulties are identified through observations and use of norm and
criterion-referenced tests. They are not immediately referred for special education testing but are first
provided with the necessary academic and behavioral support needed to address noted challenges. In
his assessment model, he explained that the initial step is to determine teaching areas where a learner
will benefit from additional support through a variety of means

• Very young students who are at-risk or suspected to have additional needs may also be identified
through community-based screening. Child development and social workers use developmental
screening tools such as the Early Childhood Care and Development (ECCD)

THE PRE-REFERRAL STRATEGIES

Pre-referral strategies in the Child Find process are proactive measures taken to support students before
formally referring them for special education evaluation. These strategies aim to identify and address
learning or behavioral issues early on. Essential in a pre-referral intervention is the use of pre-referral
strategies that are designed to provide immediate instructional and/ behavior management support to a
 Child. Using such strategies lessen number of cases referred for special education and makes efficient
use time and financial resources that could have been spent for special education
assessment. This will also lessen the tendency of over-referrals to special education and wasting time as
children wait to be tested rather than receive the instructional and behavioral support they need
• Examples of this strategies are:
o OBSERVATION OF THE CHILD’S BEHAVIOUR
Teachers or specialists systematically watch the student in different settings to note behaviors,
interactions, and engagement levels, helping to identify any areas of concern.
o INTERACTION WITH PARENTS, TEACHERS AND PEERS
Engaging in discussions with parents, teachers, and peers to gather diverse perspectives on the child's
strengths and challenges, providing a holistic view of the child’s behavior and performance.
o INTERVIEW OF PARENTS AND TEACHERS
Conducting structured interviews with parents and teachers to gather detailed information about the
child's history, development, and any specific issues observed in different environments.
o REVIEW OF SCHOOL RECORD
Analyzing the student’s academic records, including grades, attendance, and previous assessments, to
identify patterns or concerns that may require intervention.
o ANALYSIS OF CHILD’S ACADEMIC OUTPUT THROUGH ERROR ANALYSIS
Examining the child’s completed work to identify recurring mistakes or misunderstandings, which can
help pinpoint specific areas needing support.
o PORTFOLIO ASSESSMENT
Collecting a range of the child’s work over time (such as assignments, projects, and tests) to assess
progress, strengths, and areas for improvement, providing a comprehensive view of the child’s academic
journey.

✓ Depending on the information gathered, corresponding changes can be made to manage the child's
needs, such modification of the classroom environment (e.g., seating arrangement, group change, and
proximity in class), instructional sup teachers’ port, and relevant classroom and behavior management
(Mcloughlin & Lewis 2009).

B. ASSESSMENT
WHAT IS ASSESSMENT?

➢ This is the process of collecting info or about a child’s strengths and needs from a series of tests/
assessments given to him.

➢ Teachers and administrators make instructional decisions based on the assessment results.

❖Variety of assessment methods are:

• Interviews- Structured or semi-structured conversations with parents, teachers, or the student, aimed at
gathering in-depth information about the child’s experiences, behaviors, and academic performance.
• Observations - Systematic monitoring of a student’s behavior and interactions in different settings
(e.g., classroom, playground) to gather data on their social skills, engagement, and responses to various
situations.
• Checklists or rating scales- Tools that provide a structured format for evaluating specific behaviors or
skills. Checklists list observable traits or tasks, while rating scales allow evaluators to rate the frequency
or intensity of these behaviors on a numerical scale.
 • Tests- Standardized assessments designed to measure specific knowledge, skills, or abilities. These can
include academic tests (e.g., math, reading) or psychological assessments that evaluate cognitive and
emotional functioning.

PURPOSE OF ASSESSMENT

1. Diagnostic: To identify students' strengths and weaknesses before instruction.

2. Formative: To monitor student learning during instruction and provide ongoing feedback.
3. Summative: To evaluate student learning at the end of an instructional period.
4. Accountability: To assess whether educational standards and goals are being met.
5. Guidance: To inform instructional decisions and tailor teaching strategies.

METHODS OF ASSESSMENT
➢ Tests-school psychologists, diagnosticians and other related professionals use a variety of tools to
ensure that result is valid and reliable. (Criterion Referenced, Norm Referenced)

➢ Criterion Referenced- Measures student performance against predetermined standards or specific

learning objectives, rather than comparing students to one another.
Characteristics:
 Fixed Criteria: Performance is evaluated based on a clear set of criteria or benchmarks (e.g., state
learning standards).
 Purpose: To determine whether students have mastered specific skills or knowledge.
 Examples:
o State standardized tests that assess whether students meet grade-level expectations.
o Classroom assessments that align with learning objectives, such as end-of-unit tests.
Advantages:
 Clarity: Provides clear expectations for what students need to learn.
 Focus on Mastery: Helps educators identify which students need additional support to meet learning
goals.
 Targeted Instruction: Allows for adjustments in teaching based on student performance against
specific criteria.

➢ Norm Referenced- Compares an individual student's performance to that of a larger group (the norm
group), which typically includes students of similar age or grade level.
Characteristics:
 Relative Performance: Results indicate how a student performs in relation to others, often presented as
percentiles or standard scores.
 Purpose: To rank students or to identify relative strengths and weaknesses among a group.
 Examples:
o IQ tests and standardized tests like the SAT or ACT, which rank students based on their
performance compared to a norm group.
Advantages:
 Comparison: Useful for identifying students who may be excelling or struggling compared to their
peers.
 Broad Context: Provides insights into a student's performance relative to a wider population, which can
inform decisions about gifted programs or additional support.
 ➢ Informal Assessment- teacher made instruments, portfolio assessments, outputs in school, inventories,
observation of teacher in class

➢ Authentic Assessment- real performance, real world setting test (experiments, demonstrations, play
etc) observation on student during his interaction with others. Real behaviors are seen here and naturally
occurring

Specific Types of Informal and Authentic Assessment

1. Observation Checklist:
o A structured tool used to document specific behaviors or skills demonstrated by a student during
activities. It provides a systematic way to record observations and assess progress over time.
2. Anecdotal Report:
o A brief, narrative account of a student's performance or behavior during a specific incident or
over a period. These reports provide qualitative insights and context for understanding student
progress.
3. Portfolio Assessment:
o A collection of a student's work (e.g., projects, assignments, reflections) that showcases their
learning over time. Portfolios allow for a comprehensive view of student progress and
achievement.

C. PLACEMENT
WHAT IS PLACEMENT?

Placement in special and inclusive education refers to the process of determining the most appropriate
educational setting for a student with disabilities. This decision is crucial for ensuring that the student
receives the support and resources they need to succeed academically and socially.

KEY ASPECTS OF PLACEMENT

1. Individualized Assessment: Placement decisions are based on a comprehensive evaluation of the

student’s strengths, needs, and educational requirements, typically outlined in an Individualized
Education Program (IEP).
 2. Least Restrictive Environment (LRE): The law mandates that students with disabilities should be
educated alongside their non-disabled peers to the maximum extent appropriate. This principle
guides placement decisions, promoting inclusion in general education settings when possible.
3. Types of Placements :
 General Education Classroom: Students receive support within a regular classroom environment, often
with accommodations and modifications.
 Resource Room: Students spend part of their day in a general education classroom and part in a smaller,
specialized setting for additional support.
 Self-Contained Classroom: A classroom specifically designed for students with similar disabilities,
offering more tailored instruction and support.
 Specialized Schools: Schools that focus on specific disabilities or needs, providing a highly structured
environment.
4. Collaboration: Placement decisions involve collaboration among educators, parents, specialists, and
the student (when appropriate), ensuring that all perspectives are considered.
5. Ongoing Review: Placement is not static; it should be regularly reviewed and adjusted based on the
student’s progress and changing needs.

D. ACCOMODATION AND CURRICULAR MODIFICATION

Students With disabilities and additional needs who are studying in an inclusive general education
classroom may need accommodations in the form of instructional support and other supplementary
services. Others who need more intensive support are provided with curricular modifications.
Accommodation and curricular modification are two key strategies in special and inclusive education
that help meet the diverse needs of students with disabilities.

WHAT IS ACCOMODATION?

➢Accommodations are adjustments made to the teaching environment or assessment methods to help
students access the curriculum without altering the content itself.

➢ Based on the definition. accommodations are supports provided to Students to help gain full access to
class content and instruction. without altering the curriculum standards and competencies expected and
to demonstrate accurately what they know. When accommodations are provided in a general education
classroom for children with disabilities. barriers are removed from accessing education. As a result.
children can work around the effect or their disabilities. Examples of accommodations are altering
instruments, toys or materials, changing the room during specific activities. providing time extensions or
allowances for tests and tasks, and changing response formats in worksheets.

➢ Accommodations may be provided both during assessment and instruction. depending on the learning
profile and needs of a child and may response, setting. and scheduling (Beech 2010).

➢Accommodations aim to level the playing field, enabling students to demonstrate their knowledge and
skills without changing the learning objectives.

Examples:
 Preferential Seating: Placing the student in a location that minimizes distractions.
 Extended Time: Allowing additional time for tests or assignments.
 Use of Technology: Providing tools like speech-to-text software or calculators.
 Modified Instructions: Simplifying or clarifying instructions for assignments
 TYPES OF ACCOMMODATION

WHAT IS CURRICULAR MODIFICATION?

➢ Curricular modifications involve altering the content, expectations, or learning objectives to better fit
the student’s abilities and needs.

➢ Modifications are designed to provide a more tailored educational experience, recognizing that some
students may require different objectives to succeed.

Examples:
 Reduced Complexity: Simplifying assignments or reducing the number of items to be completed.
 Alternative Assignments: Creating different tasks that assess the same skills or knowledge in a more
accessible way.
 Adjusted Learning Goals: Setting different learning outcomes that are more achievable for the student.

ACCOMODATION VS. MODIFICATION

E. PARENTAL INVOLVEMENT
WHAT IS PARENTAL INVOLVEMENT?

➢ Another component of an inclusive and special education is parent involvement. It has long been
established that parent involvement in education, and management of children with disabilities and
additional needs essential as they are the primary caregivers and have direct influence their children.
This is anchored on Bronfenbrenner's Human Ecological theory, which states that there are five
environmental systems that comprise child's social context. For the purposes of this book, focus is given
on the microsystem, where the child and his/her family belong, along with peers, school, and the
immediate community (i.e., neighborhood). Within these systems, a child has direct interactions with
parents, teachers, peers, and others; while the mesosystem refers to the linkages or relationships between
microsystems such as the connections between family experiences and school experiences and between
family and peers (Santrock 2011).

Importance of Parental Involvement

1. Advocacy: Parents are essential advocates for their children, helping to ensure that their needs are met
and that they receive appropriate services and support.
2. Collaboration: Effective collaboration between parents and educators fosters a positive relationship that
enhances communication, trust, and shared goals for the child's development.
3. Insight into the Child: Parents provide valuable information about their child’s strengths, challenges,
and preferences, which can inform individualized education plans (IEPs) and instructional strategies.
4. Support at Home: Active parental involvement encourages learning at home through support with
homework, reinforcing skills, and promoting positive attitudes toward education.
5. Emotional Support: Parental engagement can help boost a child’s self-esteem and motivation, creating
a supportive environment that encourages academic and social success.

❖ Home-School Communication- Having established the critical role and achievement of parents, in a
student's developmental and academic progress and achievement, it is essential that there is a close home
and school collaboration and communication. To establish partnerships, problem-solving, two. way
communication, and shared decision making are some of the practices needed. communicating with
parents may be done in several ways.

Importance of Home-School Communication

1. Building Relationships: Strong communication helps establish trust and rapport between educators and
families, creating a positive school climate.
2. Informed Parents: Regular updates on student progress, school events, and available resources
empower parents to be active participants in their child’s education.
3. Collaboration: Open lines of communication facilitate teamwork among teachers, parents, and
specialists, ensuring that everyone is aligned in supporting the child’s needs.
4. Problem-Solving: Effective communication allows for the early identification of issues, enabling timely
interventions and collaborative problem-solving.
Strategies for Effective Home-School Communication
1. Regular Updates: Utilize newsletters, emails, or messaging apps to keep parents informed about
classroom activities, academic progress, and important dates.
2. Parent-Teacher Conferences: Schedule regular meetings to discuss the child’s performance, share
insights, and set goals collaboratively.
3. Two-Way Communication: Encourage parents to share their observations and concerns. This can be
facilitated through surveys, phone calls, or suggestion boxes.
4. Workshops and Training: Offer workshops for parents to learn about the curriculum, special education
processes, and ways to support learning at home.
5. Use of Technology: Implement platforms or apps that allow for easy communication and sharing of
resources, such as homework assignments or educational materials.
6. Feedback Mechanisms: Provide opportunities for parents to give feedback on school policies,
practices, and their child’s experience.

❖ Parent-Teacher Conferences- Parent-teacher conferences are face-to-face meetings held between

parents and teachers. Conducting such meetings is necessary so parents of students with disabilities and
additional needs will be able to share about their child's background. strengths and abilities, history of
difficulties, and practices they have been implementing at home as well as interventions done with other
specialists. Together with teachers, they can coordinate their efforts and services to support their child
both in school and at home

Purpose of Parent-Teacher Conferences

1. Share Progress: Teachers provide updates on the student’s academic performance, strengths, and areas
needing improvement.
2. Discuss Goals: Collaboratively set educational goals and objectives for the student, ensuring alignment
between home and school expectations.
3. Address Concerns: Allow parents to express concerns about their child’s learning, behavior, or social
interactions, enabling problem-solving discussions.
 4. Foster Collaboration: Strengthen the partnership between parents and teachers, promoting a unified
approach to supporting the child’s education.
5. Provide Resources: Share information about additional resources, interventions, and strategies that can
be utilized at home to support learning.
Structure of Parent-Teacher Conferences
1. Preparation:
o Teachers review student records, assessments, and any relevant data to prepare for the meeting.
o Parents are encouraged to bring questions, observations, and any documentation that may be
helpful.
2. Meeting Format:
o Conferences can be held in-person, virtually, or by phone, depending on preferences and
circumstances.
o Typically, meetings last about 15 to 30 minutes to allow for focused discussion.
3. Discussion Points:
o Academic performance and progress.
o Behavioral observations and social skills.
o Strengths and challenges.
o Strategies and interventions in place.
o Goals for the upcoming term.
4. Action Steps:
o Agree on specific actions or strategies to support the child’s learning at home and school.
o Schedule follow-up meetings if needed.

OTHER WAYS TO INVOLVE PARENTS

1. Volunteering at School
 Classroom Assistance: Parents can help teachers with activities, lessons, and classroom management.
 School Events: Participating in or organizing events like field trips, fairs, or sports days.
2. Supporting Learning at Home
 Homework Help: Assisting children with assignments and encouraging study habits.
 Reading Together: Engaging in shared reading or discussing books to enhance literacy skills.
3. Attending Workshops and Training
 Educational Workshops: Participating in sessions offered by the school on topics like literacy, math
strategies, or special education processes.
 Parent Support Groups: Joining groups that provide resources and shared experiences among parents
of children with similar needs.
4. Engaging in School Governance
 PTA/PTO Membership: Joining the Parent-Teacher Association/Organization to participate in
decision-making processes and advocacy for school improvements.
 Advisory Committees: Serving on committees that address specific issues, such as curriculum
development or school safety.
5. Communicating Regularly with Teachers
  Emails and Phone Calls: Maintaining open lines of communication to discuss any concerns or insights
about the child’s progress.
 Using School Platforms: Engaging through school communication platforms or apps to stay updated on
announcements and assignments.
6. Encouraging Extracurricular Participation
 Supporting Activities: Encouraging participation in sports, music, arts, or clubs to enhance social skills
and interests.
 Attending Performances and Competitions: Showing support by attending school events,
performances, or competitions.
7. Advocating for Their Child
 Understanding Rights: Educating themselves about their child's rights in special education and
inclusive settings.
 Participating in IEP Meetings: Being actively involved in developing and reviewing their child’s
Individualized Education Program (IEP) to ensure their needs are met.
8. Creating a Positive Home Environment
 Setting Routines: Establishing consistent daily routines for homework, reading, and family time.
 Promoting a Growth Mindset: Encouraging resilience and a positive attitude toward challenges and
learning.
9. Engaging in Community Resources
 Utilizing Local Programs: Exploring community resources such as tutoring centers, libraries, or
recreational programs that support learning.
 Networking with Other Parents: Connecting with other families for shared experiences, support, and
resources.