2. Let’s think together……………..
1. What message does the video
want to convey?
2. What is inclusion in education?
3. What can inclusion do to children with
special needs?
4. You think inclusion will work in our
schools? Why? Why not?
4. Session Objectives:
At the end of the session, the participants are should
be able to:
1. define inclusive education;
2. be aware of the legal mandates of inclusive
education
3. fully understand the benefits of inclusive
education
4. identify line agencies in order to build a network
of support to the program
6. identify various modes of inclusion
7. appreciate inclusive education
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5.
All children have the right to education
and learn together
Children should not be devalued or
discriminated by being excluded
There are no legitimate reasons for
segregation
Adults with disabilities describing
themselves as sur vivors are
demanding an end to segregation
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6.
Segregation teaches children to be
fear ful, ignorant and breeds prejudice
Researches show:
- children do better academically and
socially
in inclusive setting
- inclusion help them develop
relationships
and prepare them for life in the
mainstream
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7. - Only inclusion has the potential to
reduce fear and build friendship,
respect and understanding
- There is no teaching or care in a
segregated school that cannot take
place in an ordinar y school
- Given commitment and suppor t,
inclusive education demonstrates
ef ficient use of resources
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8.
•
•
MDG in Education
Achieve universal primary education
EFA Goal
GOAL: Basic Competencies for
Everyone to Achieve Literacy for All
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9.
Magna Carta for Disabled Persons
(Republic Act 7277, 1995) “provides for
the rehabilitation, self-development and selfreliance of disabled persons and their
integration into mainstream society.”
Policies and Guidelines in Special
Education (Revised,1997)
“The ultimate goal of special education shall be the
integration or mainstreaming of learners with special
needs into the regular school system and eventually
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into the community. “
10. ’… “ the fundamental principle of inclusive
school is that all children should learn together,
wherever possible, regardless of any
difficulties or differences they may have”
(Handbook on Inclusive Education, 1999).
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11. “ Institutionalization of SPED
Programs in All Schools” –
there should be at least one
SPED Center organized in ever y
division and eventually in ALL
Schools.
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12.
“Inclusive Education As Strategy
for Increasing Par ticipation Rate
of Children” – to address and
guarantee the right of children
with special needs to receive
appropriate education within
the regular or inclusive
classroom setting
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13. A process by which schools attempt
to respond to all pupils as individuals
by reconsidering its curricular
organization and provision
Schools build capacity to accept all
pupils from local community thus
reduces the need to exclude
pupils
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14.
Education of students with
disabilities in regular setting
under the responsibility of
regular education teacher
with support services from
SPED teacher and other
significant persons
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16.
Children with Learning Disabilities
Children with Visual Impairment (the
Low Vision & the Blind)
Children with Hearing Impairment ( the
Hard of Hearing and the Deaf)
Children with Autism Spectrum Disorder
Children with Intellectual Disabilities
Others
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Children with Learning Disabilities
•Also known as learning disorders is a term used to
wide variety of learning problems.
describe a
*not a problem with intelligence or motivation
*Kids with learning disabilities aren’t lazy or dumb but:
-Their brains are simply wired differently that
affects how they receive and process
information; so they see, hear, and
understand things differently.
-there is trouble with learning new information and
skills, and putting them to use
-most common types of learning disabilities involve
problems with reading, writing, math,
reasoning, listening, and speaking.
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Can kids with leaning disabilities succeed in schools?
(Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, Ph.D, February 2013.)
Most kids with learning disabilities are just
as smart as everyone else. They just need to be
taught in ways that are tailored to their unique
learning styles. By learning more about learning
disabilities in general, and your child’s learning
difficulties in particular, you can help pave the
way for success at school and beyond.
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Preschool signs and symptoms of learning disabilities
-Problems pronouncing words
-Trouble finding the right word
-Difficulty rhyming
-Trouble learning the alphabet, numbers, colors, shapes, days
of the week
-Difficulty following directions or learning routines
-Difficulty controlling crayons, pencils, and scissors or coloring
within the lines
-Trouble with buttons, zippers, snaps, learning to tie shoes
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Ages 5-9 signs and symptoms of learning disabilities
-Trouble learning the connection between letters and sounds
-Unable to blend sounds to make words
-Confuses basic words when reading
-Consistently misspells words and makes frequent reading
errors
-Trouble learning basic math concepts
-Difficulty telling time and remembering sequences
-Slow to learn new skills
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Getting help for children with learning disabilities
-Turning to specialists who can pinpoint and diagnose the
problem is important.
-Encourage parents of children that show signs of LD so
that they can with the school to make accommodations
them and get specialized academic help.
-teachers must be very keen at identifying children’s
behavior in school so that they can provide
options/recommendations to the children’s parents and
get the necessary help whenever available.
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Children with Visual Impairment (the Low Vision & the Blind)
-Visual impairment is a decreased visual acuity and field of vision
relative to the fully sighted population
-the term can cover a range of eye conditions from individuals
with total congenital blindness to individuals whose sight
is not considered normal but who have some useful vision
-
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What can be done to help someone with visual impairment?
-Provide a good support and counseling for both the parent
and the VI
--acceptance of the parties involved is important
--Provide the low vision child with low vision aids, brailing
machine (if blind), large print books and other magnification
and educational aids
-Provide adequate arrangements for the VI’s when
mainstreamed in regular classes (visiting teachers, etc)
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“Hearing Impaired”
- is a technically accurate description of
someone who is hard of hearing or who has no hearing
... however, many Deaf, hard of hearing and late
deafened people prefer not to be called impaired. They
don't want to be primarily defined by their lack of (or
poor) hearing.
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Signs in children with Hearing Impairment
-is delayed in learning to talk, or they are not clear when they
speak
-Have difficulty understanding what people are saying?
-Seem to speak differently from other children his or her age?
-often asks you to repeat yourself
-often talks very loudly
-Complain of earaches, ear pain or head noises?
-often turns up the volume of the TV so that it is very loud
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Autism spectrum disorders (ASD)
-are complex developmental disorders that affect
children by disrupting their ability to communicate and interact
socially.
-since it is a spectrum disorder, there is wide variation in
how it affects each person. Individuals with ASD vary widely in
their needs, skills and abilities but most have common types of
characteristics including:
a. difficulties with communication and social interaction
b. repetitive interests and activities
c. unusual attachments to objects or routines
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Possible Signs of ASD (adated from First Signs).
Note: A child does not need to demonstrate all of these behaviours in
order to be referred for an assessment.
*seems disinterested in sharing enjoyment with others
*does not speak, or uses very few words
*appears to understand very little
*may seem deaf or does not respond when name is called
*has unusual sensitivity to light or sound
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Possible signs and symptoms of ASD……………
*may walk on his or her toes
*when excited, may flap hands
*may not make eye contact as other children do
*may resist cuddles and hugs
*has frequent tantrums when required to do anything new or
when asked to change activities without advance warning
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Possible signs & symptoms of ASD……………
*does not point to show you interesting things
*does not engage in make-believe play
*may line up toys and obsess on strange objects
*does not show objects to others
*does not look where you are pointing
*like things to be done the same way all the time
*exhibits loss of social play or language skills
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The symptoms of attention deficit hyperactivity disorder
(ADHD) can be categorised into two sets of behavioural
problems. These are:
*inattentiveness
*hyperactivity
*impulsiveness
.
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Impulsiveness
The main symptoms of impulsiveness are:
*being unable to wait for a turn
*acting without thinking
*interrupting conversations
*little or no sense of danger
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Hyperactivity
The main symptoms of hyperactivity are:
*being unable to sit still, especially in calm or quiet surroundings
*constantly fidgeting
*being unable to settle to tasks
*excessive physical movement
*excessive talking
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The main symptoms of inattentiveness are:
*a short attention span
*being easily distracted
*making careless mistakes, for example in schoolwork
*appearing forgetful or losing things
*being unable to stick at tasks that are tedious or time
consuming
*being unable to listen to or carry out instructions
*being unable to concentrate
*constantly changing activity or task
*having difficulty organising tasks
36. let us make curriculum and instruction
appropriate for all
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37.
Link with DepED (SPED-BEE) , LGUs,
civic organizations for assistance
Coordinate with SPED Centers for
models of the resources
Solicit parents commitment for suppor t
of students’ needs
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39.
Obser ve process of assessment
Checklist on the Readiness for
Inclusion (by categor y
- cognitive functioning
- academic readiness
- emotional maturity
- social adaptability
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40. Initial observation
(parents, teachers, or
concerned individuals)
- Give exact description of
the observed
characteristics
Compare to checklist of
normal development and
high risks signal
Refer to principal, nurse, or
appropriate local agency
(parent permission)
Get parents’ permission for
screening and identify
services being received
Get parents’ permission for
screening and identify
services being received
Parents agree
Screening
Diagnosis
-Health, vision, hearing,
educational
In depth diagnosis by the multi
disciplinary team
-get a copy of the child’s
previous medical records
Problem not
confirmed
Medical problems noted
Notify parents, refer for
appropriate medical
services
Problem
confirmed
Parents notified of
right to appeal
Multidisciplinary
staff conference:
IEP developed
Educational
problems noted
Refer for diagnostic
study
Continue
observation in
present
placement
Problem corrected by
medical services
Placement with special
services noted in IEP
Problem corrected by
medical services
Continue with present
placement
Problem not corrected
by medical service
IEP committee
reviews at least once
a year and make
necessary revisions
Request parental
permission for
classroom
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assessment
41. Model 1: Regular Schools with Special
Education (SPED) Center as Resource
Center for Inclusion
= “school within a school” concept
= assessment center that recommends
placement
= provides learning resources
= provides support services
Model 2: Regular Schools with trained
SPED teachers
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42.
Full inclusion with the regular teacher
only
Full inclusion with both the regular and
SPED teacher
Inclusion with pull out program for the
special instruction from a SPED teacher or
other specialists
Combinations of the above
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44.
Team teaching by the regular and SPED
teacher
Supplementar y/complimentar y
instruction provided by the SPED
teacher/other specialist
Provision of specific suppor t ser vices
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Music Video: A Song Dedicated to all the Children with Special Needs
