- Special education is designed to meet the unique needs of students with disabilities or learning difficulties through individualized teaching and learning strategies. It aims to provide equal opportunities and access to education for students with special needs. - Countries discussed in the document like the US, UK, Brazil, China, Mexico, Saudi Arabia, and South Africa all have policies and programs to support inclusive and special education through various models from exclusive to inclusive approaches. - Key legislation like the IDEA in the US guarantees students with disabilities the right to free and appropriate public education tailored to their needs through Individualized Education Programs from ages 3 to 21.

1. Definition, Goals,
and Scope of
Special and
Inclusive
Education
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MODULE
1

2. Definition of
Concepts and
Terminologies
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LESS
ON
1.1

3. • Special Education is the
design and delivery of
teaching and learning
strategies for
individuals with disabilities
or learning difficulties who
may or may not be enrolled
in regular
schools.
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Introduction

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• Students in special education are
individuals who have hearing impairment
or are deaf, students who have vision
impairment or are blind, students with
physical disabilities, students with
intellectual disability, students with
learning difficulties, students with behavior
disorders or emotional disturbance, and
students with speech or language
difficulties.

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• Special education is specially designed
instruction, support, and services,
provided to students with an identified
disability requiring an individually
designed instructional program to meet
their unique learning needs.

6. WHAT IS SPECIAL
EDUCATION?
• The technique of educating pupils in a way that
considers their unique differences, impairments,
and special needs is known as special
education.
• The cornerstone of special education,
individualized programming, must be offered in
environments that are suited to each student's
unique requirements.
• The creation of teaching and learning methods
for people with impairments or learning
challenges is known as special education.
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7. Students with distinctive educational needs
receive special education.
1. Hearing impairment
2. Visual impairment
3. Speech impairment
4. Physical impairment
5. Intellectual disability
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8. • Their particular need could be
transient or ongoing; Depending
on the type of need and, to some
extent, the actions done by their
parents, teachers, and other
community members, this will
happen.
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9. WHAT IS INCLUSIVE
EDUCATION?
• A process of addressing and responding
to the range of needs of all learners
through increasing participation in
learning, cultures, and communities, and
reducing exclusion from education and
from within education (UNESCO).
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10. • The adoption of an Inclusive Education (IE) approach
is the heart of the country's educational system and is
mandated by the 1987 Philippine Constitution, the
Child and Youth Welfare Code (PD 603), the Special
Protection of Children Against Child Abuse,
Exploitation and Discrimination Act (RA 7610), the
Early Years Act (RA 10410).
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11. • It has a method that
faculty accepts
children with special
needs for enrollment
in regular classes
where they'll learn
side by side with
their peers.
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12. Special and Inclusive Education
Terminology
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• People with disabilities do not wish to
be seen as the object of punishment
or blight, or as victims, either. Nor do
they wish to be seen as continually
suffering or in need of sympathy.

13. The WHO (1980) determined the following
definitions, which have been generally accepted
throughout the world:
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• Impairment - An abnormality in the way
organs or systems function.
• Disability - The functional consequence of an
impairment.
• Handicap - The social or environmental
consequence of a disability.

14. • Special Education as Intervention - The goal of
SPED is to eliminate or at least reduce the
obstacles that might keep a child or adult with
disabilities from full and active participation in
school and society.
• Preventive Techniques - Most effective when
started early even before birth.
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Other Terminologies/Concepts

15. • Remedial Programs
- Remediation and rehabilitation.
- Teaching a person with disabilities basic skills
for independence may be academic.
- Vocational rehabilitation.
• Compensatory Efforts
- Giving a kind of substitute skill or device to rely
on to compensate for a person’s disability.
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Other Terminologies/Concepts

16. • At-Risk - Children who have not been formally
identified as having a disability but who may be
developing conditions that will limit their success
in school or lead to disabilities.
• Developmental Delay - Children who do not have
to be identified with any disability label. However,
they are considered to have a high probability of
developing a disability.
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Other Terminologies/Concepts

17. Vision, Policy, Goal
and Objectives of
Special and
Inclusive Education
in the
Philippines
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LESS
ON
1.2

18. • This lesson talks
about what is to be
achieved and adopted
to accelerate the
access of education
for students of special
needs.
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Introduction

19. • The Department of Education clearly states
its vision for children with special needs in
consonance with the philosophy of
inclusive education.
• Inclusive Education for all.
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DepEd’s Vision for Children with Special
Needs

20. Policy, Goal, and Objectives of Special
Education
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• The Policy - To accelerate access to education
among children and youth with special needs.
• The Goal - To provide children with special
needs appropriate educational services within
the mainstream of basic education.
• The Objective - To provide equal opportunities
for all learners with special needs.

21. 00
Special education aims to:
• Provide a flexible and individualized
support system for children and youth with
special needs.
• Provide support services, vocational
programs, work training, and employment
opportunities .
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22. 00
Special education aims to:
• Implement a life-long curriculum.
• Make an available array of educational
programs and services.
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23. Use of Disability Category Labels
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• A process of identifying that
student qualifies eligibility criteria
for special education services.
• Refer to students with disabilities.

24. TRANSITION PROGRAM
• Focused only on adult learners with
special needs.
• Coordinated a set of activities designed
within an outcome-oriented process
that promotes movement from school to
out-of-school activities.
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25. Back Next
Quijano (2007) Philippine Model of Transition

26. Transition Program includes 3 curriculum
domains
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(1) Daily Living Skills.
(2) Personal and Social Skills.
(3) Occupational Guidance and
Preparation.

27. • The Transition Program in the
Philippines could be expanded to
many different possible points of
entry that would extend the scope
of transition program from young
children to adults.
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28. These may include the following
examples:
1. Transition to school life.
2. Transition after post-secondary
schooling.
3. Transition from school to
entrepreneurship.
4. Transition from school to adult life.
5. Transition to Functional Life.
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29. • The TEP aims to foster
independence in the areas of
personal and home management,
social and communication skills,
functional literacy, work, and
leisure.
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30. • Transition at any point is an important
program to empower special learners to
experience normal lives.
• The transition program aims to realize the
aim of the K to 12 basic education program
of producing holistically developed and
functionally literate Filipinos in the context of
special education.
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31. Special and
Inclusive
Education in the
USA and other
countries
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LESS
ON
1.3

32. The IDEA (Individuals with Disabilities Education
Act)
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• In the United States, there is a landmark piece of
legislation enacted in 1975 that change the face of SPED.
Public Law 94-142 or the Individuals with Disabilities
Education Act (IDEA) has changed the American system of
education.
• The IDEA provides children with qualifying disabilities,
from birth to age 21, with the right to a free public
education that is specifically designed to meet their
unique, individual needs.

33. The IDEA is written in three parts: A, B and C.
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• Part A describes the general goals and purpose of the law.
The right of a child with disabilities to receive an education
that prepares that child for adult life is stated in Part A.
• Part B of the IDEA covers children ages 3 through 21—or
until graduation from high school. Students who receive
services through an Individualized Education Program
(IEP) are covered under Part B.
• Part C protects children Birth to age 3 who need family
support for early learning. The disability category of
developmental delay overlaps early learning and IEP and
can qualify a child for free, family-focused services to age 3
and school-based services through age 8.

34. • 1. The child's present level of performance.
• 2. Annual goals describing the educational
performance to be achieved by the end of each
school year.
• 3. Short-term instructional objectives presented
in measurable.
• 4. Specific educational services.
• 5. Needed transition services from age 16 or
earlier before the student leaves the school
setting.
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The basic requirements of IDEA for all IEPs include statements of:

35. • 1. Autism:
• 2. Emotional Disturbance
• 3. Specific Learning
Disability
• 4. Other Health Impairment
(OHI)
• 5. Speech/Language
Impairment.
• 6. Multiple Disabilities
• 7. Intellectual Disability
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To qualify for an IEP, a student meets criteria in
one of the IDEA’s 14 disability categories:
• 8. Orthopedic Impairment
• 9. Hearing Impairment
• 10. Deaf-Blindness
• 11. Deafness
• 12. Visual
Impairment/Blindness.
• 13. Traumatic Brain Injury
• 14. Developmental delay

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Educational evaluations ask 3 key questions
• 1. Does the student have a
disability?
• 2. Does the disability adversely impact
education?
• 3. Does the student need Specially
Designed Instruction (SDI)?

37. IDEA'S Primary Principles
• Students with disabilities have the right to
an education that is free and appropriate
for them. Under IDEA rules, schools
provide special students with access to
FAPE. FAPE is a common way to talk
about whether a student's program is
working.
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1. Free Appropriate Public Education (FAPE):

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2. Appropriate Evaluation:
3. Individualized Education Program (IEP):
• The IDEA requires schools to take a closer look at children with
potential disabilities. There are rules about how quickly those
evaluations get done. The results provide information that the
school and parents use to make decisions about how the
child’s education can be improved.
• An Individualized Education Program (IEP) is a document that
describes a student's special education program. Every student on
an IEP gets some extra help from teachers, but also depends on
what the student needs to learn. Learning in school isn't just
academic subjects; it's also about social and emotional skills and
life skills.

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4. Least Restrictive Environment (LRE):
5. Parent and Student Participation:
• LRE means the student is placed with non-
disabled classmates "to the maximum extent
appropriate" to help them succeed in class.
• The IDEA and state regulations about IEP team
memberships make it clear that parents and legal guardians
are equal partners with school staff. When a student turns
18, decision-making is given to the student. There are
specific rules about how the school provides written records
and meeting notices.

40. • The IDEA includes important procedural
safeguards to ensure that the rights of
children with disabilities and their parents
are protected and that they have access to
the information needed to effectively
participate in the process.
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6. Procedural Safeguards:

41. 00
SPECIAL EDUCATION IN OTHER
COUNTRIES
BRAZIL
• Ministry of education is responsible for the National
policies of special education in Brazil.
• Exclusion to inclusion.
• Limited special consideration.
• Private schools recognize the need for
accommodations.
• At the age of 14 is dependent on the educational
achievements of an individual's potential.
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42. CHINA
• Appointed to license
teacher and children
must attend school for 9
years.
• Instructions being
Mandarin.
• Children with special
need needs are
encouraged to complete
years of education.
• Provide more money
and Inclusive education.
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MEXICO
• 1990's inclusive
education model.
• Education integration.
• Not focus but to look
at all factors of a
child.

43. 00
SAUDI ARABIA
• Divided into divisions
for male and female
education.
• Focus on Islam and
taught primarily in
Arabic
• Separated for male and
female students.
• Special education needs
are allowed to enroll in
private, public, and
international schools.
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SOUTH AFRICA
• Compulsory for
children 7 to 15 years
old.
• 11 languages but
English and Afrikaans
often conducted.
• 2001 The Inaugural
White Paper.
• Public, private and
special schools.

44. THE UNITED KINGDOM
• Range of learning disabilities and physical
disabilities Vs. Autism diagnosis specific.
• United kingdom children and Families Act.
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45. Credits: This presentation template was created by
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infographics & images by Freepik
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