The document outlines the purpose and scope of special education, emphasizing tailored instruction to support exceptional children in achieving self-sufficiency. It discusses various types of disabilities and their characteristics, such as autism, ADD/ADHD, learning disabilities, and physical impairments, along with suitable teaching strategies. Additionally, it highlights the importance of individualized education plans and specific curriculum approaches focused on the needs and interests of the child.

1. Embracing Special
Education

2. What is SpecialEducation?
• Is an individually planned and systematically implementedad
carefully evaluated instructionto help exceptional children
achieve the greatest possible personal self sufficiency ad
success in present ad futureenvironments.

3. Terms use inspecialeducation
a) Disabled Persons
b) Individualized EducationProgram
c) Mainstreaming
d) Reasonable Accommodation
e) Rehabilitation
f) Sheltered Employment
g) Social Barriers
h) ZeroDefect

4. Types ofdisabilities
1. Autism- a neurological disorder that affects communication
and theprocessing of sensory information.
2. ADD/ADHD (Attention Deficit Disorder or Attention Deficit
Hyperactivity Disorder)- a Brain-based condition that is
characterized by poor attention and distractibility and/or
hyperactive and impulsive behaviors.

5. 3. LearningDisabilities- refers to disorder in one or more of the
basic psychological process involved in understandingor using
spoken or written language,whichcan result in difficultiesin
reading, writing, listening,speaking, thinking,spelling or
mathematics.
a. Dyslexia
b. Dysgraphia
c. Dyscalcula or dyscalculia
d. Non- verbal

6. 4. Mental Retardation
classification IQ range Capabilities according to supervision
Mild 50-55 to 70 Can learn basic academics and have enough
social adaptive ability to become semi-
independent or independent living
Moderate 35-40 to 50-55 Can learn self-help, communicate, social and
simple occupational skills but limited to
academics and vocational skills
Severe 20-25 to 35-40 Can learn self-help, communication and simple
work tasks under supervision
Unspecified There is no strong presumption and the person is considered to
be untestable by standard intelligence test.

7. 5. Physical impairments
Impairment Description
Cerebral palsy Literally means “paralysis of the brain” involving muscle
control, posture and movement that is not progressive or
does not get worse over time.
Hearing A permanent or temporary disability in listening that will
affect learning skills or academic achievement.
Visual Blindness is referred as having low or no vision.
Aphasia or apraxia Expressive speech disorder or any language impairment,
receptive or expressive, caused by brain damage.

8. 6. Gifted and Talented–these childrenexhibits
excellence in the areasof intellect,creative arts,
leadership,and in some specificacademicareaswhose
parentsor teachers are astonishedwith their reasoning
power or geniuses.

9. IndividualizedEducation Plan
It isa legal document made through with special
educationassessment,eligibilityand instructional
planningprocedures.

10. The SpecialEducation Curriculum

11. 1. IntegrativeorActivity-CenteredCurriculum
Approach
The scopeand sequence of this approachis foundin
the childhimself.The learner’s needs and interests
supplythe basisfor planningthe activityor
experience- centered curriculum.

12. 2. Child-CenteredCurriculumApproach.
It is designedfor the childas the center of the
educational process.Childrenbecome the focus of
educationalefforts.

13. Disability Suggested Curriculum
Learning
Disabilities
Dyslexia- Weekly spelling tests with schedules posted on the bulletin board.
Students with dyslexia have much easier time focusing on a topic that is
interesting to them
Dyscalculia- Keep a sharp eye for opportunities and skills that are
appropriate with mathematical understanding and interest. Use Graph,
blocks of different sizes and clearly outline boxes with numbers. Provide
copies of any computation or word problems that were undertaken in the
class.
Dysgraphia- must be taught with cursive writing. Use paper with wide lines
to determine student’s skill level. Plastic pencil grips may relieve the
physical tension of the gripping the pencil.
ADD/ ADHD The curriculum includes a balance of teacher- directed and self- directed
activities. Teach the child to be on time. Provide activities to maintain focus
Autism Visual cues greatly help them understand language, concepts , direction and
schedules which are strategically posted inside the classroom. Teach
concepts in many different settings. Identify the interest of each child with
autism and utilize these as your instructional materials.

14. Tourette Syndrome Some homework and school assignments need to be shorter.
Work closely with an occupational therapist who can make
helpful suggestions on his/ her classroom.
Mental Retardation Structure lessons carefully by thinking about steps involved,
present skills and concepts. Take time to introduce new
information. Then practice, practice, practice and review.
Gifted and Talented When you beginning an area of instruction, quickly assess
whether your student already has concepts and skills. Put forth
effort on creativity. Provide drill work for your student to
willingly accept task. Let your student come up with great
ideas you feel can profit him/ her most.
Physical Impairments Hearing impairment- Use visual cues to reinforce concepts and
facts. Film shown must be provided with captions or written
scripts. Provide written directions on the board at her desk.
Picture cues are equally important.
Visual Impairment- Use verbal cues in your instruction. Teach
your student to give you a signal if he is confused. The sizes of
your print materials are helpful for them.

15. Teachers touchlives but special
education teachers “ reach and
touch” lives of children under
their care.