FSIE REVIEWER

Tuesday, 18 March 2025 4:34 pm

HEWARD 2003 - Special Education is a teaching-learning that is INDIVIDUALLY PLANNED INSTRUCTION,

SYSTEMATICALLY IMPLEMENTED INSTRUCTION, CAREFULLY EVALUATED INSTRUCTION

SPED AND INCLUSIVE EDUCATION - A form of instruction that is unique and individualized

LEARNERS WITH SPECIAL NEEDS - called Exceptional Children or Exceptional Learners. Must be helped
to achieve the Greatest or Highest Possible Self-Sufficiency and Success

➢ Individually Planned - Individuals with Disabilities Education Act should have an individualized
education program (IEP) for students ages 3 and 21

➢ REQUIREMENTS OF IDEA FOR IEPs

1. Level of performance, academic achievement, social adaption, prevocational and vocational
skills, psychomotor and self-help skills.
2. Annual Goals - Performance to be achieved by the end of the school year
3. Short-term instructional objectives - Measurable, Intermediate steps between present
performance and annual goals
4. Specific Educational Services
5. Needed Transition - From age 16 or earlier before the student leaves the school setting

➢ Systematically implemented and Evaluated instruction - Educational services, curriculum goals,

competencies, skills, approaches, strategies, and procedures in the evaluation of learning skills

➢ PERSONAL SEL-SUFFICIENCY - One of the important goals is to: Help the child become
independent from an adult's assistance

➢ PRESENT ENVIRONMENT - Current conditions include family, school, community, and institutions
like government NGOs and socio-civic organizations

➢ FUTURE ENVIRONMENT - Forecast how the child can move on to the next level of education.
- From elementary to secondary to college or to vocational program to finally in the workplace and
be employed.
- Transition from being a student to a wage earner despite disability

HEWARD'S 4 POINTS OF VIEW ON SPECIAL EDUCATION

1. SPECIAL EDUCATION IS A LEGISLATIVE GOVERNED ENTERPRISE - there are legal bases for the
implementation
- Article XIV of the 1987 Constitution
- RA 7277 - Magna Carta for Disabled Persons
- Policies and guidelines for SPED

2. SPECIAL EDUCATION IS A PART OF THE COUNTRY'S EDUCATIONAL SYSTEM

- Department of Education
- Bureau of Learning Delivery

3. SPECIAL EDUCATION IS TEACHING CHILDREN WITH SPECIAL NEED IN LEAST RESTRICTIVE

ENVIRONMENT
- WHO: Children with special needs, administrators, Sped Teachers, Regular Teachers, Guidance
counselors, Psychologist, Speech Therapists, Physical and Occupational Therapists, Medical
Doctors and Specialists
- WHAT: Modified, Differentiated, Individualized Education Program
- HOW: Specific Modalities (Braille and Sign language)
- WHERE: Schools, Hospitals, Special Schools, Residential Schools, Self-contained classes,
 - WHERE: Schools, Hospitals, Special Schools, Residential Schools, Self-contained classes,
Homebound (Hospital instructions to regular classrooms)
- REMEMBER: From Special Education to Inclusive Education (called mainstreaming)
: From Partial Inclusion to Full Inclusion

4. SPECIAL EDUCATION IS PURPOSEFUL INTERVENTION

- Intervention prevents, eliminates, and overcomes the obstacles
• PREVENTIVE INTERVENTION - Keep potential or minor problems from becoming disability
(Republic Act 9288 s. 2004 also known as the Newborn Screening Act)
• PRIMARY PREVENTION - Aimed to eliminate or counteract risk factors to not acquire the disability
(reduced new cases of disability)
• SECONDARY INTERVENTION - Aimed at reducing or eliminating the effects of existing risk factors
• TERTIARY PREVENTION - Aimed to minimize the impact of a specific condition or disability
(prevent the effects of disability from worsening)
• REMEDIAL INTERVENTION - Attempts to eliminate the effects of disability

➢ Who are exceptional children or children and youth with special needs?
- Children with one or more condition
- Mental retardation
- Giftedness
- Talent
- Learning disabilities
- Emotional and behavioral disorders
- Communication disorders
- Deafness
- Blindness and low vision
- Physical disabilities
- Health impairments
- Severe disabilities
➢ They need a differentiated special education curriculum to help attain full potential
➢ CSNs are exceptional children who can also have average, below-average, or above-average
mental ability

BASIC TERMS

➢ DEVELOPMENTAL DISABILITIY
- A severe chronic disability of a child five years older that is
: attributable to a mental physical impairment or combination of mental and physical impairments
: manifested before the person attains the age of 22
: likely to continue indefinitely
: results in substantial functional limitations in three or more areas such as self-care, language
learning, mobility, self-direction, capacity for independent living, economic self-sufficiency
: reflects the need for a combination and sequence of special care treatments that are lifelong and
are individually planned and coordinated

➢ IMPAIRMENT OR DISABILITY
- Reduced functions or loss of specific parts of the body or organ
- This limits or restricts the normal function of a particular organ of the body
- Sensory disabilities: blindness and deafness-vision or sight and audition or hearing do not function
normally - restrict the person's seeing and hearing
- blindness and disability are used interchangeably
• Impairment refers to a specific problem or loss of function in the body (missing limb)
• Disability is a functional limitation or restriction in daily activities resulting from that impairment
(unable to walk)

➢ HANDICAP
 ➢ HANDICAP
- A condition that makes it difficult for someone to do some things that other people do
- A problem a person with disability or impairment encounters when interacting with people
- (A child in a wheelchair may not be able to compete in P.E but may excel in other subjects)
- Remember that disability may pose a handicap in one environment but not in another (a person's
disability does not always create a disadvantage (handicap) in every situation—it depends on the
environment.)
- Being placed in a handicapped condition is based on the situation. (In other words, the
environment plays a major role in determining whether a disability becomes a handicap.)

➢ AT RISK
- A child with a greater chance to develop a disability
- In danger of substantial developmental delay because of medical, biological, or environmental
factors
- Genes or chromosomal
- Abnormal physical characteristics
- virus/bacterial infection during pregnancy
- drugs, alcoholism, smoking
- accidents, malnutrition, environmental deprivations

Categories of Children at Risk

1. With Established Risks – Born with special conditions

2. With Biological Risk – Born Prematurely, Underweight, with mothers who contact diabetes,
rubella virus

3. Environmental Risk – Poverty, child abuse, absence of adequate shelter and medical care,
parental substance abuse, limited opportunities for nurturance and social stimulation.

Categories of Exceptionalities
1. Mental Retardation - below the average of IQ

2. Gift - Potential & Talent - Thorn

3. Specific Learning Disability - a neurodevelopmental disorder affecting the brain's ability to process
information, leading to difficulties in specific academic areas like reading, writing, or math.

4. Emotional and Behavioral Disorders - conditions that affect a person's ability to regulate emotions,
behave appropriately, and form healthy relationships.

5. Speech and Language and Communication Disorders -difficulties with producing speech sounds,
understanding language, or using language effectively.

6. Hearing Impairment (deaf, hard of hearing)

7. Visual Impairment (blind, poor vision)

8. Physical Impairment/ Health Impairment

9. Severe Disabilities (profound disabilities in intellectual, physical and social functions) Examples:
seriously emotionally disturbed, schizophrenic, autistic, profoundly and severely mentally
retarded, deaf-blind, mentally retarded-blind and cerebral-palsied-deaf
Special Education Reviewer and Quiz

Reviewer: Special Education and Children with Special Needs

Meaning of Special Education
• Special education (SPEd) is a teaching-learning process that is individually planned, systematically
implemented, and carefully evaluated to cater to children with special needs (CSNs).
• Inclusive Education is a unique form of instruction that adapts to the needs and abilities of
learners.

Key Concepts in Special Education

1. Individually Planned: Every special education student (ages 3-21) requires an Individualized
Education Program (IEP) under the Individuals with Disabilities Education Act (IDEA).
○ IEP components:
▪ Child’s current performance level
▪ Annual goals
▪ Short-term instructional objectives
▪ Specific educational services
▪ Transition services from age 16 onward
2. Systematically Implemented and Evaluated: Special education involves planned curriculum goals,
teaching approaches, and strategies.
3. Personal Self-Sufficiency: The ultimate goal is to help children become independent in daily life.
4. Present and Future Environments: Environments include family, school, community, and
workplace, aiming for a smooth transition into society.

Heward’s Four Points of View on Special Education

1. Legislatively Governed: Mandated by laws such as:
○ Article XIV of the 1987 Constitution
○ RA 7277 (Magna Carta for Disabled Persons)
2. Part of the Educational System: Overseen by the Department of Education – Bureau of Learning
Delivery.
3. Teaching CSNs in Least Restrictive Environment (LRE):
○ WHO: Teachers, therapists, specialists, etc.
○ WHAT: Modified and individualized instruction
○ HOW: Specific methodologies (Braille, sign language)
○ WHERE: Schools, hospitals, home-bound programs
4. Purposeful Intervention:
○ Preventive Intervention: Reducing potential disabilities
○ Remedial Intervention: Eliminating effects of a disability
○ Compensatory Intervention: Teaching alternative skills

Categories of Children with Special Needs

1. Mental Retardation
2. Giftedness and Talentedness
3. Learning Disabilities
4. Emotional and Behavioral Disorders
5. Speech and Language Disorders
6. Hearing Impairment
7. Visual Impairment
8. Physical and Health Impairments
9. Severe Disabilities (e.g., Autism, Schizophrenia, Cerebral Palsy)

Basic Terms in Special Education

Basic Terms in Special Education
• Developmental Disability: Severe and chronic impairment
• Impairment/Disability: Reduced function or loss of an organ
• Handicap: Challenges faced due to impairment
• At Risk: Higher chance of developing disabilities

Pros and Cons of Labeling

Pros:
• Helps in diagnosis, communication, and funding
• Encourages acceptance and advocacy
Cons:
• Can lead to stigma, low self-esteem, and exclusion
• May create unnecessary barriers

QUIZ: Special Education and Children with Special Needs

Multiple Choice (Choose the best answer)
1. What is the main goal of special education? a) To make all CSNs excel academically
b) To help CSNs become self-sufficient and successful
c) To provide a separate learning environment for CSNs
d) To focus only on students with severe disabilities
Answer: b
2. Which law requires an IEP for special education students?
a) RA 7277 (Magna Carta for Disabled Persons)
b) Individuals with Disabilities Education Act (IDEA)
c) Child Protection Act
d) DepEd Memorandum No. 72
Answer: b
3. What does "least restrictive environment" (LRE) mean in special education?
a) Keeping CSNs in special schools only
b) Providing education in the most integrated setting possible
c) Ensuring that CSNs are homeschooled
d) Placing all students in regular classrooms without modifications
Answer: b
4. Which of the following is NOT a category of exceptionalities?
a) Learning Disabilities
b) Hearing Impairment
c) Introversion
d) Emotional and Behavioral Disorders
Answer: c
5. What is the purpose of remedial intervention?
a) To eliminate the effects of a disability
b) To prevent disabilities from occurring
c) To classify CSNs into specific categories
d) To make CSNs dependent on specialized support
Answer: a

True or False
6. Special education aims to make children independent, not dependent. (True)
7. A disability may be a handicap in one environment but not in another. (True)
8. IDEA mandates that every CSN must have an individualized education plan. (True)
9. Labeling children with disabilities can have only positive effects. (False)
10. The goal of inclusive education is to integrate CSNs into regular classrooms. (True)

Short Answer (Sample Answers)

11. Why is early intervention important in special education?
11. Why is early intervention important in special education?
Early intervention is important because it helps address developmental delays before they
become severe, improving a child’s chances of success.
12. What does "self-sufficiency" mean in special education?
Self-sufficiency means being able to function independently in daily life, which is a key goal of
special education to help students thrive beyond the classroom.
13. How can regular teachers support inclusive education?
Regular teachers can support inclusive education by using differentiated instruction, fostering
an accepting classroom environment, and collaborating with special education teachers.
14. How can labeling impact a child's self-concept?
Labeling can impact a child's self-concept by influencing how they view themselves and how
others treat them, which can be positive or negative.
15. Give an example of a child at biological risk and suggest an intervention.
A child born prematurely (biological risk) may benefit from early intervention programs to
prevent developmental delays.