SPED FINAL REPORT_103742.pptx SPECIAL ED.

SPECIAL
EDUCATIO
N
Presented by
Group 2

LIST OF
CONTENTS
Prevalence of Children
and Youth with Special
Needs
Range of Special
Education Programs
and Services
Inclusive Education for
Children with Special
Needs
Support Services for
Children with Special
Needs
SPED System

SPED SYSTEM
B. Special Education
Presented by:
Labora, Lucy Jane

The Special Education (SPED) system in
the Philippines is a vital part of the country's
commitment to inclusive education. It aims to
provide children with disabilities the
opportunity to receive an education that
meets their individual needs. SPED programs
are designed to help these students achieve
their full potential and lead fulfilling lives.

LEGAL
FRAMEWORK
Republic Act 7277
(Magna Carta for
Disabled Persons)
Republic Act 10533
(Enhanced Basic
Education Act of 2013)
DepEd Orders and
Memorandums

EQUAL
EDUCATIONAL
OPPORTUNITIES
PREPARATION FOR
INDEPENDENT LIVING
DEVELOPMENT OF
POTENTIAL

SPECIALIZED
CURRICULUM
RESOURCE CENTERS
AND SPECIAL SCHOOLS
INCLUSIVE
EDUCATION

ASSESSMENT AND
DIAGNOSIS
TEACHER TRAINING
PARENTAL
INVOLVEMENT

SHORTAGE OF
TRAINED SPED
TEACHERS
LACK OF RESOURCES
AND FUNDING
STIGMA AND
DISCRIMINATIO
N

EXPANSION OF
SPED CENTERS
NATIONWIDE
AWARENESS
CAMPAIGNS FOR
INCLUSIVE EDUCATION
COLLABORATION
WITH NGOS AND
INTERNATIONAL
ORGANIZATIONS

PREVALENCE OF
CHILDREN AND
YOUTH WITH
SPECIAL NEEDS
Presented by:
Nabarte, Jelyn
Paduka, Norsisa

The prevalence of
children and youth with
special needs refers to the
total number of cases of a
particular condition in a
specific population at a
particular time.

THERE ARE TWO MAIN
PERSPECTIVES ON
PREVALENCE:
This refers to cases that are
identified and in contact with certain
systems, such as schools, hospitals,
or government agencies. These
cases are often recorded in official
records and used to measure the
prevalence of special needs in a
population.
This refers to the total number of
cases, including those that have not
been identified or have not been in
contact with systems. True prevalence is
more difficult to determine because not
all children and youth with special needs
are registered or receive services.
1. DENTIFIABLE PREVALENCE 2. TRUE PREVALENCE

UNICEF Report on the Situation
Analysis of Children and Women in the
Philippines: In 1997, this report indicated
that the mean percentage of persons with
some types of disabilities in the
Philippines was 134 out of 1,000 people,
which translates to 10,720 out of 1 million
people.

TRUE PREVALENCE OF FILIPINO
CHILDREN AND YOUTH WITH
SPECIAL NEEDS
The true prevalence of Filipino children and youth
with special needs is not accurately documented or
widely reported. Due to a variety of reasons such as
lack of comprehensive data collection, societal
stigmas, inadequate access to healthcare services,
and cultural beliefs that may hinder families from
seeking professional diagnosis and support for their
children with special needs.

TRUE PREVALENCE OF FILIPINO
CHILDREN AND YOUTH WITH
SPECIAL NEEDS
As a result, there is a significant underestimation
of the actual number of children and youth with
special needs in the Philippines. Efforts to improve
data collection, increase awareness, enhance
accessibility to services, and reduce stigma are
essential in order to provide appropriate support
and care for Filipino children and youth with special
needs.

The universal estimate of the
prevalence of children with special
needs stands at 10% with
disabilities (WORLD HEALTH
ORGANIZATION) and 2% with
giftedness and talent.

Base on the statistics and using
the universal estimate of 12%, it
maybe assumed that at least 4.8
million Filipino children and youth
need special education services ,for
those with disabilities is estimated
with 4 million, the gifted and
talented are estimated to 800,000.

RANGE OF SPECIAL
EDUCATION
PROGRAMS AND
SERVICES
Presented by:
Masalon, Jenifer
Deniega, Karen

BASIC PHILOSOPHY OF SPECIAL
EDUCATION

ULTIMATE GOAL OF SPECIAL
EDUCATION

13 LEGAL CATEGORIES FOR
EXCEPTIONALITIES

INDIVIDUALIZED EDUCATIONAL
PROGRAM

CONSIDERATIONS IN DEVELOPING
THE IEP

INCLUSIVE
EDUCATION FOR
CHILDREN WITH
SPECIAL NEEDS
Presented by:
Palma, Roldan
Cotas, Dianne

Inclusive education
–involves teaching in all students in
the same age-appropriate general education
classroom at their local school, regardless of
the challenges they face. It is a new approach
towards educating the children with
disabilities and learning difficulties with that
of normal ones within the same roof.

BENEFITS OF
INCLUSIVE CLASSROOMS
Students with or without disabilities
benefit from inclusive education in a
variety of ways. For instance, teaching
students with special needs in inclusive
classrooms can lead to:

·GREATER ACADEMIC
GAINS IN LITERACY,
MATH, AND SOCIAL
STUDIES
·BETTER
COMMUNICATION
AND SOCIAL SKILLS

·FEWER ABSENCES
·LESS DISRUPTIVE
BEHAVIOR

·MORE MOTIVATION
TO WORK AND
LEARN
HEALTHY
ENVIRONMENT

CREATING AN
INCLUSIVE
CLASSROOM FOR
STUDENTS WITH
DISABILITIES
When developing inclusive classrooms for
students with disabilities, it’s crucial to review the
individual education plan (IEP) of each student
before incorporating new methods. The type of
disability that a student has can determine what
strategies work best.

Students with learning disabilities
succeed academically when given
specific remedial instructions. This could
involve breaking down an assignment
into smaller steps, using diagrams or
pictures to emphasize directions and
modeling instructions to help students
visualize what they need to do.
LEARNING DISABILITIES

Full-inclusion special education for
students with Down syndrome should
involve a multisensory-based program.
Multisensory instruction engages more
than one sense at a time, such as
pairing visuals with auditory
instructions or demonstrations of how
to complete a task.
DOWN SYNDROME

Students with autism may have
sensory processing difficulties and
need quieter classrooms, dimmer
lights, and minimal smells to
participate fully. Creating designated
learning areas can provide students
with a distraction-free zone to focus
on their work.
AUTISM

Health impairments can be due to a variety of
conditions, such as arthritis, epilepsy, ADHD, and
seizure disorder. Each condition comes with
unique impairments and modifying the
classroom with technology can make it easier for
students to learn and communicate. Providing
assignments electronically or audio-recording
lessons helps students access materials on their
own if they find it difficult to focus. .
HEALTH IMPAIRMENTS

Students who suffer from Emotional and
Behavioral Disorders (EBDs) may find it
difficult to practice impulse control or
interact with other students. Providing clear
classroom guidelines and implementing a
reward system that recognizes positive
behavior can influence students to engage
with their peers and do well in their
lessons.
EMOTIONAL DISTURBANCES

Classroom accessibility is one of the major
challenges students with orthopedic
impairments face. If the student is in a
wheelchair, they may require special tables or
seats to participate comfortably. Writing aids,
such as pencil grips or special paper, can
benefit students with upper limb disabilities.
Teachers may also need to modify lesson
plans and class activities for accessibility.
ORTHOPEDIC IMPAIRMENTS

Students with a hearing impairment
may require assistive devices, such as an
induction loop or a transmitter with a clip-
on microphone worn by the teacher, to
succeed in the classroom. Written
materials and captioned videos can make
it easier for students to understand
instructions.
HEARING IMPAIRMENTS

Inclusive activities for visually-impaired
students require verbal instruction for
them to participate fully. Alternative
options may need to be offered if the
activities are off-campus. Supplying course
materials electronically can also help
students adapt information to a more
suitable format, such as audio.
VISUAL IMPAIRMENTS

Students can have multiple physical or
mental disabilities that make the classroom
environment more difficult to navigate.
Rather than rigidly sticking to a singular
program for all students to follow, provide
students with disabilities an individualized
schedule with alternative assignments or
tasks that align with their needs.
MULTIPLE DISABILITIES

Inclusive classrooms offer a
plethora of advantages for students
with disabilities, as well as those
without. By introducing certain
teaching strategies and adapting the
instruction to guarantee access,
students can have an improved
educational experience.
CONCLUSION

SUPPORT SERVICES
FOR CHILDREN WITH
SPECIAL NEEDS
Presented by:
Montero, Pamela
Unos, Andrea

•CLINICAL PSYCHOLOGIST,
SCHOOL PSYCHOLOGIST,
PSYCHOMETRICIAN FOR
PSYCHOLOGICAL TESTING.
•Ophthamologist for all
children especially those
blindness and low vision.
•MEDICAL DOCTOR
AND DENTIST FOR A
GENERAL CHECK-UP OF
ALL CHILDREN.

•OTOLOGIST OR
OTOLARYNGOLOGIST FOR ALL
CHILDREN ESPECIALLY THOSE
WITH HEARING LOSS, DEAFNESS,
LANGUAGE AND SPEECH
DISORDERS.
•SPEECH THERAPIST FOR ALL
CHILDREN WITH LANGUAGE
AND SPEECH PROBLEMS.
•NEUROLOGIST AND CHILD
PSYCHIATRIST FOR CHILDREN
WITH MENTAL RETARDATION,
LEARNING DISABILITIES AND
EMOTIONAL-BEHAVIORAL
DISORDERS.

•PHYSICAL AND
OCCUPATIONAL THERAPIST
FOR ALL CHILDREN ESPECIALLY
THOSE WITH PHYSICAL
DISABILITIES.
•ORIENTATION AND
MOBILITY INSTRUCTOR
WHO TEACHES
INDEPENDENT TRAVEL
TECHNIQUES TO BLIND
CHILDREN.
•INTERPRETER FOR THE DEAF
WHO COMMUNICATES VERBAL
ACTIVITIES TO DEAF CHILDREN
THROUGH SPEECH READING,
SIGN LANGUAGE AND GESTURES.

ASSISTIVE DEVICES
-are specialized instructional and
learning materials with special
needs to function efficiently.

FOR BLIND
STUDENTS
braille writer, braille slate and stylus,
braille books, arithmetic slate,
computer with voice synthesizer, tape
recorder and braille paper

FOR LOW VISION
STUDENTS
large print books, large print
typewriter, magnifying lense. Grade
1 line paper

FOR DEAF STUDENTS
Individual hearing aid, sign language
book, speech kit, wall mirror, speech
trainer, group hearing aid

FOR CHILDREN WITH
MENTAL
RETARDATION
teacher made materials specific to the
Individual Education Plan (IEP) on the
functional curriculum and adaptive
behavior skills

FOR CHILDREN WITH
PHYSICAL
DISABILITIES
Mobility devices such wheelchair,
braces and sprints, table and chair,
communication aids for clear speech,
adaptive computer screen

THANK
YOU!
Presented by
Group 2

SPED FINAL REPORT_103742.pptx SPECIAL ED.

SPED FINAL REPORT_103742.pptx SPECIAL ED.

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