CHAPTER-4-components-of-special-and-inclusive-education.pdf

CHAPTER 4:
COMPONENTS OF SPECIAL
AND INCLUSIVE
EDUCATION

INTRODUCTION
In this chapter, the aims to describe the
components and processes involved in
identifying children through assessment
and providing varied means of support .

Enumerate the processes
involved in Child Find through
the pre-referral process.
Identify the assessment tools,
methods, and principles in
working with children with
additional needs.
Identify the different
placement within a
continuum
OBJECTIVES
Compare accommodations
and curriculum modification.
Identify ways how to involve
parents as part of home-
school collaboration.

Referral for evaluation and
special education services begins
by identifying students who have
additional needs and who may
be at risk for development
disabilities.
I. CHILD FINF THROUGH A PRE-
REFERRAL PROCESS

A child noted to have significant difficulties in relation to expected
competencies and development milestone may be reffered by
parents and teachers for observation assessment.
A team of professionals, known as a pre-referral team, is comprised of
special education teachers, counselors, administrators, and
psychologists who collaborate to determine for the observed
challenges.
A. PRE-REFERRAL PROCESS

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 referral 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.

Very young students who are at-risk or suspected to have additional needs
may also be identified through community-based training.
Child development and social workers use developmental screening
tools such as the Early Childhood care and Development (ECCD)
checklist that covers items expected for child’s typical development.

Designed 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 beern spent for special education assessment.
B. PRE-REFERRAL STRATEGIES

observation of the child’s behavior, including interactions with
parents, teachrs and peers.
Interview of parents and teachers to gather more informatuion
about the child.
Review of school records.
Analysis, portfolio assessestment, and criterion-referenced
curriculum based assessment.
Examples of pre-referral strategies are :

Depending on the information gathered, corresponding
changes can be made to manage the child’s needs, such as
modification of the classroom environment (e.g. seating
arrangement, group change, and teacher’s proximity inclass,
instructional support, and relevant classroom and behavior
management ( Mcloughlin & Lewis, 2009)

Provides a forum tor teachers and other team members-including parents-to
discuss how to meet students’ needs.
Empower general education teachers with a variety of strategies to better
serve diverse learners.
Prevents the overrepresentation of students from a particular group in special
education.
Improves communication between parents and the school by involving
families in the process.
GOALS AND BENEFITS OF THE PRE-REFERRAL PROCESS

The process of collecting
information about a
child’s strengths and
needs.
II. ASSESSMENT

A. ASSESSMENT PURPOSE
The results of an
assessment are used to
decide on a child’s
educational placement
and to plan instructional
progreams for a child
identified to have
additional needs.
Interviews
There are a variety of assessment
methods that regular and special
education teachers can use.
Observations
Check list /
Rating scale
Tests

Are standardized assesstments that compare a child’s
performance with a representative samples of students of
the same chronological age.
Norm-Referenced
Tests
B. METHODS OF ASSESSMENTS
A tool used in assessment to ensure that results are valid and
reliable.
TESTS

Criterion-
Referenced Tests
Compare a child’s performanced based on
established standards and competencies and can
be used to describe student performance.
Such assessement data are more useful and
relevant as these provide specific skills a
child has mastered and those thar need
additional instruction

Informal
Assessment/ Non
standardized
Assessment
Used primarily to describe performance and
inform instruction.
Authentic
Assessment
Provide students the opportunity to apply
knowledge and skillsin meaningful, real-world
settings rather than in an artificial and contrived
setting.

Authentic
Assessment
An example of authentic assessment is observation of
young students as they interact with family members,
peers, and objects in naturally occuring activities across
settings and routines .

Authentic
Assessment
During observations, teachers and
specialists can use running records
which focuses on the occurrence of
behaviors as they happen sequentially.
Date and time of the observation
Names of children involves
Location of the incident
Verbatim recording of what the
children said
actual event that occurred
Essential Information to be included in
an running record:

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 adhere to ethical and legal
practices are the recommndations provided by the DEC.
C. ASSESSMENT PRINCIPLES

The process of placing students in
settings representing different
degrees of integration, depending on
the students' needs.
III. PLACEMENT

Educational Placement
Means the overall instructional setting in which
the student receives his education including the
special education and related services provided
III. PLACEMENT
Its goal is matching each students’ abilities
with clusters of services to see where he
learns best

a) Tests are selected and evaluated so as best to ensure that the test is administered to a child with
disability, including, where appropriate, health, vision, hearing, social and emotional status, general
Intelligence, academic performance, communicative status and motor abilities.
PLACEMENT EVALUATION PROCEDURE
b.) The test results accurately reflect the child's aptitude or achievement level rather than reflecting the
child's impaired sensory, manual, or speaking skills;
c.) No single procedure is used as the sole criterion for determining an appropriate educational program
for a child; and
d.) The evaluation is made by a multidisciplinary team or group of persons, including at least i.e. teacher
or other specialist with knowledge in the area of suspected disability.

PLACEMENT EVALUATION PROCEDURE

With disabilities and additional
needs who are studying in an
inclusive general education
classroom may need
accommodations in the
formStudentsof instructional support
and other supplementary services.
Others who need more intensive
support are provided with curricular
modifications.
IV. ACCOMODATION AND
CURRICULAR MODIFICATION

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 of their disabilities.
A. ACCOMODATION
Accommodations may be provided both during
assessment and instruction, depending on the
learning profile and needs of a child and may vary
in terms of presentation, response, setting, and
scheduling (Beech 2010).
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.

TYPES OF ACCOMODATIONS
Allow a student with a disability to
access information in ways other
than standard visual or auditory
means (e.g., by reading or
listening). these accomodations
change the way that instruction,
directions, and information are
presented.
PRESENTATION
ACCOMODATIONS

TYPES OF ACCOMODATIONS
Allow students to complete
activities, assignments, and
assessments in different ways or to
solve or organize problems using
some type of assistive device or
organizer.
RESPONSE
ACCOMODATION

THEORETICAL FRAMEWORK
SETTING
ACCOMODATION
Change the location in which a
test or assignment is given or
the conditions of the
assessment setting.
SCHEDULING
ACCOMODATION
Change the location in which
a test or assignment is given
or the conditions of the
assessment setting.

B. MODIFICATIONS
·Instructional level
·Content and performance
·Breath and depth of
content
CURRICULAR
MODIFICATIONS
INCLUDE CHANGES IN
Is a change to a classroom activity or to the
classroom materials in order to maximize a
child’s participation. It is provided for students
with significant or severe disabilities where
content expectations are altered, and the
performance outcomes are changed in relation
to what are expected of typically developing
students of the same age (DEC 2007).

BONFENBRENNER’S ECOLOGICAL
THEORY
Parent involvement in education,
planning, and management of
children is essential as they are
the primary care giver and have
direct influence on their children.
V. PARENT INVOLVEMENT

Microsystem- the child and his/her family belong, along with peers,
school, and the immediate community (neighborhood). A child has
direct interactions with parents, teachers, peers and others.
Mesosystem- refers to the linkages or relationships between
microsystem.
V. PARENT INVOLVEMENT

PRINCIPLES OF FAMILY CENTERED MODEL
Honors the Family
choice by changing
the power
relationship between
professional and
families.
1.
Abandons a pathology
orientation and adopts
a strengths
orientation.
2.
The entire family is
becoming the unit of
support and not just
the child with disability
and the child’s mother.
3.

Having established the critical role 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.
A. HOME-SCHOOL COMMUNICATION

1. Parent-Teacher Conferences
A face-to-face meeting held between parents and teachers in order
to share about the child’s background, strength and abilities, history
of difficulties and practices.
Conference/meeting are also held after every grading period so that
progress, changes, and results can be communicated and discussed
with parents and agree on necessary action plans.

2. Written Communication
Teachers and parents write homework assignments, the student’s
behavior’s in the classroom, as well as progress on programs goals. It
is very useful as the messages are documented.

3. Digital Communocation
With the introduction of mobile devices, many parents and families
are better able to interact via email, text message, and social network
messaging platform.

4. Home-school Contract
An agreement between teachers and parents outlining the
behavioral and/or academic goals for a student with disability.

Parent education
Parent support group
Parents also have strength, abilities , initiative knowledge, and the
commitment to help their own child. In order to maximize their
involvement, schools provide other opportunities such as;
B. OTHER WAYS TO INVOLVE PARENTS

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