Components of

Special & Inclusive

Education
Members:
Nambatac, Karen Elaiza
Villanueva, Anna Lou
Quintanes, Liezel
Dablo, Marie
Diana, Rowena
Regor, Mark
 CONTENTS
01 Child Find Through
A Pre-referral
Accommodations
& Cirricular
Process 04 Modifications

02 Assessment
Parent
05 Involvement
03 Placement
CHILD FIND THROUGH A
PRE-REFERRAL
PROCESS

Referral for evaluation and special education services begins by

identifying students who have additional needs and who may ne 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.
 A. Pre-referral Process - is a preventative approach intended to address struggling students'
academic or behavioral challenges in the classroom. All students who need extra support should
participate in interventions designed to meet their specific needs. A team of professionals, known
as pre-referral team, is comprised of special education teachers, counselors, administrators, and
psychologists who collaborate to determine reasons for the observed challenges (Hallahen et al.
2014).

B. Pre-referral Strategies - essential in a pre-referral intervention is the use of pre-referral

strategies that are to provide immediate instructional and/or behavior management support to a
child. Using such strategies lessens the number of cases referred for special education and makes
efficient use of time and financial resources that could have been spent for special education
assessment (Heward 2013).
 Six Stages in the Pre-Referral
Process (IRISCENTER)

Stage 1: Initial concern regarding a student’s progress

Stage 2: Information gathering
Stage 3: Information sharing and team discussion
Stage 4: Discussion of possible strategies
Stage 5: Implementation and monitoring of strategies
Stage 6: Evaluation and decision making
 ASSESSMENT

Is the process of collecting information about a child’s strengths and

needs. It uses a problem-solving process that involves a systematic
collection as well a interpretation of data gathered (Salvia et al. 2013).
Teachers and administrators make instructional decisions based on
the assessment results.
There are a variety of assessment
methods that regular and special A. Assessment Purposes
education teachers can use. This
section covers the following: Assessment has a variety of purpose in special and inclusive
(1) interviews education. It begins with initial identification that was explained in
(2) observations the previous section 1N Child Find and the pre-referral process.
(3) checklists or rating scales The results of an assessment are used to decide on a child's
(4) tests educational placement and to plan instructional programs for a
child identified to have additional needs. Progress monitoring and
evaluation of teaching programs and services is another, the
purpose of which is to determine how effective programs are to
assist the inclusive teacher and the special education teacher
(Giuliani & Pierangelo 2012).
B. Methods of
Assessment
Tests - School psychologists, educational diagnosticians, and other
related professionals use a variety of assessment tools to ensure that
results are valid and reliable. Norm-referenced tests are standardized
assessments that compare a child's performance with a
representative sample of students of the same chronological age.
Such tests are rigorously made by ateam Results are reported as
percentile ranks and age and grade equivalent scores, which makes it
easier for professionals to determine class and individual
performance.

While such quantitative reporting makes it easier to compare the test

performance of children in a class, it has its limitations in terms of use
in instructional planning. Intelligence Tests (e.g., Wechsler
Intelligence Scale for Students and Stanford-Binet Intelligence Scale)
and Achievement Tests (Wide Range Achievement Tests and Kaufman
Test of Educational Achievement) are examples of norm-referenced
assessments.
On the other hand, criterion-referenced tests compare child's performance based on established
standards and competencies and can be used to describe student performance (Jennings et al.
2006 as cited in Spinelli 2012).

Informal Assessment - Professionals also use informal or non- standardized assessments,

which are considered moreauthentic and thus can be used primarily to describe performance and
inform instruction. Such assessments can be curriculum-based or performancebased, such as
the teacher-made instruments used in classrooms and portfolio assessments.

Authentic Assessment - The use of tests, whether formal or informal, is only one method of
assessment. There are other ways of assessing students considered at-risk for developmental
delays or have additional needs. One that is highly recommerded by professionals is the use of
authentic assessmentmethods and tools. Authentic assessments provide students the
opportunity to apply knowledge and skills in meaningful, real-world settings (e.g., classroom,
playground, etc.) rather than in an artificial and contrived setting (Dennis et al. 2013). Assessment
tasks that are more real- life are considered more authentic.
During observations, teachers and specialists can use running records which focuses on the
occurrence of behaviors as they happen sequentially. Clay (2000 as cited in Dennis et al: 2013)
identified essential infor mation to be included in a running record:

• Date and time of-the observation

• Names of children involved
• Location of the incident
• Verbatim recording of what the children said
• Actual events that occurred

Anecdotalrecords contain shorter descriptions of incidents or anecdotes that teachers and

specialists can use to analyze a student's behavior and plan strategies for a specific child or
group of children.
C. Assessment Principles

Assessment practices should be anchored on principles as provided by the Division for Early
Childhood of the Council for Exceptional Student (DEC) (2014). Child- and family-centered
practices, a team-based approach, application of individualized and appropriate process, and use
of genuine and meaningful communication that adhere to ethical and legal practices are the
recommendations provided by the DEC.

Thus, a variety of assessment methods and tools, use of authentic measures, as well as
involvement of the family are zecessary to make decisions for placement and instructional
planning (DEC2014).
 PLACEMENT
Assessment results are used to decide a child's appropriate education
placement within a continuum from the least to the most restrictive settings.
During the evaluation, student performance is assessed and the team
determines if there would be any changes in the educational placement within
the continuum. Teams will base this on their observations, assessment
results, and other factors, with the goal to move toward the least restrictive
learning environment. Sound decisions are made to allow for fluidity`in the
child's placement based on the child's strengths, abilities, and needs.

In this learning environment, all students receive individualized and group

instruction with peers with disabilities and additional needs from a special
education teacher. Depending on the program goals. students may be given
the opportunity to interact with typically developing peers through school
community-building activities.
 ACCOMMODATIONS
& CURRICULAR
MODIFICATIONS

Students with disabilities and additional needs who are studying in an

inclusive general education
Add yourclassroom
text may need accommodations in
the form of instructional support and other supplementary services.
Others who need more intensive support are provided with curricular
modifications.
A. ACCOMMODATIONS

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 1n a general education classroom for children with disabi1lities,
barriers are removed from accessing education. As a result, children can
work around the effect of their disabilities.
1. Presentation Accommodations - learning needs visual support, auditory and comprehension support,
listening and focusing. Children with disabilities may need specialized presentation formats especially
those with sensory impairments so they can learn the same content alongside typically developing peers.

2. Response Accommodations - response accommodations allow students with disabilities and additional
needs a variety of ways to complete assignments, written tests, performance tasks, and other activities.
Providing such instructional and assessment supports allows them to access the same learning
experiences as other students in a general education classroom.

3. Setting Accommodations - changes in the location or conditions of the educational setting or

environment may be necessary for students who need support in terms of behavior, attention, and
organization of space and materials Accommodation in a setting may allow a child who gets easily
distracted to work in a quiet corner of the classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or a child who is still unable to read fluently may be allowed to take a
silent reading comprehension test in another room with a supervising adult Just so she could hear herself
read aloud which helps her better understand the story.

4. Scheduling Accomodations - changing time allotment schedule of tasks and assessments, and
management of time are some types of scheduling accommodations. Students with slower ability in
processing information and directions well as with focusing issues may need these types of
accommodation. Some examples of accommodation that can modify scheduling are: (1)extending time for
assignments and assessments; (2)providing breaks in between tasks; (3)providing a visual schedule or a
checklist of individual responsibilities; (4) providing predictable routines and procedures; and (5) providing
an electronic device with alarms and cues.
 Modifications are provided for students with significant or severe
disabilities where content expectations are altered, and the
performance outcomes are changed S relation to what are expected of
typically developing students of the same age (DEC 2007). When
instruction and assessment are modified, a student with disability is
still given the right to access the same learning opportunities as other
students in the general education class, but the tasks are more
respectful and appropriate to the student's abilities and needs.

Curricular modifications include changes in instructional level,

content and performance criteria, as well as the breadth and
depth of content being learned by students. Students with
disabilities or additional needs may be given more, less, or
different content and resource materials altogether. They may
also be assessed using different standards that are more
appropriate to the student's needs and abilities, such as being
provided with fewer objectives, shorter lessons, or a smaller
number of vocabulary words to learn.
Educational teams responsible for instructional
planning may indicate curricular modifications in the
B. MODIFICATIONS student's Individual Educational Plan (IEP). Such
modifications are needed so that students also have
access to the general education curriculum.
PARENT
INVOLVEMENT
Another component of an inclusive and special education is parent
involvement. It haslong been established that parent involvement in
education, planning, and management of children with disabilities and
additional needs is essential as they are the primary caregivers and have
direct influence on their children. This is anchored on Bronfenbrenner's
Human Ecological Theory, which states that there are five environmental
systems that comprise a 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 microsystems, a child has
direct interactions with parents, teachers, peers, and others; while the
mesosystem refers to the linkages o relationships between microsystems
such as the connections between family experiences and school experiences
and between family and peers (Santrock 2011).
ECOLOGICAL SYSTEMS THEORY
The Division of Early Childhood of the Council of Exceptional Children (DEC) espoused the use of
family-centered practices in the assessment and instruction of young children. Turnbull and Turnbull
(2002 cited in Kirk et al. 2015) provided the principles of a family-centered model:

(1) honors the family choice by changing the power relationship between professional and families.
(2) abandons a pathology orientation and adopts a strengths orientation.
(3) where the entire family becomes.the unit of support and not Just the child with a disability and the
child's mother.

In this way, the whole family is provided support, capitalizing on the child and family members'
strengths and resources, not on their deficits and needs. Teachers and administrators may also be
guided by these principles when communicating and collaborating with parents and families of
students with disabilities.

Parent involvement has been found to be directly related to academic achievement and improvements
in the school performance of children. Educational support and collaboration with teachers have been
found to promote child success in school (Reschly & Christenson 2009). Moreover, programs for
children with disabilities become more effective and successful when children and families are
involved (Newman 2004 cited in Heward 2013).
A. Home School Communication

Having established the critical role of parents in a students

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.
1. 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.

This is also a good opportunity for teachers to establish rapport with parents. Conferences are also
held after every grading period (e.g., every quarter, trimester, and semester) sO that progress,
changes, and results can be communicated and discussed with parents and agree on necessary action
plans.

2. Written Communication - home-school communication may also be conducted through written

messages, such as the use of a home-school communication notebook, whereteachers andparents
writehomeworkassignments, the student's behavior in the classroom,as well as progress on program
goals. A written communication may be time consuming, but some parents prefer this form of
collaboration as the messages are documented and they can provide a copy to a developmental
specialist when needed
3. Digital Communication - with the influx of mobile devices, many parents and families are
more able to communicate through electronic and igital means such as email, ext messages,
and social network messaging systems. A study found that parents and teachers percelve
technology as an effective tool to promote parent involvement and thus value its use for
communication (Olmstead 2013). Because it is instant and real-time, parents and teachers are
immediately able to receive messages and updates about the student. However, drawbacks can
also occur such s when both parties are not mindful of parameters in communication; hence, it
is necessary that parties agree on certain boundaries in order to be respectful of everyone's
time and personal space.

4. Home-School Contracts - contains an agreement between teachers and parents regarding

behavioral and/or academic goals for a student with disability. Just like any formal contract, this
is a written agreement between teachers, parents, and students
(when appropriate) on specific objectives and corresponding reinforcements or rewards when
they are met. One example of a home-school contract is a Daily Report Card, an individualized
intervention used in schools that is anchored on the behavioral principles of operant
conditioning. The card indicates specific behaviors targeted for a child with disability that are
framed as positive statements and targets for improvements. The use of a daily report card has
been found to be beneficial in helping a child with Attention Deficit Hyperactivity Disorder in
school and in promoting daily collaboration between teachers and parents (Moore et al. 2016;
Mautone et al. 2012).
 B. Other Ways to Involve Parents

Parents also have strengths, abilities, intuitive knowledge, and the

commitment to help their own child. They become advocates of their
own chi]dren. To maximize their involvement, schools provide other
opportunities such as parent education training, workshops, and
parent support groups.

a. parent education may take the form of providing seminars and workshops to parents to equip
them with a better understanding of their child's disability and,accompanying strengths,
uniqueness, as well as specific techníques and strategies that they can practice at home. Such
training sessions can be for a few hours done on a quarterly basis or for a regular period, such
as every Saturday, depending on the needs of the parents and the training capacity of the school.
In this way, parents become educated in evidence- based approaches so that there will be
continuity in the practices implemented between the home and school.

b. parent support. groups are also helpful as parents are able to ask other parents about tips
and techniques to work with their children. Parents should be empowered so that they can
participate in planning and organizing parent support groups. Through such groups, parents
can draw support from one another during meetings as they share techniques and strategies,
even frustrations and successes about their children.
THANKS FOR
LISTENING !