This document defines special education and outlines the philosophical foundations and objectives of special education programs. It describes various types of exceptionalities or disabilities that special education programs aim to support. The document also explains key aspects of developing and implementing Individualized Education Programs (IEPs) to meet the unique needs of students in special education.

2. • An educational
program/service designed to
meet the needs of children
with special needs who
cannot profit from general or
regular education because of
disabilities or exceptional
abilities.
SPECIAL EDUCATION

3. All the efforts to uphold the rights and dignity
of children with disabilities primarily root from
the philosophical understanding of man.
PHILOSOPHICAL
FOUNDATION

4. - should have the
rights as normal
children do
- must NOT be
isolated nor be
looked down
- must be treated as
persons of dignity
- needs should be
provided
PHILOSOPHICAL
FOUNDATION

5. “Every child with special needs has a
right to an educational program that
is suitable to his needs.”
“Special education shares with regular
education basic responsibilities of the
educational system to fulfill the right
of the child to develop to his full
potential.”
BASIC PHILOSOPHY OF
SPECIAL EDUCATION

6. To develop the
maximum potential of
the child with special
needs to enable him to
become self-reliant
and shall be geared
towards providing him
with the opportunities
for a full and happy
life.
OBJECTIVE OF SPECIAL EDUCATION

7. SPECIFIC OBJECTIVE OF
SPECIAL EDUCATION
The development and maximization of
learning competencies, as well as the
inculcation of values to make the
learners with special needs as useful
and effective members of society.

8. EXCEPTIONALITY
An individual or a child who has an exceptionality
has some area of functioning in which he or she is
significantly different from an established norm.
This definition includes both students with
disabilities and those with special gifts or talents.
•learning disabilities
•developmental delays
•emotional and behavioral disorders
•communication disorders
•hearing disabilities
•visual impairments
•physical disabilities

9. A developmental disability significantly affecting
verbal and nonverbal communication and social
interaction.
3 Primary Features
- Restricted range of
social interaction
- Impaired
communication skills
- Persistent pattern of
stereotypical behaviors,
interests, and activities
1. AUTISM

10. A concomitant hearing and
visual impairments, the
combination of which causes
such as severe communication
and other developmental and
educational needs that they
cannot be accommodated in
special education programs
solely for children with
deafness or children with
blindness.
2. DEAF-BLINDNESS

11. A hearing impairment that is
so severe that the child is
impaired in processing
linguistic information
through hearing; with or
without amplification that
adversely affects a child’s
educational performance
3. DEAFNESS

12. A condition exhibiting one or more of the
following characteristics over a long period of
time and to a marked degree that adversely
affects a child’s educational performance.
- Inability to learn that cannot be explained
- Inability to build or maintain satisfactory
interpersonal relationships with peers
- Inappropriate types of behaviors
- A general pervasive mood of unhappiness
- A tendency to develop physical symptoms
or fears with personal or school problems
*schizophrenia
4. EMOTIONAL DISTURBANCE

13. An impairment in hearing,
whether permanent or
fluctuating, that adversely
affects a child’s educational
performance but that is not
included under the
definition of deafness.
5. HEARING IMPAIRMENT

14. A significantly sub-average general
intellectual functioning, existing
concurrently with deficits in adaptive
behavior and manifested during the
developmental period, that adversely
affects a child’s educational
performance.
6. INTELLECTUAL DISABILITY

15. Concomitant impairments,
the combination of which
causes such severe
educational needs that
they cannot be
accommodated in special
education solely for one
of the impairments.
7. MULTIPLE DISABILITIES

16. A severe orthopedic impairment that
adversely affects a child’s educational
performance.
Includes:
- Congenital anomalies
Ex. clubfoot
- Caused by disease
Ex. poliomyelitis
- Other causes
Ex. Cerebral palsy
8. ORTHOPEDIC IMPAIRMENTS

17. A disorder in one or more of the basic
psychological processes involved in
understanding or in using language,
spoken or written, that may manifest itself
In an imperfect ability to
listen, think, speak,
read, write, spell,
or to do mathematical
discussions
10. SPECIFIC LEARNING DISABILITY
Also brain injury,
minimal brain
dysfunction,
development
aphasia.

18. A communication
disorder, such as
stuttering, impaired
articulation, language
impairment, or a voice
impairment, that
adversely affects a
child’s educational
performance.
11. SPEECH OR LANGUAGE IMPAIRMENT

19. An acquired injury to the
brain caused by an
external force, resulting
in total or partial
functional disability or
psychosocial
impairment, or both,
that adversely affects a
child’s educational
performance.
12. TRAUMATIC BRAIN INJURY

20. An impairment in vision
that, even with correction,
adversely affects a child’s
educational performance.
The term includes both
partial sight and
blindness.
13. VISUAL IMPAIRMENT

21. The IEP is a document
developed by a team of
persons from the child’s
attending school system
who have a direct
relationship to helping the
student with special needs
to be able to reach his full
potential.
INDIVIDUALIZED EDUCATIONAL
PROGRAM (IEP)

22. - Transportation
- Speech-language pathology
- Audiologist services
- Interpreting services
- Psychological services
- Physical therapy
- Occupational therapy
- Recreation, including therapeutic recreation
- Social work services
- School nurse services
- Counseling services, including rehabilitation
counseling
TYPES OF RELATED SERVICES
WHAT KIND OF
SERVICES
WILL HELP ME?

23. Assessment of Students
needs (identify strengths
and weaknesses)
Details of disability that
are being addressed
Individualization of IEP
◦ Classification
◦ Parental involvement
◦ Teacher involvement
◦ Collaboration of what best suites
student’s needs
CONSIDERATIONS IN DEVELOPING
THE IEP

24. -To include ACCOMMODATIONS
-To include MODIFICATIONS on class work
- To use a different assessment
tool if needed to measure child’s
academic abilities
-Teacher shall be an active part
of the child’s planning and must
use modifications
IEP IN THE CLASSROOM

25. • Parents are to be included as a member
of IEP
• Placement decisions cannot be reached
without IEP team agreement.
• Parent and team consensus about
aspects relative to child’s needs and
placement
PLACEMENT DECISIONS

26. Reviewed yearly
Reassess annual goals
Revise the IEP to address:
- any lack of expected progress
- results of any re-evaluation
- info provided by the parents
- anticipated needs
REVIEWING AND REVISING IEP

27. Special Education Law Resource File. Website:
http://emquinlansped.weebly.com/index.html
Department of Education, Philippines. http://www.deped.gov.ph/
http://www.scribd.com/doc/21371406/Special-Education-Division-
Philippines-Memorandum
http://idea.ed.gov/explore/home
http://www.annikeris.com/special_education_faq.html#What_is_an_IEP
National Information Center for Children and Youth with disabilities
Web site: http://www.nichcy.org/trainpkg/traintxt/7addonly.htm
Wright, P. D., & Wright, P. D. (1998-2006). Road Map to IDEA 2004: What You
Need to Know about IEPs, IEP Teams, IEP Meetings. In P. Wright & P. Wright
(Eds.), Individuals with Disabilities Education Improvement Act (IDEA 2004)
Website: www.wrightslaw.com/idea/art/iep.roadmap.htm
REFERENCES