REGULAR AND SPED Compared

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REGULAR AND SPED Compared

  1. 1. COMPARISON BETWEEN REGULAR AND SPED CURRICULUM
  2. 2. ADMISSION: REGULAR – ENTRANCE EXAMINATION SPED – IDENTIFICATION AND ASSESSMENT ( ARTICLE III SECTION 1) * IDENTIFICATION AND ASSESSMENT OF EVERY CHILD SHALL BE CONDUCTED AS EARLY AS POSSIBLE AND USES TEAM APPROACH *COMPOSED OF PERSONS WITH WORKING KNOWLEDGE AND UNDERSTANDING OF CHILDREN WITH SPECIAL NEEDS: 1. PARENTS/GUARDIANS/EXTENDED FAMILIES, NEIGHBORS AND FRIENDS 2. REGULAR TEACHERS
  3. 3. ADMISSION: 3. SPECIAL EDUCATION TEACHERS 4. GUIDANCE COUNSELORS 5.SCHOOL ADMINISTRATORS 6. HEALTH WORKERS 7. SOCIAL WORKERS 8. PSYCHOLOGISTS 9. SPEECH AND PHYSICAL THERAPISTS 10. LAW ENFORCEMENT OFFICERS 11. PROBATION OFFICERS THE SYNTHESIS OF IDENTIFICATION AND DIAGNOSTIC INFORMATION SHALL BE THE BASIS FOR THE APPROPRIATE EDUCATIONAL PLACEMENT OF THE CHILD WITH SPECIAL NEEDS
  4. 4. CURRICULUM: (MANDATED BY DEPED) ARTICLE V SECTION 1 (POLICIES AND GUIDELINES) REGULAR CURRICULUM - THE CURRICULUM PRESCRIBED FOR REGULAR CHILDREN. SPECIAL CURRICULUM - THE CURRICULUM FOR CHILDREN WITH SPECIAL NEEDS AIMED PRIMARILY AT DEVELOPING SPECIAL ADOPTIVE SKILLS TO MAXIMIZE THEIR POTENTIALS.
  5. 5. CURRICULUM: MODIFIED CURRICULUM - THE CURRICULUM PRESCRIBED FOR REGULAR CHILDREN WITH CERTAIN ADAPTATIONS TO MEET THE NEEDS OF SPECIAL CHILDREN. VISUALLY IMPAIRED: SENSORY TRAINING, SPECIAL INSTRUCTION IN BRAILLE READING AND WRITING, MATHEMATICS, ORIENTATION AND MOBILITY, BRAILLE MUSIC, AND TYPING
  6. 6. HEARING IMPAIRED: COMMUNICATION AND LANGUAGE DEVELOPMENT BASED ON THE PHILOSOPHY OF TOTAL COMMUNICATION WHICH IS TAILORED TO MEET THE INDIVIDUAL CHILD'S COMMUNICATION, AND EDUCATIONAL NEEDS BEHAVIORPROBLEMS: SPECIAL ACTIVITIES AND INSTRUCTIONAL TECHNIQUESFOR THE NORMALIZATION OF BEHAVIOR WITH EMPHASIS ON MORAL, CIVIC AND SPIRITUAL VALUES AS WELL AS TRAINING IN LIVELIHOOD, AND TECHNICAL AND ACADEMIC SKILLS TO PREPARE THEM FOR THE WORLD OF WORK. PHYSICALLY HANDICAPPED: FUNCTIONAL EXERCISES.
  7. 7. INSTRUCTIONAL MATERIALS METHODS AND STRATEGIES: REGULAR: DIMENSIONAL FOLLOWING THE CURRICULUM, SET OBJECTIVES FOR LEARNING SPED: CONSTRUCTIVISM (LEARNING BY EXPERIENCE)
  8. 8. INSTRUCTIONAL MATERIALS METHODS AND STRATEGIES: • APPLIES TO BOTH REGULAR AND SPED: * USE INSTRUCTIONAL MATERIALS THAT ARE LOW COST AND INDIGENOUS MATERIALS SHALL BE DEVELOPED FOR THE USE OF CHILDREN *TEACHING STRATEGIES SHALL BE CREATIVE AND MULTI-DIMENSIONAL. THEY SHALL MAKE MAXIMUM USE OF ALL REMAINING SENSE MODALITIES AND PROVIDE FOR ACTIVE PARTICIPATION IN THE LEARNING PROCESS
  9. 9. NUMBER OF STUDENTS: REGULAR : 30-45 (STANDARD) SPED : FOR MAXIMUM EFFICIENCY, CLASS SIZE IS GIVEN UNDER ARTICLE IV SECTION 2 OF THE GUIDELINES AND POLICIES FOR SPECIAL EDUCATION
  10. 10. NUMBER OF STUDENTS: Exceptionality One-grade level Multi-grade level Gifted/ fast learner 30-35 15-20 Mentally retarded 8-15 8-10 Blind 7-10 5-6 Deaf 7-15 6-8 Behavior Problems 15-20 7-15 Orthopedically Handicapped 10-15 10-15 Multiply Handicapped 5-8 3-6 Speech Defective 10-15 10-15 Learning Disabled 7-10 5-6
  11. 11. TEACHERS: REGULAR: *BACHELOR OF SCIENCE IN ELEMENTARY EDUCATION OR SECONDARY EDUCATION SPED: ARTICLE VIII SECTION 1: FOR THE EFFECTIVE IMPLEMENTATION OF THE SPECIAL EDUCATION PROGRAM, THE EDUCATION, WELFARE AND TRAINING OF PERSONNEL SHALL BE GIVEN HIGH PRIORITY. ALL PERSONNEL INVOLVED IN THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS SHALL HAVE ADEQUATE AND APPROPRIATEEDUCATIONAL BACKGROUND AND TRAINING AND PERSONNEL QUALITIES.
  12. 12. TEACHERS: EDUCATION AND WORK EXPERIENCE FOR A SPECIAL EDUCATION TEACHER •BACHELOR OF ELEMENTARYEDUCATION SPECIALIZING IN SPECIAL EDUCATION •BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION, MAJOR IN SPECIAL EDUCATION •BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION PLUS 18 UNITS IN SPECIAL EDUCATION IN THE GRADUATE LEVEL •BACHELOR OF SCIENCE IN ELEMENTARYEDUCATION OR SECONDARY EDUCATION PLUS 16 UNITS IN SPECIAL EDUCATION WITH 4 YEARS OF VERY SATISFACTORY EXPERIENCE IN THE REGULAR SCHOOLS
  13. 13. TEACHERS: •BACHELOR OF SCIENCE IN ELEMENTARYOR SECONDARY EDUCATION PLUS 14 UNITS IN SPECIAL EDUCATION WITH 4 YEARS OF VERY SATISFACTORY EXPERIENCE IN THE REGULAR SCHOOLS •BACHELOR OF SCIENCE IN ELEMENTARY OR SECONDARY EDUCATION PLUS 12 UNITS IN SPECIAL EDUCATION WITH 6 YEARS OF VERY SATISFACTORY EXPERIENCE IN THE REGULAR SCHOOLS FOR REGIONAL AND DIVISION SUPERVISORS, COORDINATORS, AND ADMINISTRATORS OF SPECIAL SCHOOLS AND CENTERS • MASTER OF ARTS WITH 18 UNITS IN SPECIAL EDUCATION OR ANY RELATED FIELD
  14. 14. THANK YOU!!! PREPARED BY: GOLDY JANE ARONG-PUSA

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