This document discusses components of special and inclusive education. It covers the child find process, assessment tools and methods, accommodations and curriculum modifications, and parent involvement. The key points are: 1. The child find process involves locating children who may need special education through surveys, campaigns, and working with local health workers. Assessments are then used to determine learning strengths and needs. 2. Assessments involve collecting information about students through tests, interviews, observations and other methods. The results are used to determine eligibility for services and plan educational programs. 3. Placement decisions are made based on assessment results, considering a continuum of least to most restrictive settings. 4. Students receiving support through accommod

1. S & I E
Components of
Special and
Inclusive Education

2. Enumerate the processes involved in Child Find through the pre-referral process
Identify the assessent tools, methods, and principles in working with children
with additional needs
OBJECTIVES:
Compare accomodations and curriculum
modifications
Identify ways how to involve parents as part of
the home-school collaboration

3. CHILD-FIND
ASSESSMENT
COMPONENTS
PLACEMENT
ACCOMMODATIONS AND
CURRICULAR MODIFICATION
PARENT INVOLVEMENT

4. PART
01
CHILD
FIND

5. PART
01
CHILD
FIND
This is locating where these children are through the
family mapping survey, advocacy campaingns and
networking with local health workers.
These children shall be visited by Special Education
(SPED) teachers and parents should be convinced to
enroll their children in SPED Centers or schools
nearest their home

6. CHILD FIND THROUGH A PRE-REFERRAL PROCESS
PRE-REFERRAL PROCESS
A child noted to have
significant difficulties in
relation to expected
competencies and
development milestone
may be referred by
parents and teachers for
observation assessment.
PRE-REFERRAL STRATEGIES
Designed to provide
immediate instructional
behavior management support
to a child.
2
1

7. 3
2
1 6
4
5
Implementation and
monitoring of strategies
Evaluation and
decision making
Information sharing
and team discussion
Information gathering
Initial concern
regarding a student's
progress
SIX
STRATEGIES
Discussion of possible strategies

8. Social-emotional problems
Major life changes Significant illness or accident
Falling Grades
Difficulty Comprehending Text
Lack of motivation
Behavior problems
Non-compliance with teacher request
INITIAL CONCERN,
Warning Signs

9. Instructional methods, strategies,
and materials that have been
previously tried or used
The student's skill level
The student's background
knowledge and experiences
School and home expectations for
behavior and academic performance
Classroom behavior management
techniques
INFORMATION
GATHERING

10. 3
2
1 6
4
5
Implementation and
monitoring of strategies
Evaluation and
decision making
Information sharing
and team discussion
Information gathering
Initial concern
regarding a student's
progress
SIX
STRATEGIES
Discussion of possible strategies

11. It is always important for the team to include
the student's parent(s) or guardian(s) in the
process. Though their consent is not required to
hold these meetings, the team should
encourage parents' participation and keep them
informed and involved. The observations and
perspective of parents or guardians often offer
valuable insights about a student and allow the
team to gauge his or her progress across
environment.
REMEMBER

12. PART
02
ASSESSMENT

13. PART
02
ASSESSMENT
It involves collecting information
about a student for the perpose of
making decisions.
It is the process used to determine
a child's specific learning strengths
and needs, to determine whether
or not a child is eligible for special
education services.

14. Assessment Purposes
Methods of Assessment
Assessment Principles

15. ASSESSMENT
PURPOSES
The result of an assessment is used
to decide on a child's educational
programs for a child that is
identified to have additional needs.

16. 3
2
1
4
5 Evaluation
IEP Development and Placement
Eligibility and Diagnosis
Screening and Identification
Five Primary
Purposes
Instrutional Planning

17. METHODS OF
ASSESSMENT
Are ways of assessing a child. You
will work many professionals from
different fields.

18. 3
2
1 Test
Interview
Observation
Methods of
assessing a
child
Observations in the classroom and in
other settings where the student
operates can provide valuable
information about: Academic skills,
Motor/physical skills, communication
skills, social skills, and management
skills.
An assessment technique is conducted face to face or by
telephone between an interviewer and an interviewee where
recorded respones to questions are obtained.
A set of questions or tasks
administered to an individual to
determine knowledge or skills

19. ASSESSMENT
PRINCIPLES
Are guidelines to follow in
conducting assessment practices.
Assessment practices should be
anchored on principles as provided
by the Division for Early Childhood
of the Council for Exceptional
Students.

20. PART
03
PLACEMENT

21. PART
03
PLACEMENT
Assessment results are used to
decide a child's appropriate
education placement within a
continuum from the least to the
most restrictive settings.

23. PART
04
ACCOMMODATIO
NS AND
CURRICULAR
MODIFICATIONS

24. PART
04
ACCOMMODATIONS
AND CURRICULAR
MODIFICATIONS
Students with disabilities and additional
needs who are studying in an inclusive
general education classroom may need
accommodations in the form of
instructional support and other
supplementary services. Others who need
more intensive support are povided with
curricular modifications

25. ACCOMODATION
Presentation
Accommodation
Response
Accommodation
Setting
Accommodation
Scheduling
Accomodation
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.

26. Presentation
Accommodation

27. Response
Accommodation

28. Setting
Accommodation
Changes in the location or conditions of the educational
setting or environment may be necessary for students who
need support in terms of behavior, attentions, 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.

29. Scheduling
Accomodation
Changing time allotment, schedule of tasks and
assessments, and management of time are some types of
scheduling accommodations.
Students with slower ablity in processing information and
directions as well as with focusing issues may need
different types of accommodations.

30. MODIFICATION
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.
Educational teams responsible for instructional planning may indicate
curricular modfications in the student's Individual Education Plan (IEP).

31. PART
05
PARENT
INVOLVEMENT

32. PART
05
PARENT
INVOLVEMENT
It has long been established that parent involveent 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.
Parent involvement has been found to be directly
related to academic achievement and imrpovements
in the school performance of children. Eduactional
support and collaboration with teachers have been
found to promote child success in school (Reschly &
Christenson 2009).

33. Bronfenbrenner's
Human Ecological
Theory

34. HOME-SCHOOL COMMUNICATION
Parent-Teacher Conferences
Written Communication
Digital Communication
Home-School Contracts
It is essential that there is a close home and school collaboration and
communication.

35. OTHER WAYS TO
INVOLVE PARENTS
Parent Education
Training
Workshops
Parent Support
Groups

37. S & I Ed
THANK YOU
REPORTERs: JEFFERSON BARCELA
ALEJA YVONY D. PAT-OG