Yvone

Macarayo
 COMPONENTS OF
SPECIAL AND
INCLUSIVE EDUCATION
 Introduction
In this chapter, the aim is to describe the
components and processes involved in
identifying children through assessment
and providing varied means of support.
Objectives:
• Enumerate the processes involved in child find through the
pre-referral process
• Identify the assessment tools, methods, and principles in
working with children with additional needs
• Identify the different placement within continuum
• Compare accomodations and curriculum modifications
• Identify ways how to involve parents as part of the home-
school collaborations
•CHILD •ACCOMODATION
AND
CURRICULAR
•ASSESSMENT MODIFICATIONS
•PARENT
•PLACEMENT INVOLVEMENT
 CHILD
CHILD FIND THROUGH A PRE-REFERRAL PROCESS
Referral for evaluation and special education services
begins by identifying students who have additional
needs and who may be at risk for developmental
disabilities.
Pre-referral process
Is a preventative approach intended to
address struggling students’ academic or
behavioral challenges in the classroom
Six stages of the pre-referral process
•Stage 1- initial concern
•Stage 2- information gathering
•Stage 3- information sharing and team discussion
•Stage 4- discussion of possible strategies
•Stage 5- implementation and monitoring of strategies
•Stage 6- evaluation and decision making
Pre-referral strategies
-Designed to provide immediate
instructional and/or behavior
management support to a child.
Examples of pre-referral strategies are:
-observation of the child’s behavior
-interview of parents and teachers to gather more information about
the child
-review of school records
-analysis of the child’s academic output through error analysis
-portfolio assessment
-criterion-referenced and curriculum based assessment
Roseldeyn C.
Sumpo
 Assessment
What is assessment

How important is assessment

How does assessment works

 Assessment
The evaluation of the nature, quality, or
ability of someone or something.

A process of collecting information about

child’s strengths and needs.
What is the purpose of assessment

Is used to decide on child’s

educational placement and to
plan instructional programs for
a child identified to have
additional needs.
 Methods of Assessment
Norm-referenced tests

Criterion-referenced tests

Informal or non-standardized assessment

Authentic assessment
 Norm-referenced tests
- refers to a method of evaluation that produces results allowing an
educator to see if a students or group of students have performed
better.
- are standardized tests characterized by scoring that compares the
performance of the educator to a norming group
Examples of Norm-referenced tests is:
- Intelligence test
- Achievement test
Intelligence test
- measure people's cognitive functioning, including verbal, mathematical,
visuospatial reasoning, memory, attention, language comprehension and
production

Achievement test
- measures the skill set of an individual on a certain area to determine
an individuals capabilities
 Criterion-referenced test

- compare a child's performance based on established and

competencies and can be used to describe student
performance
 Informal or Non-standardized Assessment
- it focus on observing student's performances and
progress at different stage of their learning time frame.

Examples are :
1. Performance based
2. Curriculum based
3. Teacher-made instruments
4. Portfolio Assessment
Curriculum based
- is a method that teachers use to find out how students are progressing
in basic academic areas such as math, reading, writing, and spelling.

Performance based
- is an approach to teaching and learning that emphasizes students
being able to do, or perform, specific skills as a result of instruction.

Teacher-made instruments
- are designed by the teachers for the purpose of conducting classroom
test suchas oral test and written test.
Portfolio assessment
- ask students or teacher to collect work products that
show growth over a specific period of time.
 Authentic Assessment
- focuses on students using and applying knowledge and skill in real-
life setting

Examples are:
Observation
Play-based Assessment
Portfolio Assessment
Observation
- means that educators observe the child’s behavior and performance in
order to make interferences about their development

Tools used in observation:

Running records
Anecdotal records
1. Running records
- is a method of assessing a child’s reading level that is specific to the
reading recovery approach to remedial reading instructor.

Its essential information to be included:

• Date and time of the observation
• Names of the children involved
• Location of the incident
• Actual events that occurred
2. Anecdotal records
- is a shorter descriptions of incidents and used by the teachers and
specialist to analyze a student’s behavior and to plan strategies for a specific
child or group of children.
Portfolio Assessment
- is a collection of student works that are associated with standards you
are required to learn.
Play-based Assessment
- provides a broad range of information about an individual, it can gather
some information like:
1. An understanding of needs
2. A profile of strengths and needs
3. personalized approaches
4. Identified emotional characteristics
Example activities such as:
painting jumping climbing
role-play throwing running
drawing building
 Assessment Principles
Assessment is the process of forming a judgement about a student’s
attainment of knowledge, understanding, or skills.

Assessment practices should be anchored on principles as provided

by the Division for Early Childhood (DEC). The variety of assessment
methods and tools, use of authentic measures, as well as involvement of
the family are necessary to make decisions for placement and
instructional planning.
Claire Calalin
 Placement
Assessment results are used to decide a child's appropriate ed placement
within a continuum from the least to the most restrictive settings. During the
evaluation, student performance is assessed and the team determines if there
would be any changes in the educational placement within the continuum.
Teams will base this on their observations, assessment results, and other
factors, with the goal to move toward the least restrictive learning
environment. Sound decisions are made to allow for fluidity in placement
based on the child's strengths, abilities, and needs.
 A general education classroom is the least restrictive environment for a
child with additional needs. Access to the same learning experiences and
opportunities is provided as to typically developing students. Thus, it is
considered as the "most normalized or typical setting" (Gargiulo, 2012).
Additional support in the form of accommodations or changes in expectations
through curriculum modifications may be provided but still within the same
classroom as peers within the year level.

Another option for placement is to be in a general education class but the

child receives supplementary instruction and services such as speech,
physical, and occupational therapy or counseling services during the school)
day. Options may be provided when such sessions are conducted, school or as
an after-school service.
The Special Education Process in Six Steps.
Identifying Learning Issues

1. The first step in the special education process is determining if your

child has a learning problem and needs help. Typically, children with
developmental delays or physical disabilities are diagnosed by their
pediatrician or another medical provider. Because they are diagnosed
before entering the school system, these children enter school with
special education plans already in place.
2. Referring for Evaluation
When a parent or the child's teachers feel it's necessary to evaluate a child to determine how severe their learning
problems are and whether a disability exists, the decision so to evaluate is made during a special education
meeting. During this meeting, parents are advised of their rights and are asked to sign a formal consent for
evaluation
3. Determining Eligibility
Once the evaluation is complete, the child's special education team, including the parent, will have a meeting to
review the results of the evaluation and determine whether the child meets the state's regulatory guidelines for
diagnosis with a disability. Not every child who receives an assessment will have a learning disability, but many
do.
4. Developing an IEP
If your child meets the eligibility criteria, and the committee agrees they have a disability, the school must develop
an IEP. Under IDEA, the school district has 30 days from the documentation of the disability to complete the IEP.
5. Discussing the IEP
The committee, including the parent, meets to develop the IEP. Schools may develop a draft IEP and bring it to the
meeting, but the IEP is not finalized until the meeting is held and the committee members have input into the
document. During this meeting, the team will use data such as test scores, work samples, and behavioral charts to
support any recommendations that they make.
6.Finalizing the IEP and Placement
Once an agreement on the content of the IEP is reached, the committee finalizes the most appropriate placement
for the child. Placement can range from a fully inclusive program in the regular classroom to pull-out services in a
special education program. In rare cases, students may be served in special schools or hospitals. The parent is
asked to sign consent for the agreed-upon services to be provided.
MODIFICATIONS

Students with disabilities and additional

needs who are studying in an inclusive general
education classroom may need accommodations
in the form of instructional support and other
supplementary services. Others who need more
intensive support are provided with curricular
modifications.
Special Education Modifications

Modifications are generally made for students with

significant cognitive or physical disabilities. A
modification does not alter content knowledge.
Instead, it creates a learning environment for that
specific student. And change the core program by
using a parallel curriculum that does not include all
grade-level standards.
Modifications may include a change in the:

Course of the student

Standard
Location
Timing
Scheduling
Expectations
Cathyrine
Otos
 Accommodation and Curricular
Modifications
Accommodations
-Accommodations are supports provided to students to help gain full
access to class content and instruction.
-When accommodations are provided in a general education classroom
for children with disabilities, barriers are removed from accessing education.
Accommodation may vary in the
following terms :

1. Presentation Accommodations
- Children with disabilities may
need specialized presentation
formats especially those with
sensory impairments so they can
learn the same content alongside
typically developing peers.
Learning needs Examples
Visual Support • Minimize visual distractions
• Use of larger print materials (font size, illustrations)
• Use of sign language
• Videos with closed captioning

Auditory and Comprehension Support • Read aloud by a peer

• Audio Books
• Digital text that reads aloud or gives definition of words
• Highlighting or color coding
Listening and Focusing • Explicit verbal or Visual cues; physical prompts
• Repeat / Clarify directions and important information
• Note taking support
• Copy of directions
2. Response
Accommodations
It allows students
with disabilities and
additional needs a
variety of ways to
complete assignments,
written texts,
performance tasks, and
other activities.
Learning Tasks Examples
Writing Difficulty (errors in spacing, visual • Handwriting template/guide on the student's desk.
perceptual or spatial orientation, illegible hand • Different types and sizes of paper.
writing). • Visual cues on paper.

Written Expression Difficulty • Electronic dictionary with spell check.

• Writing cue cards.
• List of sight words.
• Writing templates, outlines and graphic
organizers.

Math Difficulty • Calculator

• Visual Representation
• Problem Solving Guides
3. Setting Accommodation
- Changes in the location or
conditions of the educational setting
or environment may be necessary
for students who need support in
terms of behavior, attention and
organization of space and materials.
Accommodation in a setting may
allow a child who gets easily
distracted to work in a quiet corner
of the classroom.
4. Scheduling Accommodation
- Changing time allotment,
schedule of talks and assessments
and management of time are
some types of scheduling
accommodation.
Students with slower ability in
processing information and
direction as well as with focusing
issues may need these types of
scheduling accommodation.
Examples of accommodation that can modify scheduling are :

1. Extending time for assignements and assessments.

2. Providing breaks in between tasks.
3. Providing a visual schedule or a checklist of individual
responsibilities.
4. Providing predictable routines and procedures.
5. Providing an electronic device with alarms and cues.
 
Dave Louie
Dormitorio
Book
 Parent Involvement
* It has been long established that parent Involvement in education,
planning, and management of children with disabilities and additional needs
is essential as they are the primary caregivers and have direct influence on
their children.
 
* Parent Involvement has been found to be directly related to academic
achievement and improvements in the school performance of children.
A. Home school Communication
 
* Having established the critical role of parents in a student's
developmental and academic progress and achievement, it is essential that
there is a close home and school collaboration and communication.
1. Parent - Teachers Conferences
 
• Parent - teacher conferences are face to face meetings held between
parents and teachers. Conducting such meetings is necessary so parents of
students with disabilities and additional needs will be able to share about
their child's background, strengths and abilities, history of difficulties, and
practices they have been implementing at home as well as interventions done
with other specialist.
2. Written Communication
 
• Home school communication may also be conducted through written
messages, such as the use of a home - school communication notebook,
where teachers and parents write homework assignments, the students
behavior in the classroom, as well as progress on program goals.
3. Digital Communication
 
• With the influx of mobile devices, many parents and families are more
able to communicate through electronic and digital means such as email, text
messages, and social network messaging systems. A study found that parents
and teachers perceive technology as an effective tool to promote parent
involvement and thus value its use for communication ( Olmstead 2013 )
4. Home school Contracts
 
• A home school contracts contains an agreement between teachers and
parents regarding bahavioral and/or academic golas for a student with
disability.
 
• One example of a home - school contract is a Daily Report Card, an
individualized intervention used in schools that is anchored on the behavioral
principles of operant conditioning. The use of daily report card has been
found to be beneficial in helping a child with Attention Deficit Hyperactivity
Disorder in school and in promoting daily collaboration between teachers
and parents.
Other Ways to Involve Parents
 
Parent education may take the form of providing seminars and
workshops to parents to equip them with a better understanding of their
child's disability and accompanying strengths, uniqueness, as well as
specific techniques and strategies that they can practice at home.
 
Parent support groups are also helpful as parents are able to ask other
parents about tips and techniques to work with their children. Parents
should be empowered so that they can participate in planning and
organizing parent support groups.