RRC # 1 March 20, 2020

Raymart D. Estavillo PCED 13 401P 4:30pm – 6:00pm MH

Prof. Elmer Mones

CHAPTER 6: Exceptionalities and Interventions of Special Education

Lesson 1: Types of Exceptionalities

Lesson 2: Intervention of Special Education

Reaction, Reflection and Connection

Reaction

The field of special education is concerned with children who have unique

needs and with school programs that employ specialized techniques. As the result of early

attitudes and programs that stressed assistance for children with severe disabilities, the

field developed a vocabulary and practices based on the labeling and categorizing of

children. In recent decades, labeling and categorizing were extended to children with

milder degrees of exceptionality. Unfortunately, the continued use of labels tends to

rigidify the thinking of all educators concerning the significance and purpose of special

education and thus to be dysfunctional and even harmful for children.

The term “exceptional” has often been used to describe unusual, unique, or

outstanding qualities of people or objects. Consider the following phrases: “His artwork is
exceptional” and “She is exceptionally bright.” In this case, the term “exceptional” refers

to students who learn and develop differently from most others or students who have

exceptional learning styles, exceptional talents, or exceptional behaviors. Exceptional

students are those who fall outside of the normal range of development. As I read the

report which pertains to different disabilities, today our government are working in this

kind of issues. Just like any other countries our nation has such kinds of Laws and Policies

to make out more potential in terms students that having different conditions. Those acts

will be a guide to many Filipinos that facing such scenarios more specially the youngsters.

In some sort, The Exceptionalities and Interventions in Special Education

most valuable contribution to education is its specialized knowledge, competencies,

values, and procedures for individualizing educational programs for individual children,

whatever their special needs. Indeed, special educators at their most creative are the

advocates of children who are not well served by schools except through special

arrangements. To further the understanding of and programming for such children,

special educators as well as other educational personnel should eliminate the use of

simplistic categorizing.

Reflection

I always believed that there was something wrong with people with learning

disabilities, and thus classified them as abnormal. The activities made me realize that

with their learning disability aside, they were no different from me. People with learning

disabilities had their strengths and weaknesses, and I had mine. The activities, without
fail, made me frustrated. I wanted to lash out at the world, and I always wondered why

students with learning disabilities had emotional problems. I came to realize that people

with learning disabilities live with their disabilities for the rest of their lives. That these

sensitivity activities were only temporary for us, but it was reality for those dealing with

the disabilities.

However, when it came to special education students, my knowledge

changed, due to their learning disability. I was ignorant to the special education movement

of inclusion, because I feared the idea of teaching students who were not “normal”. I use

the word normal in quotations because I now realize that special education students are

like anybody else, and that we, special and general education students alike, are all

normal. There is nothing wrong with Students that having Special Needs.

Connection

First is the question of the degree to which reflective teacher education has

supported genuine teacher development. Here despite all of the rhetoric surrounding

efforts to prepare teachers who are more reflective and analytic about their work, in reality,

reflective teacher education has done very little to foster genuine teacher development

and to enhance teachers' roles in educational reform. Instead an illusion of teacher

development has often been created which has maintained in more subtle ways the

subservient position of the teacher.

frequently expressed emancipatory intent of teacher educators. First, one of the most

common uses of the concept of reflection has involved helping teachers reflect about their

teaching with the primary aim of better replicating a curriculum or teaching method that

research has allegedly found to be effective in raising students' standardized test scores.

Here the question in the reflection is how well does my practice conform to what someone

wants me to be doing? Sometimes the creative intelligence of the teacher is permitted to

intervene to determine the situational appropriateness of employing particular teaching

strategies and materials, but often it is not.

Content

In the past, students with learning or other disabilities were not given any

specialized assistance until their academic performance was significantly lower than their

IQ indicated it should be. In other words, smart kids had to consistently fail before they

received help. Even worse, those students had to wait so long for assistance that, as they

waited, they fell further and further behind their peers making it much more difficult for

them to catch up. Teachers thought so, too.

When the Individuals with Disabilities Education Act was reauthorized in 2004, the

legislators, with the assistance of the Office of Special Programs recommended the use

of a better way of identifying students with disabilities that also provided immediate

assistance to struggling students. It is based on the idea that a student needs to master

each skill that he or she learns. As I read and evaluated the handouts that was given by
the reporters, it was good for them that they manage to put some definitions in their

handouts thus, it was quite effective for me those printable material due to lack of school

days because of the COVID-19. They really point out their report and for that it was good

also. Their power point presentation also explains clearly the said topic.

Then as part of the evaluation of the report that was given I am mark them 30

percent for their Content and Development and further more, I mark them also a perfect

25 percent for their report Organization and Structure , For the Format 20 percent and

last for their Grammar, Punctuation & Spelling a perfect 25 percent as a total of 100

percent overall.

As part of the said content, applying the said topics in real life situations. For me

this may be an essential role for future educators in some sort of knowing what is already

in the society having such issues can be so reliable to maintain a good and positive

acceptance to many Filipino youth that is already having this kind of prolonged welfare. I

am sure that Exceptionalities and Interventions may be classified as one of the developing

systems which regards for todays current situation.

As a future educator for the next generation of students and students with special

needs. I know this may serve as a pathway to know what is already given and to examine

or to study more what are the outcomes of such acts, In addition to that Exceptionalities

and Interventions of Special Education sometimes problems in separate special

education classes arose because of insufficient teacher training. For example, teachers

may have learned to identify and accommodate the needs of readers but lacked

instruction in teaching higher-level reading. Also, because special education classes were

not necessarily smaller than regular classes, many students with disabilities received no
more individual attention in the segregated classes than they would have gotten in the

integrated classes. In some such cases, teachers were obliged to teach the majority of

the class to the level of the least common denominator the most severely disabled

students who needed the slowest pace and the least-challenging lessons.

It is also hoped that we will become more adept at identifying children at earlier

ages to prevent some of the emotional and social difficulties that can be associated with

a learning disability. In the Field of Medicine is now promising new avenues in our study

of learning disabilities as is genetics. Families who have a history of learning disability

need further study to provide appropriate support for them as well as to assist with early

interventions. Schools are becoming more adept at working with children with differing

types of learning disability and it is hoped that our ability to assess minority children

appropriately will also improve. Students with special needs who are gifted have needs

that differ considerably from those of gifted students without disabilities, students without

exceptional abilities who have learning disabilities, and average students whose abilities

are more even. Individualized instruction is optimal for all students so that pace, level,

and content can be geared to ability, interests, and learning style, but it is essential for

students whose abilities are clearly discrepant. Ideally, a continuum of alternative

placement options should be available, so that teachers can develop a plan that builds

heavily on students' strengths but also provides remediation and support for social and

emotional needs.