4. • Early Intervention is the process of providing services, education
and support to young children who have developmental delays or
disabilities
• Early Intervention is a system of coordinated services that
promotes the child’s age-appropriate growth and development and
supports families during the critical early years.
• It’s like special education but it’s for eligible infants and toddlers
who are behind at reaching developmental milestones.
What is Early
Intervention?
5. Early intervention focuses on helping
eligible babies and toddlers learn the
basic and brand new skills typically
develop during the first three years
of life, such as:
• Cognitive (thinking, solving problems)
• Communication(talking listening,
understanding)
• Physical ( reaching rolling, crawling,
and walking)
• Self-help ( eating ,dressing)
• Social/Emotional ( playing ,feeling
secure and happy
6. A child who qualifies for am early
intervention program may receive one or
more of these services
• Screening and assessment
• Hearing( audiology) or vision
services
• Home visits
• Medical ,nursing or nutrition
services
• Physical or occupational therapy
• Social work services
• Speech and language therapy
7. Early Intervention Programs for
Children with Developmental Delays
Congress established Early Intervention
Program in 1986 in recognized of an urgent
and substantial need’ to
• Enhance the development of infants and
toddlers with disabilities
• Reduce educational costs by minimizing
the need for special education through
early intervention
• Minimize the likelihood of
institutionalization, and maximize
independent living
• Enhance the capacity of families to meet
their children needs
8. Early Intervention Services
• Assistive Technology
• (devises a child might need)
• Audiology or hearing services
• Counselling and training for family
• Developmental Monitoring
• Medical services
• Nursing services
• Nutrition services
• Occupational therapy
• Physical therapy
• Psychological services
• Service Coordination
• Special Instruction for the child
• Speech and language services
9. As a program for children and
families, some Early Services are
intended to support to family in
caring for their child. These
services can be quite varied in
scope ,including referrals to other
programs ,provisions of
information about a topic of
relevance to the family or
assistance with family problems.
Early Intervention Services
10. Screening includes activities to identify children who
may need further evaluation in order to determine the
existence of a delay in development or a particular
disability
Evaluation is used to determine the existence of a
delay or disability to identify the child’s strengths and
needs in all areas of development
Assessment is used to determine the individual
child’s present level of performances and early
intervention or educational needs
Screening ,Evaluation and
Assessment for Children with
Developmental Delays
12. • The 2009 Department of Education Order No. 72 defines inclusive
education as the philosophy of accepting all children regardless of race,
size, shape, color, ability or disability with support from school staff,
students, parents and the community.
• The more recent 2013 Enhanced Basic Education Act refers to gifted
and talented children; learners with disabilities; learners of the
madrasa curriculum; indigenous peoples; and learners in difficult
circumstances, such as geographical isolation, chronic illness, abuse, or
displacement due to armed conflict, urban resettlement or disaster as
target groups of inclusive education.
13. What are the Philippine
Models of Inclusion?
The Child with Special
Needs( Vision)
Self- Instruction
Self - Monitoring
Self – Reinforcement
Self- Determination
14. What is the process
of Inclusion?
Inclusion is concerned with the
identification and removal of
barriers. Consequently, it
involves collecting ,collating and
evaluating information from a
wide variety of sources in order
to plan for improvement in policy
and practice
15. Partial Mainstreaming Towards Inclusion
Mainstreaming is the placement of a student in
regular classroom for educational purposes.’’
Partial mainstreaming is the placement of
students with disabilities in the regular
classroom for part of their instructional day ,but
not as the primary placement. The
alternative curriculum involves teaching survival
skills as well as independent living skills
Partial Mainstream
Towards Inclusion
16. Full Mainstreaming or inclusion
refers to children with an IEP
attending a regular classroom
for their social and academic
benefit but these children are
not expected to learn the same
materials as the rest of the class
Full Mainstreaming Towards
Inclusion
18. The Transition Program is
designed to teach independent
living skills, including vocational
skills to students receiving
special education services ages
18-22. As they make progress
,students finetune their work
abilities, determine job
preferences and learn to work
with growing independence
What is Transition Program?
19. As defined in IDEA ,transition services
are a coordinated set of activities for
students with disabilities that is
designed to be a result-oriented
process that focuses on improving the
academic and functional achievement
of the students with a disability to
facilitate the students movement from
school to post-school
What are transition
programs for students with
disabilities?
20. For the special needs child however
,transition has very specific
meaning. It is a part of the overall
individualized Education Program
,or IEP and it defines the move from
public school to adult life. The IEP
transition plan ,as it is called is
required by the law for students with
a learning disability
What do you mean by
transition in inclusive
education?
21. The Transition Program aims
to help special learners
become functional in spite of
their disabilities. It aims to
make them enjoy their daily
lives, and empower them to
become more useful and
productive citizens
What is the main purpose
of transition program?
22. Transition students learn to ride public
transportation, budget earnings, make
purchases, behave appropriately in different
settings, follow directions, and more.
This is a tiered program and students have
the opportunity to advance through as many as
four levels of instruction. As they make progress,
students fine-tune their work abilities, determine
job preferences, and learn to work with growing
Independence.
24. The sustaining programs foundation of inclusive and special
education focuses on providing ongoing support and resurces to ensure
the success and progress of students with disabilities in inclusive
classrooms.
This foundation is built upon several key elements:
1. Professional Development
This foundation recognizes the importance of continuous
professional development for teachers and education professionals.
Ongoing training and workshops are provided to enhance their
knowledge and skills in inclusive and special education practices.
25. 2. Individualized Education Plans (IEPs)
Individualized Education Plans are crucial in ensuring that the specific needs
of each student with disabilities are met. This foundation supports the development
and implementation of IEPs, which outline the goals, accommodations, and
modifications necessary for students to thrive in the inclusive classroom setting.
3. Collaboration and Co-Teaching
Collaboration among teachers, administrators, and support staff is essential
for inclusive education to be successful. This foundation promotes a collaborative
approach where general education and special education teachers work together to
plan, instruct, and assess students.
26. 4. Support Services
Inclusive education requires additional support services to help students with
disabilities succeed academically, socially, and emotionally. This foundation
ensures the provision of support services such as speech therapy, occupational
therapy. counseling, and assistive technology. These services are tailored to meet
the unique needs of each student, enabling them to fully participate in the inclusive
classroom environment.
5. Parent and Community Involvement
The sustaining programs foundation recognizes the importance of involving
parents and the community in the education of students with disabilities. Regular
communication, collaboration, and partnerships are fostered to ensure that parents
are active participants in their child's education.
27. 6. Monitoring and Evaluation
Continuous monitoring and evaluation of inclusive and special
education programs are integral to this foundation. Data is collected to
assess student progress, identify areas for improvement, and make
naraccari adiustmante to instruction and support services. This ensures
that programs are effective and responsive to the changing needs of
students with disabilities
29. Adapting the National Indigenous
Peoples Education Policy
Framework. This Policy
Framework is intended to be an
instrument for promoting shared
accountability ,continuous
dialogue ,engagement and
partnership among government
,IP communities civil society, and
other education stakeholders
What is National IP
education policy?
30. The right of indigenous
peoples (IP) to basic education
that is responsive to their
context, respects their
identities and promotes the
value of their indigenous
knowledge skills and other
aspects of their cultural
heritage.
What is IP education?
31. DO 32,s 2015 – Adopting the
indigenous Peoples Education
Curriculum Framework. Pursuant
to DepEd Order No.
Fundamental to IPED is
establishing institutionalized
partnership between indigenous
communities and the respective
schools/learning programs which
serve them
What is DepEd Order No 32
S 2015?
32. The Indigenous Peoples Education (IPEd)
Program is DepEd’s response to the right of
indigenous peoples (IP) to basic education that
is responsive to their context, respects their
identities, and promotes the value of their
indigenous knowledge, skills, and other aspects
of their cultural heritage.
33. Specifically, the objectives of the IPEd
Program are the following:
a. make the curriculum culturally responsive to
the specific
community context of IP learners;
b. builds the capacity of teachers, school heads,
and other
concerned personnel at different levels of
governance in
implementing culture-based education for IPs;
34. c. support the development of culturally
appropriate learning resources and learning
environment responsive to the specific
community context of IP learners;
d. strengthen the policy environment supportive
of IPEd; and
e. address the learning needs of IP learners who
lack access to basic ducation services
35. The IPEd Program supports the realization
of the K to 12 Basic Education Curriculum, which
subscribes to the following standards and
principles, among others: inclusive, culture-
sensitive, and flexible enough to enable and
allow schools to localize, indigenize, and enhance
based on the community’s educational and social
context.
To strengthen the capacity of DepEd in
responding to IP learning needs, in a manner
that is flexible, demand-driven, and evidence-
based, a Program Support Fund (PSF) shall be
provided to regional and schools division offices
in FY 2016.
36. For the implementation of the program in
2016, the PSF shall be used solely for IPEd-related
activities that support three (3) thematic
focus areas, namely:
(1) curriculum and learning resources development;
(2) capacity building; and,
(3) education planning for IPEd.
These focus areas aim at further building the
institutional capacity of DepEd offices in responding
to and managing the complexities of IPEd
implementation, supporting the indigenization of
the curriculum at the
school/division level
