GROUP 5

Federal Legislation:
 CONTENT

The Early Intervention Landmark Legislation

Movement, Public Policy and and
The Gifted People With Disabilities.

Prevention and Related

Inclusion and Case Law
Legislation
 Background
The realm of federal legislation pertaining to early intervention and
prevention has seen significant evolution over time, shaped by societal
shifts, scientific research, and advocacy efforts. In the mid-20th century,
burgeoning research underscored the pivotal role of early childhood
development, prompting the emergence of the Early Intervention
Movement. This movement, marked by initiatives like the Head Start
program established in 1965, sought to address the holistic needs of low-
income children and families, encompassing education, health, nutrition,
and parental involvement.
 WHAT TO EXPECT;
1.
Exploration of the historical context and evolution of
federal legislation regarding early intervention and
prevention initiatives.

2.
Examination of current challenges, opportunities, and best
practices in promoting access, equity, and quality in early
childhood development programs and services.
What is Special Needs Education?
Special Needs Education

- is “specially” designed instruction to meet the unique needs and

abilities of exceptional students
-Special Education is relatively new.
-Historically, people with disabilities were often placed in hospitals,
asylums, or other institutions that provided little, if any, education.
 The Early Intervention Movement
Background

Eduard Seguin (1812-1880)

•In 1848 French psychologist Edouard Séguin,
who had studied with Itard, immigrated to the
United States and developed several
influential guidelines for educating children
with special needs (ex. Mental retardation).

•Seguin’s education programs stressed the

importance of developing independence and
self-reliance in disabled students by
presenting them with a combination of physical and intellectual task
 The Early Intervention Movement
Background

Edouard Seguin
Developed the physiological method;
•Sensory training
-Focused on touch
-Utilization of material
•Motor training
-Age appropriate activities
-Simple to complex
-Functional activities
The Early Intervention Movement
 Public Policy and the Gifted
Marland report (1972) defined gifted children as those whoperform well using general mental ability and have excellent special
abilities in a certain academic field, creative and productive thinking, leadership ability, talent in visual performing arts, and/or
psychomotor ability. Making the identification of “gifted” can occur through assessment, the “differential, individualized and
accurate identification and evaluation of problems, people and situations and of their interrelations, to serve as a sound basis
for differential helping interventions” (Siporin 1975).

Public Policy
Background
Republic Act No. 3565 and 5250 (1968)
Provided that teachers, administrators, and supervisors of special education should be
trained by the Department of Education and imporverish

Presedential Decree No.603

Historically, gifted students were The Child and Youth Welfare Code, Article 3, Rights of the child. Equally important in Article
74 which provides for the creation of special classes.

often neglected in educational Republic Act 7277 (1992)

Otherwise known as the Magna Carta for Disabled Persons affirms the full participation and
policy. total intergation of persons with disabilities into the mainstrem of our society

Republic Act No. 3562

“An Act to Promote the Education of the Blind in the Philippines”

Republic Act No. 5250

An Act Establishing a ten-Yesr Teacher Training Program for Teachers of Special and
Exceptional Children”
Public Policy and the Gifted
Public Policy

•Constitution of the Philippines Section 8,

Article XV (1973)
-The provision of “a complete, adequate and
intergated system of education relevant to
the gaols of national development
Presidential Decree No. 1509
-Created, the National Commision Concerning
Disabled Persons (NCCDP). It remained as
National Council for the Welware of Disabled
Person(NCWDP).
Public Policy and the Gifted
Public Policies

Education Act of 1982 or Batas Pambansa Bilang 232

states that "the state shall promote the right of
every individual to relevant quality education
regardless of sex, age, breed, socioeconomic status,
physical and mental condition, social and ethnic
origin, political and other affiliations.
Section 24 "Special Education Service" of the same
law affirms that "the State further recognizes its
responsibility to provide, within the context of the
formal education system services to meet special
needs of certain client
Public Policy and the Gifted
Public Policies

Batas Pambansa Bilang 344 -The Accessibility Law, "An

Act to Enhance the Mobility of Disabled Persons".
1989, R.A. No. 6759 The Law declares August 1 of each year as "Day
in the Philippines".White Cane Safety
1992, R.A No, 7610 "An Act Providing for Strong
Deterrence and Special Protection Against Child Abuse, Exploitatin and
Descrimination, Providing Penalties for its Violation and Other
Purposes”
2000, Presidential Proclamation No. 361 set new dates for National
Disability Prevention and Rehabilitation Week Celebration on the
third week of July every year.
2004, Republic Act No. 9288 "The Newbornd Screening Act of 2004"
 Landmark Legislation and People with
Disabilities
Background
Landmark Legislation in 1986: P.L. 99-457
In 1986, the landmark early childhood legislation for young children with disabilities and
their families was passed. Building on federal and state policy efforts, and based on an
accumulation of the federally funded efficacy research and development of effective
practices
and services under HCEEP, the Congress, under the leadership of Senator Lowell Weicker
and Representative Pat Williams, passed, P.L. 99-457, the EHA Amendments of 1986. These
amendments created Part B, Section 619 for preschool-aged children with disabilities and
Part H (now known as Part C) for infants and toddlers with disabilities. This law required
states to lower the age from 6 to 3 for a FAPE under Part B. It also established a voluntary
early intervention program of services for children with disabilities or at risk for disabilities
from birth through age two under Part H.
 Landmark Legislation and People with
Disabilities
Background
Before special education law was passed --
– The special educational needs of children with disabilities were not being fully met;
– More than 1/2 of children with disabilities did not receive appropriate educational services
that would enable them to have full equality of opportunity.
– 1,000,000 children with disabilities were excluded and did not go through the educational
process with their peers.
– there were many children with disabilities participating in regular school programs whose
disabilities prevented them from having a successful educational experience because their
disabilities were undetected.
-Because of the lack of adequate services within the public school system, families were
often forced to find services outside the public school system, often at great distance from
their residence and at their own expense.
Landmark Legislation and People with Disabilities

Individuals with disability Act

In 1972, two federal courts ordered Pennsylvania and District of Columbia to provide a
free appropriate public education to all students with disabilities
Advocates began lobbying Congress for federal law and federal money
In 1975, President Ford signed the Education of All Handicapped Children Act of 1975,
known as Public Law 94-142.
This law is now called Individuals with Disabilities Education Act (IDEA)

Background
IDEA guarantees students with disabilities a free appropriate public education (FAPE) for
students three through 21
There is another federal law for infants with disabilities -- serves birth through two
To receive federal money, state and local agencies must agree to comply with federal law
 Landmark Legislation and People with Disabilities

Individuals with disability Act

The term special education means specially designed instruction, at no cost to
parents, to meet the unique needs of a child with a disability, including
– Instruction conducted in the classroom, in the home, in hospitals and institutions and in
other settings; and
– Instruction in physical education
Related services are also provided at no cost to the parent. These include: transportation, and
such developmental, corrective, and other supportive services, including speechlanguage
pathology and audiology services, psychological services, physical and occupational therapy,
recreation, including therapeutic recreation,
Related services continued -- social work services, counseling services, including
rehabilitation counseling, orientation and mobility services, and medical services, except that
such medical services shall be for diagnostic an evaluation purposes only.
Inclusion and Case Law
and the Gifted:
INCLUSION
INCLUSION
Inclusion refers to the practice of ensuring that all
individuals, regardless of their differences, are
respected, valued, and provided with equal
opportunities to participate fully in all aspects of
society. It involves creating environments where
everyone feels welcomed, accepted, and supported.
INCLUSIVE EDUCATION
Inclusive education is a specific application of
inclusion within the educational setting. It involves
accommodating the diverse needs of all students,
including those with disabilities or special
educational needs, so they can learn alongside their
peers in regular classrooms. Inclusive education
aims to promote diversity, equity, and belonging
while providing quality education for all learners.
 SUSTAINABLE DEVELOPMENT GOAL NUMBER 4

Quality Education

In SDG 4, inclusion means ensuring everyone,

regardless of background or status, has equal
access to quality education.
 KEY ASPECT OF INCLUSION
EQUAL OPPORTUNITY LEAST RESTRICTIVE
ENVIRONMENT (LRE)

Inclusion is rooted in the principle of providing Central to inclusion, LRE emphasizes educating
students with disabilities equal access to students with disabilities in settings closely
quality education alongside their non-disabled resembling the general education environment
peers, advocating for the belief that all while accommodating their individual needs. This
students, regardless of their abilities or may range from full integration into regular
disabilities, should have the chance to learn classrooms to partial inclusion with supportive
services.
together.
 KEY ASPECT OF INCLUSION
Individualized Education
Plans (IEPs) Collaboration

Successful inclusion necessitates collaboration

Often formulated for students with
among general education and special education
disabilities, IEPs delineate their unique teachers, support staff, and parents. Through
educational objectives and required support joint efforts, curriculum adaptation, teaching
to achieve them. In inclusive settings, IEPs are strategy modification, and necessary
utilized to customize instruction and accommodations are provided to cater to diverse
accommodations, ensuring effective student needs.
participation for all students.
 KEY ASPECT OF INCLUSION
Social and Emotional Professional
Development
Development

Educators often undergo specialized training to

Inclusion prioritizes not only academic
adeptly implement inclusive practices, equipping
progress but also the social and emotional them with the skills and knowledge required to
growth of students. It facilitates interactions support students with various disabilities
between students with and without effectively.
disabilities, fostering acceptance, empathy,
and friendships.
 KEY ASPECT OF INCLUSION
Positive Behavior Support Access to Specialized
Services

Students with disabilities may receive specialized

Inclusive classrooms employ positive behavior
services outside the general education classroom,
support strategies to cultivate a conducive such as speech therapy or occupational therapy,
and inclusive learning environment, which are typically integrated seamlessly into
addressing challenging behaviors proactively their regular classroom routine.
and supportively.
 KEY ASPECT OF INCLUSION
Monitoring and
Assessment Parental Involvement

Parents are crucial contributors to the inclusion

Progress monitoring and assessment are
process, collaborating with educators,
integral to inclusion, with educators regularly participating in IEP meetings, and advocating for
evaluating the academic and social progress their child's needs to ensure a meaningful and
of students with disabilities to ensure inclusive education.
meaningful advancement.
Issues and Challenges
1) Individual Characteristics
2) Limited Mainstream Access
3) Awareness and Attitude Gap
4) Shortage of Trained Teachers
5) Overcrowded Classrooms
Inclusion is a process, not
a place, service or setting.
Inclusion and Case Law
and the Gifted:
CASE LAW
CASE LAW
Court decisions rendered at different jurisdictional levels,
including federal, state, and local, play a crucial role in shaping the
understanding and execution of laws pertaining to special
education. These judicial rulings establish precedents and offer
direction on matters such as the rights of students, the obligations
of educational institutions, and the delivery of services for
individuals with disabilities.
 NOTABLE CASES

Brown v. Board of Board of Education v.

Education(1954):
Rowley(1982)

This case set a precedent for a free and

This Supreme Court case established that
appropriate public education (FAPE) under the
separate educational facilities for different Individuals with Disabilities Education Act (IDEA),
races were inherently unequal, setting the emphasizing personalized instruction and related
stage for later efforts toward educational services tailored to enable educational benefits.
equality.
 NOTABLE CASES

Endrew F. v. Douglas County PARC v. Commonwealth of

School District (2017) Pennsylvania (1972) and Mills v.
Board of Education(1972):

These cases established the right to a free and

Clarifying the definition of FAPE, this case
appropriate public education (FAPE) for students
emphasized that it must be "appropriately with disabilities, laying groundwork for
ambitious" and provide more than minimal subsequent special education legislation and
benefits, ensuring Individualized Education practices.
Programs (IEPs) are reasonably calculated for
a child's progress.
 NOTABLE CASES

Cedar Rapids Community School

Forest Grove School District v. T.A.
District v. Garret F.(1999) (2009)

This case affirmed parents' right to seek

Addressing the provision of continuous
reimbursement for private special education
nursing services as part of FAPE, this case services if a public school fails to provide a FAPE
ruled that schools may be required to provide and the private services are deemed appropriate.
such services for students with severe
disabilities to attend school.
 NOTABLE CASES

Sacramento Unified School Oberti v. Board of Education of

District v. Holland (1992) Clementon School District (1993)

This case strongly affirmed the right to inclusive

Establishing guidelines for inclusion, this case
education, stating that inclusion is a right, not a
emphasized evaluating the feasibility of privilege for select individuals.
including students with disabilities in general
education classrooms through a four-part
test considering educational benefits,
nonacademic benefits, effects on non-
disabled peers, and costs.
 Inclusion is not just about putting
students with disabilities in the same
room as their peers; it is about creating a
school community where everyone feels
valued, respected, and supported
Prevention and Related
Legislation
 Prevention before conception
Prenatal Care
Medical attention given to a woman carrying a child. It
comprises a number of clinical visits as well as support services
intended to advance the mother's health, the fetus, and the
family.

Genetic Counseling
When a specialist healthcare expert (a genetic
counselor) offers advice to an individual or family
regarding genetic problems, that is referred to as
genetic counseling.
 Prevention during pregnancy
Amniocentesis Chorionic Villus Sampling (CVS)
Is a pregnancy test that requires completing a
Process often carried out during the latter half or
a placental tissue sample to be tested for
third trimester of gestation. It is capable of
chromosomal irregularities and a few other
diagnosing genetic disorders like cystic fibrosis genetic issues. The organ in the uterus called
as well as some chromosomal disorders like the placenta is responsible for supplying the
Down syndrome. fetus with blood and nourishment from the
mother.

Two types of CVS procedure:

Transcervical Transabdominal
To acquire the tissue sample in In this procedure, a needle
this operation, a catheter is is inserted through the
introduced into the placenta abdomen and uterus into
through the cervix. the placenta to obtain the
tissue sample.
 Prevention during and after
birth
APGAR Scores
Phenylketonuria (PKU) Screening Appearance, Pulse, Grimace, Activity, and Respiration

Newborns aged one to three are given a blood test A baby is given the Apgar test between the ages of one and five.
known as a PKU screening test. shortly after delivery. The score at one minute establishes
how nicely the infant handled giving birth. The 5-minute score informs
days following delivery. Phenylketonuria is
the medical professional on how well
referred to as PKU. It is an uncommon illness. What is the infant doing outside of its mother's womb? It additionally
that stops the body's digestion of a specific aids in determining how well the infant reacts if
portion of a protein termed At birth, resuscitation is required.
Phe, or phenylalanine. Phe can be found in any
meal that contains protein, including What Do Apgar Scores Mean?
meats, nuts, and milk. Additionally, aspartam, an 0–3 Apgar scores are Below are Apgar scores of 4-6.
artificial sweetener, contains it. extremely low, particularly in terms of typical, and show that the
With infants born late preterm baby probably needs medical care
intervention

Seven-plus Apgar scores are

regarded as typical
 Secondary Prevention
Secondary prevention strategies focus on
lessening disability duration or severity by
promptly identifying disabling conditions
and intervening early to minimize disability
development, applicable during prenatal or
neonatal stages.
 Medicaid
Medicaid is a public insurance program that provides
health coverage to low-income families and individuals,
including children, parents, pregnant women, seniors,
and people with disabilities; it is funded jointly by the
federal government and the states. Each state operates
its own Medicaid program within federal guidelines.
 Early and Periodic Screening,
Diagnostic and Treatment (EPSDT)

EPSDT offers vital healthcare services for

Medicaid-enrolled children under 21, including
preventive, dental, mental health,
developmental, and specialty care.
 Childhood Immunization
Vaccination generates immunity to diseases by utilizing weakened
or small parts of disease-causing germs. The Expanded Program on
Immunization, guided by WHO guidelines, aims to enhance
childhood immunization coverage globally.
 Special Supplemental Nutritions Program for
Women, Infants and Children(WIC)

The WIC program offers federal funding to states for providing

supplemental foods, healthcare referrals, and nutrition education to
low-income pregnant, breastfeeding, and postpartum women, as well
as infants and children up to age 5 who are identified as being at
nutritional risk.
 Common Locations
Country health departments Hospitals,
Mobile clinics (vans) Community, centers,
Schools Public housing sites, Migrant
health centers and camps Indian health
services facilities
INCLUSIVE PROGRAMS FOR
YOUNG CHILDREN
 Inclusive Programs For Young Children

Types of Inclusive and Early Recommended Practices For

Childhood Programs Programs

Inclusive Programs for Children

Birth to 2, 3-5, and 6-8
 Background
The landscape of inclusive programs for young children
encompasses a variety of initiatives aimed at promoting social
interaction, learning, and development among children of
diverse abilities. From inclusive preschools to early intervention
services, these programs prioritize creating supportive
environments that cater to the unique needs of each child.
 WHAT TO EXPECT ;
1.
Participants can expect an exploration of the various types of
inclusive and early childhood programs available, including
inclusive preschools, Head Start programs, and early intervention
services, highlighting their objectives and populations served.

The discussion will delve into recommended practices for designing and

2.
implementing inclusive programs, focusing on collaboration among
educators, individualized supports, and the principles of Universal Design
for Learning (UDL), offering insights into effective strategies for
fostering inclusive environments.
Types of Inclusive and Early
Childhood Programs
 Types of Inclusive and Early Childhood Programs
1.) Inclusive Preschools
2.) Head Start Programs
3.) Montessori Schools
4.) Early Intervention Program
5.) Cooperative Playgroups
6.) Integrated Classrooms
7.) Inclusive Child Care Centers
8.) Early Childhood Special Education Programs (ECSE)
9.) Community-Based Programs
10.) Inclusive Playgroups
Types of Inclusive and Early Childhood Programs

INCLUSIVE PRESCHOOL

Preschools that welcome children with a diverse

range of needs and skills are known as inclusive
schools. Children with special needs or disabilities
can attend classes with their typically developing
peers in an inclusive and supportive environment.
Types of Inclusive and Early Childhood Programs

HEAD START PROGRAM

Low-income children and their families can get

comprehensive early childhood education and support
services from Head Start, a government program in
the United States. It includes a strong focus on
promoting school readiness and addressing the needs
of children with disabilities.
Types of Inclusive and Early Childhood Programs

COOPERATIVE PLAYGROUPS

Cooperative playgroups are informal settings where

parents and caregivers come together with their
young children. These playgroups can be inclusive by
actively encouraging participation from families of
diverse backgrounds and abilities.
Types of Inclusive and Early Childhood Programs

MONTESSORI SCHOOLS

A child-centered approach and individualized learning

are often highlighted in Montessori schools. A lot of
Montessori programs are inclusive and accept the
idea that children with different skill levels can gain
from this kind of learning.
Types of Inclusive and Early Childhood Programs

EARLY INTERVENTION PROGRAM

Early intervention programs are intended to help

young children who are delayed in developing or who
have special needs. To enhance early learning and
development, these programs provide developmental
support, physical therapy, and speech therapy.
Types of Inclusive and Early Childhood Programs

INTEGRATED CLASSROOMS

ln integrated classes, children with special

needs or disabilities attend regular preschools
and daycare centers with their usually
developing peers. Special education
professionals frequently provide additional
support in these environments.
Types of Inclusive and Early Childhood Programs

INCLUSIVE CHILD CARE CENTERS

This provide care and early education for children

from diverse backgrounds and abilities. They may
have staff trained to support children with disabilities
and create inclusive learning environments.
Types of Inclusive and Early Childhood Programs

EARLY CHILDHOOD SPECIAL EDUCATION PROGRAMS

Early Childhood Special Education (ECSE) programs

are specifically designed to address the needs of
young children with disabilities. These programs offer
specialized instruction and services to support their
development.
Types of Inclusive and Early Childhood Programs

COMMUNITY-BASED PROGRAMS

In some communities, there are inclusive programs

offered by community organizations, libraries, or
recreational centers. These programs aim to provide
opportunities for young children to engage in inclusive
activities and socialize with peers.
Types of Inclusive and Early Childhood Programs

INCLUSIVE PLAYGROUPS

Inclusive playgroups are where children with varying

abilities gather to play and interact socially. These
groups also offer a supportive setting for parents and
caregivers to connect and exchange helpful
information and resources
Recommended

Practices for Inclusive and

Early Childhood Programs
Here are some recommended practices
for inclusive and early childhood
programs:

1. Individual Learning Plans (ILPs) :

-Create customised lesson plans for every child,
considering their distinct requirements, strengths, and objectives for
growth. ILPs are able to direct curricula and
interventions based on the needs of each child.
2. Universal Design for Learning (UDL) :
-Apply UDL concepts to the creation of curricula and educational
resources. UDL guarantees that instruction When resources are
available and interesting to all kids,
Includes people with impairments.
3. Collaboration and Teamwork:
-Encourage cooperation between educators, therapists, and other
support personnel to deliver well-rounded services. Meeting the
requirements of every kid can be ensured with the support of regular
team meetings.
4. Inclusive Environment:
-Establish a physically accessible space that
hospitable to kids with disabilities. This could entail
altering the design of the classroom, offering assistive technologies,
and making certain that all kids may access the content.
5. Professional Development:
-Invest in staff members' continuous professional development to
increase their understanding of and proficiency with inclusive child
development, special education, and practices.
6. Peer Support and Modeling
-Promote positive peer relationships to encourage modelling and
support.
exchanges between kids. Encourage inclusive games and
cooperative games that foster peer learning in kids.
7. Inclusive Play and Activities
-Offer a range of inclusive learning and play activities that
encourage communication with others, problem-solving, and skill
development for every kid. These actions ought to be
flexible enough to satisfy personal needs.
8. Family Engagement:
-Engage families in the learning process by upholding
open and frequent dialogue, getting feedback on objectives and
tactics, as well as offering families assistance and resources.
9. Positive Behavior Support:
-Use techniques for supporting positive behaviour to address
confronting actions and fostering social-emotional
growth. Emphasise on imparting suitable behaviours and
giving constant encouragement
10. Inclusive Assessment:
-Employ inclusive evaluation techniques that take into account the
children's varied skill levels. Make sure evaluations are impartial.
Please refrain from treating kids with impairments unfairly.
11. Cultural Competence
-Encourage staff to be culturally competent so they can comprehend
and
acknowledge the children's varied ethnic backgrounds and
households. Honour the diversity of cultures in the classroom and
actions.
12. Transition Planning:
-Create arrangements for children who are migrating between
distinct learning environments (such as going from home to preschool)
or from kindergarten to preschool). Ascertain that the essential
Services and supports are maintained throughout transitions.
13. Data Collecting and Monitoring
-Gather and evaluate data regarding programme and child progress.
efficiency. Utilise this knowledge to make wise decisions.
make choices and modify tactics as necessary.
14. Advocacy and Policy Support:
-Promote laws and procedures that advance inclusive
education in the municipal, state, and federal domains.
Encouragement
policies and programmes that give early childhood a high priority
integration.
15. Continuous Improvement:
-Always assess and enhance inclusion
procedures based on input from kids, families, and employees. Be
willing to change and evolve in order to meet the youngsters in the
program's changing needs.
Inclusive Programs for Children from Birth
to 2
Reciprocal relationship with families
Parents are the primary caregivers.

Environment and Experiences

Create an enabling environment for children interact with their

environment.
 Inclusive Programs for Children 3-5
CREATING A CARING COMMUNITY OF LEARNERS
Developing a caring, equitable community of learners involves
intentionally building relationships among all members of the
community.
Play-Based Learning
An educational approach that incorporates play as a central
component of the learning process.
Constructing Appropriate Curriculum
Social-Emotional Development
Communication and literacy Development
 Inclusive Programs for Children 6-8
Academic Foundation
Continued Development of literacy and numeracy skills.
Critical Thinking and Problem Solving
Refers to ability to use knowledge,Facts, and data to effectively
solve problems.
Life skills and practical knowledge
Introduction to skills like time management organization and
basic problem solving.
Assessing Learning and Development
Providing resources and strategies for parents to support their
Quizz
Time!
 GROUP 5 MEMBERS;
1. Fritz John I.Delo Santos
2. Renelyn O. Dela Torre
3. Jenny Grace A. Miagano
4. Junasol G. Oyanib
5. Ricks David Grajo
6. Catherine S. Lachica
7. Febe P. Bontogay
8. Marc Vincent M. Oracion