Meaning and nature of sped

Meaning and Nature of SPED
Prepared by:
Junarie Ramirez BSED-3
Japhet Banagudos BEED-3
Remo Cyril Estorco BSED-3
Leahbelle Solinap BSED-3
JesuAlabado BEED-3
Catherine Oracion BEED-3
Ruby Jenn Ombi-on BEED-3
Aiza Rodriguez BEED-3
Ma. Theresa Tawing BEED-3

What is Special
Education?
• a classroom or private instruction involving
techniques, exercises, and subject matter
designed for students whose learning needs
cannot be met by a standard school
curriculum
• an education modified for those with
disabilities or exceptional needs as
handicapped people or gifted children

Specially Designed
Instruction
• it means that a student’s progress in
learning is monitored frequently, often
several times per week

Specially Designed
Instruction
COMPONENTS:
1. Intensive instruction
• translates into more teacher instructional
time and more opportunities for students
to respond to the instruction and more
time to practice and review what they
have learned

Specially Designed
Instruction
COMPONENTS:
2. Relentless instruction
• involves repeating on what is to be
learned more often than is typically done
with non-disabled students

Specially Designed
Instruction
COMPONENTS:
3. Structured instruction
• refers to teachers being more directive,
instituting more directive, instituting more
explicit rules, and providing more frequent
consequences for appropriate or
inappropriate behavior

Specially Designed
Instruction
COMPONENTS:
4. Pace of the instruction
• is tailored more to the needs of students
and is often slower, with teachers waiting
for a longer period of time for a response
after querying the student

Specially Designed
Instruction
COMPONENTS:
5. Instruction in small groups
• facilitates the intensity, relentlessness,
structured nature, and individualized pace
of instruction

Individualized Education Program
(IEP)
• describes the special education and related
services specifically designed to meet the unique
educational needs of a student with a disability
• the guiding document for a student's
educational program
• It includes all of the goals, objectives, present
levels of performance and related services that
are recommended for the student
http://schools.nyc.gov/Offices/District75/Departments/IEP/default.htm

What Is Inclusive Education?
• inclusive education is provided by Lipsky &
Gartner (1996, 1999), who described it as students
with disabilities having full membership in ageappropriate classes in their neighborhood schools,
with appropriate supplementary aids and support
services
• to Antia et al. (2002), inclusion denotes a student
with a disability unconditionally belonging to and
having full membership of a regular classroom in a
regular school and its community

What Is Inclusive Education?
• inclusive education is a process where by the
school systems, strategic plans, and policies
adapt and change to include teaching strategies
for a wider more diverse range of children

http://www.seneseinclusiveedu.ws/index.php?option=com_cont
ent&view=article&id=86:defin

Inclusive Education in the
Philippines
POLICY:
• Provides "all children and youth with special needs
must receive an appropriate education and
everything within the system and they should get
education along with other children regardless of
human differences“
This requires fundamental changes in philosophy,
curriculum, teaching strategies and structural
organization and above all changes in human
attitudes and behaviors of all those involved in the
education of the children with special needs

SPED CENTER AS RESOURCE
CENTER FOR INCLUSION:
PHILIPPINE MODEL
By
Yolanda S. Quijano
Chief, Special Education Division,
Bureau of Elementary Education, Dept. of
Education
Philippines
http://www.acid2011korea.org/kaidd_abs/pds/20110600293_15
th_A_28.pdf

SPED CENTER AS RESOURCE CENTER
FOR INCLUSION:
PHILIPPINE MODEL
The Child with Special Needs: The Vision
• The State, community and the family hold a common
vision for the Filipino child with special needs
• This education should fully realize his/her own potentials
for development and productivity as well as being
capable of self-expression of his/her rights in the society
• It is envisioned that the child with special needs will get
full parental and community support for his/her
education without discrimination of any kind
• This special child should also be provided with a healthy
environment along with leisure and recreational and
social security measures

SPED Center
• is a Philippine innovation in the delivery of
educational services to children with special needs
• this is a "school within a school" since it is
established in a regular school, administered by a
principal and operated according to the rules and
regulations that govern a regular school
• it provides a range of educational services, namely,
resource room teaching, itinerant teaching, special
and cooperative classes that promote
mainstreaming or integration of children with special
needs into regular classes

SPED Center
DECS Order No.26, s. 1997,
"Institutionalization of SPED Programs in
All Schools" has identified the SPED
Center as the resource center for inclusion
• it is expected to provide access to Basic
Education among children with special needs in
collaboration with the regular schools

SPED Center
"Institutionalization of SPED Programs in All
Schools" has identified the SPED Center as
the resource center for inclusion
• It is specifically tasked to do the following:
conduct continuous assessment of children with
special needs in the school division where it is
located
provide in-service training to school personnel on
the "why" and "how" of creating inclusive school as
well as other educational trends and practices
relevant to children with special needs

SPED Center
"Institutionalization of SPED Programs in All
Schools" has identified the SPED Center as
the resource center for inclusion
• It is specifically tasked to do the following:
provide these children with appropriate equipment
and produce appropriate teaching materials
support children with special needs included in the
regular classroom in collaboration with the regular
teachers
provide educational services that promote inclusion

13 Special Education
Categories/Disability Categories

1. Learning Disabilities
• students with learning disabilities are by far the largest
category of special education, comprising between 5
and 6 percent of the school-age population
The federal definition of learning disabilities is as follows:
• General—The term “specific learning disability” means a
disorder in one or more of the basic psychological
processes involved in understanding or in using
language, spoken or written, which disorder may
manifest itself in an imperfect ability to listen, think,
speak, read, write, spell, or do mathematical
calculations.


• Disorders Included—Such term includes such
conditions as perceptual disabilities, brain injury,
minimal brain dysfunction, dyslexia, and
developmental aphasia



• Disorders Not Included—Such term does not
include a learning problem that is primarily the
result of visual, hearing, or motor disabilities, of
mental retardation, of emotional disturbance, or of
environmental, cultural, or economic disadvantage

2. Speech or Language Impairments
• Speech impairments include disorders of
articulation, fluency, and/or voice

Speech or Language Impairments
• Articulation disorders
often result from neuromuscular abnormalities resulting
in omission, substitution, or distortion of speech sounds

• Fluency
refers to being able to produce smooth speech flow.
Disorders of voice include such characteristics as
abnormal pitch, loudness, or resonance
• Phonology
 rules govern how speech sounds are sequenced

Speech or Language Impairments
• Morphology
refers to parts of words that indicate such factors as
verb tense and plurals
• Syntax
involves word order that reflects proper grammar

• Semantics
refers to the meanings of words and sentences, and
pragmatics involves using language for social
purposes

3.Mental Retardation
•

a disability characterized by significant
limitations both in intellectual functioning and
in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills


4. Emotional Disturbance
• With respect to definition, many authorities agree
on the following three features of emotional or
behavioral disorders:
• Behavior that goes to an extreme—that is not just
slightly different from the usual;
• A problem that is chronic—one that does not quickly
disappear; and
• Behavior that is unacceptable because of social or
cultural expectations


5. Other Health Impairments
• According to the federal definition, other health
impairments (OHIs) are medical conditions, such as
asthma, diabetes, epilepsy, sickle cell anemia, which
impair to such a degree that they adversely affect a
student's educational performance

• The key to the definition is that the condition must
interfere with the student's educational performance
• For example, not all students who have asthma have it
to such a degree that it affects their ability to function in
school

6. Multiple Disabilities
• consists of students who have two or more
disabilities, “the combination of which causes
such severe educational problems that they
cannot be accommodated in special education
programs solely for one of the impairments”


7. Autism
• Many authorities in the early 2000s consider
autism to be one of several similar conditions
that fall on a spectrum, hence the term autism

spectrum disorders

• The conditions on the spectrum share
impairments in three areas: (1) communication
skills, (2) social interactions, and (3) repetitive
and stereotyped patterns of behavior (Strock,
2004)


7. Autism

• Classic autism and Asperger syndrome are the
most common conditions
• Whereas students with autism have relatively
severe deficits in all three areas plus severe
cognitive deficits, those with Asperger syndrome
generally have less severe deficits in all three
areas, with their major problem lying in the area
of social interactions and some having very high
intelligence

8. Orthopedic Impairments
• include physical disabilities of the muscles
and/or bones that negatively affect school
learning
• Two examples are muscular dystrophy (a
hereditary condition resulting in muscle fiber
degeneration) and juvenile rheumatoid arthritis


9. Hearing Impairments
• Students with hearing impairments fall into
two categories:
those who are deaf and;
those who are hard of hearing

• How one differentiates between the two
depends on whether one adopts a
physiological or an educational orientation


9. Hearing Impairments
• A physiologically based definition relies on the
measurable degree of hearing loss, with those
having an impairment of 90 decibels or greater
being deaf (0 dB is the level at which the average
person can hear the faintest sound)
• An educationally based definition focuses on the
ability to process linguistic information, with
deafness indicating that the person cannot process
linguistic information through audition even with a
hearing aid (Brill, MacNeil, & Newman, 1986).

10. Developmental Delay
• For many infants and preschoolers, it is often
difficult to determine whether they have a true
disability or have a temporary delay in maturation
• In addition, it is sometimes difficult to determine the
exact nature of very young children's disability
• For these reasons, professionals are often reluctant
to make a clinical diagnosis and, instead, refer to
them as having a developmental delay


11. Visual Impairments
• visual impairments are divided into two groups based on
severity: blindness and low vision
• Additionally, like hearing impairments, these two groups
are defined differently according to whether one uses a
physiological versus an educational approach

• A physiological orientation (also referred to as the legal
definition because it is used to determine certain
government benefits) relies on measurement of visual
acuity and field of vision



• Like hearing impairments, visual impairments are divided
into two groups based on severity: blindness and low
vision
• Visual acuity of 20/200 (normal acuity is 20/20, being
able to see at 20 feet what a person with normal vision
sees at 20 feet) or less in the better eye, even with
correction (e.g., eyeglasses), or visual field of less than
20 degrees qualifies an individual as legally blind
• Those having visual acuity between 20/70 and 20/200
are referred to as having low vision or being partially
sighted


• Like hearing impairments, visual impairments
are divided into two groups based on severity:
blindness and low vision
• The educational definition focuses on mode of
reading, with those needing to use Braille being
considered blind, and those who can read print,
even with magnifying devices or large-print
books, being considered as having low vision or
being partially sighted

12. Traumatic Brain Injury
• In 1990, the federal government added
students with traumatic brain injury (TBI) to the
list of those eligible for special education
services

• This decision was in recognition of the fact that
TBI occurs much more frequently than was
previously thought


12. Traumatic Brain Injury
• For example, estimates are that about one million
children and adolescents receive head injuries each year,
with 15,000 to 20,000 incurring lasting effects (Council
for Exceptional Children, 2001)
TBI refers to trauma to the brain caused by an external
force that results in behavioral dysfunction
• Such injuries can be open head injuries (i.e.,
penetrating head wounds) or closed head injuries (i.e.,
damage caused by internal compression or shearing
motion inside the head) (Adelson&Kochanek, 1998)


13. Deaf-Blindness
• Basically, students with deaf-blindness meet the
educational definitions of both deafness and
blindness
• The vast majority of students with deaf-blindness
also have one or more other disabilities, such as
mental retardation

• Deaf-blindness can result from (a) prenatal causes,
such as rubella, (b) postnatal causes, such as
meningitis, or (c) genetic/chromosomal syndromes
(Hallahan et al., 2009)

CURRENT ISSUES IN
GUIDANCE AND
COUNSELING

Among the many issues facing the
school counseling profession are the
following three:
1. Professional title
• Some professional in the field are prefer to be
called guidance counselor, while an increasing
number prefer the term school counselor
2. Evaluation
• A major trend in education is the demand for
accountability and evaluation

following three:
3. Prevention versus remediation
• A growing trend in the field of counseling is
the focus prevention instead of remediation
•

In the past it was not uncommon for counselor
to have interaction with students only after
some crisis had occurred

following three:

•

There is now a shift for school counselor to
intercede prior to any incidents and to become
more proactive in developing and enacting
school wide prevention plans

following three:
• The school, community and families are
requesting assistance in preventing students from
being involve in many difficulties, such as:
Gangs
Substance abused
Child abused
Dropouts
School violence
Terrorism
Teen pregnancy
Diversity
Dropping out of school youth

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