Sped

Management 8/e - Chapter 10 2
Topic Outline
What is Special Education
 Definition
 Special Education as Intervention
 Classifications
Comparison of Regular and Special Education
History of Special Education

Special Education
It is an individually planned,
systematically implemented and
carefully evaluated instruction to help
exceptional children achieve greatest
possible personal self-sufficiency and
success in the present and future
environments.

It can be differentiated from regular
education by its curriculum-some
children needed intensive, systematic
instruction to learn skills that
normally developing children acquire
naturally. It provides learning
opportunities that are not provided in
standard or regular school curricula
or by regular school services.Management 8/e - Chapter 10 6

The child’s individual needs dictate
the curriculum. The individualized
programming that is the core of
special education must be provided in
settings that best meet each
student’s special needs.

Some exceptional children are taught
certain skills to compensate or reduce
the handicapping effects of a disability.
The special education supports the
proposition that children with
disabilities need to be integrated or
included in normal or regular educational
services programs to the extent that it
is reasonable.
TEACHING is what Special Education is
all about.

WHO:
Exceptional children whose special
needs or abilities necessitate an
individualized program of education.
Teachers who have specialized training
programs in preparation for their work
with students with special needs- SPED
Teachers and regular teachers
Other professionals who are members
of the multidisciplinary team

School administrators
Parents and other family members
and caregivers
Community
Legislators
Society

WHERE:
Schools - special and regular
schools; therapy or early
intervention centers; home;
vocational centers; community

HOW:
Use of varied teaching methods and
strategies
Employ the same set of fundamental
teaching skills – pacing content
Special educators should be skilled in
the procedures for systematically
designing, implementing and evaluating
instruction

SPECIAL EDUCASTION
AS INTERVENTION
Intervention is a general name for all
efforts in behalf of individuals with
disabilities.
The goal of SPED is to eliminate or at
least reduce the obstacles that might
keep a child or adult with disabilities
from full active participation in
school and society.

PREVENTIVE TECHNIQUES
Most effective when started early
even before birth.
Social and educational programs to
stimulate infants and very young
children to acquire skills that most
children learn normally and without
help.

REMEDIAL PROGRAMS
Remediation and rehabilitation
Teaching a person with disabilities
basic skills for independence – may
academic (reading, writing, speaking,
math), social ( following instructions,
routines, schedules, getting along
with other children , behaving) or
personal (feeding, dressing, toileting)

Vocational rehabilitation –
preparation for work, habits,
attitudes, programs that help people
succeed in normal meetings.

COMPENSATORY EFFORTS
Giving a kind of substitute skill or
device to rely on to compensate for a
person’s disability. (use
wheelchair, Braille, sign language)
Aims to give individual some kind of
asset to be able to use tools and
techniques for meeting learning
needs.

WHO NEEDS SPED?
Exceptional People – refer to
individuals who differ from societal
or community standards of
normalcy; some exceptionalities are
obvious while others are not;
exceptionalities may be beneficial
(ex. gifted or talented) or may be a
significant problem (ex. Mental
retardation)

Differ from the norm either below or
above to such an extent that an
individualized program of special
education is required to meet their
needs.
It is an inclusive term that refers to
individuals with learning or behavior
problems, individuals with physical
and sensory disabilities and those who
are intellectually gifted.

Kirk (1972) defines the exceptional
child (included gifted and talented
children as well as children with
disabilities) as the child who deviates
from the average or normal child to
such an extent that he or she
requires a modification of school
practices, or special education
services, in order to develop his
maximum capacity.

In mental characteristics
In sensory abilities
In neuromuscular or physical
characteristics
In social and emotional behavior
In communication abilities
Or in multiple handicaps

CLASSIFICATION
OF EXCEPTIONALITIES
 Autism
 Deafness
 Deaf-Blindness
 Hearing Impairment
 Mental retardation
 Multiple disabilities
 Orthopedic impairment

Other health impairment
Serious emotional disturbance
 Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment
Gifted and Talented

DIFFERENT
TERMINOLOGIES
IN SPED

1. Disability - refers to the inability of an
individual to do something in a certain
way, incapacity to perform as other
individuals due to impairments in
sensory, physical, cognitive and other
areas of functioning.
Refers to the loss or reduced function of
a particular body part or organ
Synonymous to impairmentManagement 8/e - Chapter 10 27

It limits the ability to perform certain
tasks
A disabled person is not handicapped
unless the physical disability leads to
educational, personal, social, vocational,
and other problems.

2.Handicap – refers to the problems
that an individual with a disability
encounters as he or she attempts to
function or interact in his or her
environment; this term is used when
explaining the consequences or impact
imposed on the individual by his or her
disability.

Refers tom problems a person with
disability or impairment encounters in
interacting with the environment.
The term is more restrictive than
exceptional; does not include gifted and
talented.

3. Developmental Delay
Because of adverse effects of labeling,
young children with special needs are
sometimes identified as being
developmentally delayed or at – risk for
future problems in school.

Children do not have to be identified
with any disability label. However, they
are considered to have a high
probability of developing a disability;
Defining a child’s delay may vary and
may be derived from various
assessment instruments.

Developmental disability – a severe,
chronic disability of an individual five
years of age or older that:
Is attributed to a mental or physical
impairment or combination of mental
and physical impairments
Manifested before the person attains the
age of 22
Is likely to continue indefinitely

Results in substantial functional limitation
in three or more of the following learning
areas or major life activity – self-care;
receptive and expressive language;
learning; mobility; self-direction; capacity
for independent living; and economic
sufficiency.
Reflects the individual’s need for a
combination and sequence of special
interdisciplinary services, supports and
other assistance that is lifelong or
extended duration and is individually
planned and coordinated. (NICHCY, 1996)

4. At- Risk
Children who have not been formally
identified as a having disability but who
may be developing conditions that will
limit their success in school or lead to
disabilities.
The term “at-risk” is often used with the
very young, because of negative conditions
surrounding their birth, nurturing or
environment, may be expected to
experience developmental problems.

At-risk students include students who
are experiencing learning socialization
and maturational difficulties in the
regular classroom; are failing academic
subjects; or are at risk of overall school
failure thus become identified as
candidates for special education
services (Heward,1996)

Can be the result of exposure to adverse
genetic, biological or environmental
factors- result to increased probability
for cognitive, social, affective and
physical problems.
a. Established risk – medical disorder of
known etiology and predictable
prognosis or outcome; ex. Cerebral
palsy, Down syndrome

b. Biological risk- post –natal conditions
and developmental events that heighten
the potential for later unusual or
abnormal development; ex. Premature
birth, low birth weight, maternal
diabetes, rubella, bacterial infections
like meningitis and HIV

c. Environmental risk- children are
biologically typical but their life
experiences or environmental
conditions are so limiting or threatening
that the likelihood of delayed
development exists; ex. extreme
poverty, child abuse, absence of
adequate shelter and medical care,
parental substance abuse, limited
opportunities for nurturance and social
stimulation.

FACTORS PLACING
YOUNG CHILDREN
AT-RISK FOR DEVELOPMENTAL
PROBLEMS

1.Maternal drug and alcohol abuse
2.Children born to teenage mothers or
women over 40
3.Home environment lacking adequate
stimulation
4.Maternal diabetes, hypertension or
toxemia
5. Exposure to rubella
6.Chronic poverty

6.Primary caregiver is developmentally
disabled
7.Infections such as encephalitis or
meningitis
8.Oxygen deprivation
9.Child abuse and neglect
10.Accidents and head trauma
11.Inadequate maternal and infant nutrition
12. Genetic disorders such as Down
syndrome Management 8/e - Chapter 10 42

12. Family history of congenital
abnormalities
13. Exposure to radiation
14. Prematurity
15. RH Incompatibility
16. Low birth weight
17. Ingestion of poisons and toxic
substances by the child
18. Prolonged or unusual delivery

Comparison Of
Regular
And
Special Education

REGULAR CLASS ASPECT OF
SIMILARITIES/
DIFFERENCES
SPECIAL CLASS
Tests
Readiness
Coping Skills
Standards
ADMISSION Recommendations
Need
Set
DepEd Required
Subjects
Standards
Knowledge based
CURRICULUM Child-centered
Individualized
Focuses on the areas
of learning
Holistic
Knowledge and
skills
Developmental

REGULAR CLASS ASPECT OF
SIMILARITIES/
DIFFERENCES
SPECIAL CLASS
Ratio – 1 to many
Desks and chairs CLASSROOM
SET-UP
Ratio – less or
one-on-one teaching
Small groups
Learning areas
Area of Expertise is
the subject she teaches
Give information
Evaluates by giving
tests
Follow and uplift
standards
What the child learns
TEACHERS
SPED Expert
Caters to the child’s
individual needs
Areas of learning
Plan activities
Assesses
Observes
Shapes Behavior
WHAT, HOW,
WHEN

REGULAR CLASS
ASPECT OF
SIMILARITIES/
DIFFERENCES
SPECIAL CLASS
Grading System
Numerical or use of
letters
Based on tests
Subjects
EVALUATION Narrative Reports
Assesses all areas of
learning
No Grades
Lecture based on the
Lesson Plans
Activities seldom
implemented
Learning confined in
the classroom
Laboratory work
P.E., H.E. Work
Mastery of
Knowledge
Tests and drills
Memorization
METHODS
Small group or
individualized
Use of lot learning and
teaching materials
Multi-sensory
All modes of learning
are used – visual,
auditory, kinesthetic
Teacher-made
materials

REGULAR CLASS
ASPECT OF
SIMILARITIES/
DIFFERENCES
SPECIAL CLASS
Two-dimensional
Textbooks
Paper-pencil
Other subjects are
taught with hands-on, lab
experiments, cooking,
carpentry, etc.
MATERIALS
Three-dimensional
Learning materials
Hand-on
Manipulatives
Montessori Materials

All children differ from one
another in individual
characteristics; they are
unique individuals who require
attention, nurturing and
caring.

History of
Special Education

Brief History of SPED
PERIOD SIGNIFICANT EVENT/FEATURE
17th Century Categories- idiots and insane
Children were put in asylums-no
categories
No education or intervention
18th Century Effective procedures were developed and
were devised for teaching children with
sensory impairments
Programs for the blind and the deaf
19th Century First systematic attempts were made to
educate the idiotic and insane-mental
retardation and emotional/behavioral
problems

Ideas of
Democracy in
France and
America
oChange in attitude
o Political reformers and leaders in
medicine and education began to
champion the cause of handicapped
children and adults.
oUrged that the “imperfect” and
incomplete individuals
oPhysically disabled be taught skills
that would allow them to be
independent and productive citizens
o Desire to protect and defend
handicapped people
oSought to normalize the exceptional
children to the greatest extent
possible

20th Century  Recognition of children and
people with exceptionalities
Establishing rights
Creation of laws and
legislation for the care and
protection of exceptional
children
Focus on education
Creation of specific
educational programs for each
exceptionality
Mainstreaming and inclusion

SIGNIFICANT PEOPLE
IN SPED

Throughout the history of special education,
over 4.5 million children were denied adequate
schooling. But, over the years, many people —
often disabled themselves — focused on
education for people with disabilities. Some of
these individuals broke barriers by fighting for
their own educational experiences. The
following list of 20 famous contributors to
the special education field contains just a
handful of all the individuals who have
contributed to this effort. The following list is
in chronological order, from the 16th century
to current news.Management 8/e - Chapter 10 55

SIGNIFICANT
PEOPLE
CONTRIBUTIONS
Phillipe Pinel
(1745-1826)
French physician
Concerned with the humanitarian
treatment of individuals with mental
illness
Strongly influenced the work of Itard
Jacob Rodriguez Pereine
(1715-1780)
Introduced the idea that persons who
were deaf could be taught to
communicate
Developed an early form of sign
language
Provided inspiration and
encouragement for the work of Itard and
SeguinManagement 8/e - Chapter 10 57

Jean Marc Gaspard
Itard
(1774- 1878)
French physician
Authority on the diseases of the ear
and the education of deaf students
Systematic efforts to educate an
adolescent thought to be severely
mentally retarded
Educated Victor – the wild boy
from Aveyron
Introduced key concepts in SPED
-Instructional sequence derived
from a normal development
- Individualized instruction
-Sensory stimulation
-Systematic instruction-simple to
complex tasks
-Activities that will build
independence and functional skills

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