FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION
BSE MATH/FILIPINO
Special Education-
 it is a form of learning provided to students with exceptional needs such as
students with learning disabilities or mental challenges.
 Specially designed instruction, at no cost to parents, you meet the unique needs of a child
with a disability.
 It is the practice of educating students in a way that addresses their individual differences
and special needs.
 It is the education of children who differ socially, mentally or physically from the average
to
such an extent that they require modifications of usual school practices.
 It provides students with identified disabilities specialized instruction designed to meet their
unique learning needs, giving them the opportunity to develop to their fullest potential
 Classroom or private instruction involving techniques, exercises, and subject matter
designed for students whose learning needs cannot be met by a standard school
curriculum.
 Educational programs and practices designed for students, as handicapped or gifted
students, whose mental ability, physical ability, emotional functioning, etc. requires special
teaching approaches, equipment or care within or outside a regular classroom.
 It is a form of learning provided to students with exceptional needs, such as students with
learning or intellectual disabilities.
 It is a set of educational programs or services designed to meet the particular needs of
exceptional children. It is that type of education tailored to meet the needs of children
who cannot profit normally from general education, because of disabilities or exceptional
abilities.
Special Education meets the needs of a given exceptional child or a group of exceptional
children with educational plans and instruments which will bring the individual to the highest
level of his potential and capacity.
Where is Special Education taught?
1. in the general education classroom
2. in the Resource room
3. at home
4. community-based settings
Categories of Exceptional Children
By 1950, 12 types of exceptional children had been delineated into:
1. Gifted
2. Educable mentally retarded
3. Trainable mentally retarded
4. Emotionally disturbed
5. Social maladjusted
6. Speech impaired
7. Deaf
8. Hard of hearing
9. Blind
10. Partially seeing
11. Crippled
12. Chronic health cases
 Later in 1973, Dunn catergorized the exceptional children around the major ability and
disability areas thus:
Categories Traditional
( Dunn, 1973 ) Classification

1. Children with moderate and severe general  Nonadaptive educable, trainable, custodial or
hearing disabilities severely mentally retarded
2. Children with generally mild learning disabilities  Adaptive, cultural, familial educable mentally retarded
3. Children with superior cognitive abilities  Gifted , creative or talented academically able
4. Children with hearing disabilities  Deaf, hard of hearing
5. Children with visual disabilities  Educationally blind, partially blind
6. Children with major specific learning disabilities  Minimal brain injured perceptually handicapped
7. Children with and neuromotor and other crippling  Cerebral palsied, epileptic, orthopedically handicapped
and health disabilities crippled
8. Children with oral communication disabilities  Speech impaired, language handicapped
9. Children with behavior disabilities  Emotionally disturbed, socially maladjusted drug
dependent
How the Individuals with Disabilities Education Act (IDEA) Shapes Special Education in the
U.S
- Individuals with Disabilities Education Act was first passed in 1975, ( originally called the
Education for All Handicapped Children Act ) and re authorized under George W. Bush
in 2004.
1. protect the rights of children with disabilities
2. to give parents a voice in their children’s education
3. to ensure that students who have any of these disabilities can take part in education along
with students without disabilities and can access the curriculum whenever and as much as
possible. Ideally, all students would have equitable access to education in order to reach their
potential.
IDEA ensures that children with disabilities have access to a free and appropriate public
education and that schools provide special education to these children in the least restrictive
environment possible, which means keeping them in general education classrooms whenever
possible.
IDEA covers children from the age of 3 through high school (or the age of 21, whichever
comes first). Children younger than the age of 3 can receive services through IDEA’s early
intervention services.
The 13 Categories Under IDEA
Typically, the types of exceptionalities/disabilities that fall under special education are clearly
identified in the jurisdiction's law. Special education is for students with disabilities, which are
defined under IDEA as follows:
 Autism
 Deafness/Blindness
 Visual impairment
 Emotional disturbance
 Visual impairment
 Speech or language impairment
 Orthopedic impairments
 Hearing impairment
 Intellectual disability
 Multiple disabilities
 Traumatic brain injury
 Other health impairment, including ADHD
 Specific learning disability, including (among others) dyslexia, dyscalculia, and dysgraphia
Developmental Delays-

Even if a child does not have any of the disabilities outlined above, they can still qualify for
special education. It is up to the individual states to include children at risk for disabilities
in the eligible group for special education. This falls under Part C eligibility in IDEA and
relates to developmental delays.
Children identified as having developmental delays are generally those who are slow to
meet or who are not reaching certain educational milestones. Part C eligibility is determined
by each state's definition of developmental delay and includes children with established
physical or mental conditions with a high probability of resulting in developmental delay.
The criteria used for determining whether a child has a specific learning disability
includes:
 The child does not meet state-approved grade-level standards in one or more of the
following areas:
 Oral expression
 Listening comprehension
 Written expression
 Basic reading skills
 Reading fluency skills
 Reading comprehension
 Mathematics calculation
 Mathematics problem solving
 The child does not meet state-approved grade-level
standards or exhibits a pattern of strengths and
weaknesses in achievement and/or performance due
to:
 Cultural factors
 Emotional disturbance
 Environmental or economic disadvantage
 Limited English proficiency
 Mental retardation
 Visual, hearing, or motor disability
How do students Obtain Special Education services?

A child suspected of needing SPED support will usually be referred to the special
education committee at the school. Parents, teachers, or both can make referrals for
special education.
Parents should have any necessary information/documentation from community
professionals, doctors, external agencies etc. and inform the school of the child's
disabilities if they are known prior to attending school. Otherwise, the teacher will
typically begin to notice the student's special needs and will relay any concerns to the
parent which can lead to a special needs committee meeting at the school level.
The child who is being considered for special education services will often receive 
assessment(s), evaluations, or psycho testing (again this depends on the educational
jurisdiction) to determine if they qualify to receive special education
programming/support. However, prior to conducting any type of assessment/testing, the
parent will need to sign consent forms.
Once the child qualifies for additional support, an 
Individual Education Plan/Program (IEP) is then developed for the child. IEPs will
include goals, objectives, activities, and any additional supports needed to ensure
the child reaches their maximum educational potential. The IEP is then reviewed
and revised regularly with input from the stakeholders.

Special Education Interventions

Special education may be best described as a purposeful intervention designed to overcome
or eliminate the obstacles that keep children with disabilities from learning. In other words,
it is about providing children with disabilities with individualized plans of instruction to
help them succeed.

There are three, specific types of special education interventions:

1. Preventive Interventions: Preventive interventions are designed to prevent potential or
existing problems from becoming a disability. Special education in this form seeks to
either stop something from happening or reduce a condition that has been identified.
2. Remedial Interventions: Remedial interventions are designed to eliminate the effects of a
disability. They are generally used to teach children with disabilities skills that allow them to
function successfully and independently. They may be aimed at academic, social, personal,
and/or vocational goals.
3. Compensatory Interventions: Compensatory interventions involve teaching special skills or
using special devices to improve functioning. Compensatory intervention may be best
identified as teaching a child to perform a task or conquer a skill in spite of a disability. It
involves providing children with disabilities an asset that non-disabled children do not need.