Special Education

What is SPECIAL
EDUCATION?
• Special Education is also known as Special Ed
or SPED, is a set of educational programs or
services specially designed to meet the unique
needs of learners with disabilities that cannot
be sufficiently met using traditional
educational programs or techniques.
What is SPECIAL EDUCATION?
• individually planned,
• systematically implemented,
• carefully evaluated instruction to help
exceptional children achieve the greatest
possible
• personal self-sufficiency and
• success in present and future environment

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INDIVIDUALLY PLANNED INSTRUCTION
• under IDEA (Individuals with Disabilities
Education Act of the U.S.) requires that an
Individualized Education Program (IEP) be
developed for every special education student
between the ages of 3 to 21

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 SYSTEMATICALLY IMPLEMENTED AND
EVALUATED INSTRUCTION
• each child requires a particular educational
services, competencies and skills, curriculum,
educational approaches, strategies and
evaluation

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 PERSONAL SELF-SUFFICIENCY
• Help the child become independent from the
assistance of adults in its activities

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 PRESENT ENVIRONMENT
• refers to the current condition of the life of
the child including the people around him or
her

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 FUTURE ENVIRONMENT
• a forecast how the child with special needs
can move on to the next level of education
and life events

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• Special education services and programs may
be provided individually (one-on-one setup) or
in a group with other learners with similar
educational needs.
 Who are Exceptional Children or
Children and Youth with Special Needs?

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 Who are Exceptional Children or Children and
Youth with Special Needs?
• these are children and youthwho experience
difficulties in learning the basic education
curriculum and youth who experience
difficulties in learning the basic education
curriculum and need a modified or functional
curriculum, as well as those whose
performance is so superior that they need a
differenciated special education curriculum to
help them attain their full potential.
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 Basic Terms in Special Education
• Developmental Disability
– Developmental disability is a diverse group of
chronic conditions that are due to mental or
physical impairments. Developmental disabilities
cause individuals living with them many
difficulties in certain areas of life, especially in
"language, mobility, learning, self-help, and
independent living".

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 Basic Terms in Special Education

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 Basic Terms in Special Education
• Impairment or disability
– refers to reduced function or loss of a specific part
of the body or organ
– these disabilities or impairments limit or restrict
the normal functions of a particular organ of the
body.

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 Basic Terms in Special Education
• Handicap
– refers to a problem a person with a disability or
impairment encounters when interacting with
people, events and the physical aspects of the
environment.
– refers to a disadvantage for a given individual
resulting from an impairment or a disability, that
limits or prevents the functions or activity, that is
considered normal given the age and sex of the
individual

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 Basic Terms in Special Education
• At risk
– refers to children who have greater chances than
the other children to develop a disability

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 Basic Terms in Special Education
• Disabled Persons
are those suffering from restriction of
different abilities, as a result of a mental,
physical or sensory impairment, to perform an
activity in the manner or within the range
considered normal for a human being;

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 Basic Terms in Special Education
• Impairment
is any loss, diminution or aberration of
psychological, physiological, or anatomical
structure of function

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 Basic Terms in Special Education
• Disability
shall mean (1) a physical or mental impairment
that substantially limits one or more
psychological, physiological or anatomical
function of an individual or activities of such
individual; (2) a record of such an impairment;
or (3) being regarded as having such an
impairment

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 Basic Terms in Special Education
• Rehabilitation
is an integrated approach to physical, social,
cultural, spiritual, educational and vocational
measures that create conditions for the
individual to attain the highest possible level
of functional ability

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 Basic Terms in Special Education
• . Reasonable Accommodation
include (1) improvement of existing facilities used by
employees in order to render these readily
accessible to and usable by disabled persons; and (2)
modification of work schedules, reassignment to a
vacant position, acquisition or modification of
equipment or devices, appropriate adjustments or
modifications of examinations, training materials or
company policies, rules and regulations, the
provisions of auxiliary aids and services, and other
similar accommodations for disabled persons;

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 Basic Terms in Special Education
• Sheltered Employment
• refers to the provision of productive work for
disabled persons through workshop providing
special facilities, income producing projects or
homework schemes with a view to given them
the opportunity to earn a living thus enabling
them to acquire a working capacity required
in open industry.

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 Basic Terms in Special Education
• Social Barriers
refer to the characteristics of institutions,
whether legal, economic, cultural,
recreational or other, any human group,
community, or society which limit the fullest
possible participation of disabled persons in
the life of the group. Social barriers include
negative attitudes which tends to single out
and exclude disabled persons and which
distort roles and interpersonal relationship

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 Basic Terms in Special Education
• Zero Reject
– schools must enroll every child, regardless of the
nature or severity of his or her disabilities; no
child with disabilities may be excluded from a
public education

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 Basic Terms in Special Education
• Mainstreaming
Generally, mainstreaming has been used to refer to
the selective placement of special education
students in one or more "regular" education classes.
Proponents of mainstreaming generally
assume that a student must "earn" his or her
opportunity to be placed in regular classes by
demonstrating an ability to "keep up" with the work
assigned by the regular classroom teacher.
This concept is closely linked to traditional forms of
special education service delivery

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 Basic Terms in Special Education
• Inclusive Education
– inclusion describes the process by which a school accepts
children with special needs for enrolment in regular
classes where they can learn side by side with their peers.
– Inclusion involves bringing special education services to a
child who is in regular classes, rather than bringing the
child to the services (in a special education classroom). It
focuses on the benefits of being in the class, but the
requirements for that student are tailored to the child’s
special needs. With full inclusion, all students are brought
into the regular classroom, no matter what their disability
might be.

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 What is the GOAL OF
SPECIAL EDUCATION

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 What is the GOAL OF SPECIAL
EDUCATION

• Article I, Section 5 of Child and Youth

Welfare Code (PD No. 603) states that the
ultimate goal of special education shall be the
integration or mainstreaming of learners with
special needs into the regular school system
and eventually in the community.
HOW?
• To achieve this, special educational
programs must focus on helping the
learners develop academic skills, self-
help skills, social proficiency, a
positive attitude and self-confidence.
(Raven’s Guide to Special Education)
 GOAL OF
SPECIAL EDUCATION

- to provide children with

special needs appropriate
educational services within
the mainstream of basic
education.
The two-pronged goal includes
the development of key
strategies on legislation, human
resource development, family
involvement and active
participation of government
and non-government
organizations.

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 Special Education vs. Regular (General)
Education
Special Education Regular Education
Kind of Learners Children with Special Regular Learners
Needs who necessitate
individualized program

Number of Learners For one-on-one: 1 Private School: 35-50

For group: 3-4 Public School: 50-60 or
For resource group: 5-10 more

Emphasis On the given intervention On the curriculum and

the mastery of skills
established within the
curriculum
 Special Education Regular Education

Received Instruction SPED Teachers Regular Teachers

from? Occupational Therapist (Subject Teachers)
Physical Therapist
Speech Pathologist

Primary Function Of SPED Teacher: Of Regular Teacher:

To meet the goals and To teach the curriculum
objectives established in
the IEP

Type of Classroom SPED Classroom Regular Classroom

Self-contained Room
Resource Room
Mainstream Classroom
 Special Education Regular Education

Curriculum Attention Skills (ADHD) English

Memory Skills (MR), Braille (VI) Reading
Sign Language (HI), Auditory Mathematics
and Visual Perception Skills Makabayan
(LD), Anger Management
(Emotional/Behavioral
Disturbance), Creative and
Critical Thinking Skills
(Giftedness), Functional
Academics (Autism)

Who dictates the Individual needs of the child School system (DECS)
curriculum?

Instruction Intensive Systematic Instruction Generalized

Instruction
 PRINCIPLES
OF
SPECIAL EDUCATION
• students with special educational needs have a right to an
appropriate education
• the needs of the individual student are paramount in decisions
relating to their education
• parents should have an active role within the system
• a continuum of educational services should be provided and, where
practicable, appropriate education should be provided in
ordinary schools for all students with special educational
needs
• only in exceptional circumstances should a student have to live away
from home to avail of an appropriate education
• the state should provide adequate resources to enable students with
special educational needs to avail of an appropriate education.
 History of SPED in the
Philippines

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 Brief History of SPED in the
Philippines

• SPED in the Philippines started in 1908 where

the school of the Deaf (in Harrison, Pasay City)
was established and marked the official
government recognition of its obligations
towards the education of the handicapped
children.
• Republic Act No. 3562 (June 1963) – An Act
to Promote the Education of the Blind in the
Philippines which established teacher training
course and Philippine National School for the
blind.
• Philippine Normal College offered courses in
SPED for teaching the blind in 1964 wherein
14 elementary school teachers were selected
for training.
• In 1952, a pilot school for the Special
Education (at the Philippine Women’s
University) of the mentally handicapped
children was started. All children from this
school were transferred to the Special Child
Study Center in Cubao, Q.C., in 1957.
 Important Laws in Special
Education

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1987 Philippine Constitution.
Article II, Section 17

-provides that the state

must give priority to
education.
42
 Article XIV, Section 1

guarantees that this

education be accessible to
all: appropriate steps must
be taken.
Republic Act No. 5250
An Act Establishing a ten year Teaching
training programs for teachers of special and
exceptional children.
Presidential Decree No. 603
In 1975 known as the Child and Youth
Welfare Code was enacted.
Presidential Decree No. 1509
In 1978, created the National Commission
Concerning Disable Persons (NCCDP). It was
renamed as National Council for the welfare
of Disable Person (NCWDP).
Batas Pambansa Bilang 232
Also known as Education Act of 1982. The
State shall promote the right of every
individual to relevant quality education
regardless of sex, age, breed, socio-economics
status, physical and mental condition, social
and ethnic origin, political and other
affiliations.
Batas Pambansa Bilang 344
In 1983, The Accessibility Law. An Act to
Enhance the Mobility of Disabled Persons.
Republic Act No. 6759
In 1989, The Law declared August 1 of each
year as “ White Cane Safety Day” in the
Philippines.
Republic Act No. 7610
In 1992, The Law is An act providing for
Strong Deterrence and Special Protection
against Child Abuse, Exploitation and
discrimination.
Presidential Proclamation No. 361
In 2000, set new dates for the National
Disabilty Prevention and Rehabilitation.\
Republic Act No. 9288
 In 2004, known as The Newborn
Screening Act of 2004.”
Republic Act No. 9288
In 2004, known as The Newborn Screening
Act of 2004.”
Magna Carta for Disabled Persons (Republic
Act No. 7277)
 Chapter II of Title II of the Magna
Carta for Disable Persons, RA 7277

Sec. 12 mandates that the

"State shall take into consideration the
special requirements of disabled
persons in the formulation of
educational policies and programs."
 RANGE OF SPECIAL EDUCATION PROGRAMS AND SERVICES

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RANGE OF SPECIAL EDUCATION PROGRAMS AND SERVICES

• Special Education Center- is a service

delivery system which operates on the
“ school within a school” concept.
• Special class or self- contained class- is
the most popular type among the special
education programs.
• Integration and mainstreaming programs-
have followed children and youth with
disabilities to study in regular classes and
learn side by side with their peers for the
last forty years.
• -Partial mainstreaming- children who
have moderate or severe forms of
disabilities are mainstreamed in a regular
classes.
• - Full mainstreaming- children with
disabilities are enrolled in regular classes
and recite in all the subjects.
• Special day school- serves one or more
types of disabilities.
• Residential school- provides both special
education and dormitory services for its
students.
 Special Education Inclusion

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• Inclusive Education
– inclusion describes the process by which a school accepts
children with special needs for enrolment in regular
classes where they can learn side by side with their peers.
– Inclusion involves bringing special education services to a
child who is in regular classes, rather than bringing the
child to the services (in a special education classroom). It
focuses on the benefits of being in the class, but the
requirements for that student are tailored to the child’s
special needs.

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• Full inclusion
means that all students, regardless of
handicapping condition or severity, will be in a
regular classroom/program full time. All
services must be taken to the child in that
setting.

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• Inclusion is a term which expresses commitment to
educate each child, to the maximum extent
appropriate, in the school and classroom he or she
would otherwise attend. It involves bringing the
support services to the child (rather than moving the
child to the services) and requires only that the child
will benefit from being in the class (rather than
having to keep up with the other students).
Proponents of inclusion generally favor newer forms
of education service delivery.

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• Mainstreaming
Generally, mainstreaming has been used to refer to
the selective placement of special education
students in one or more "regular" education classes.
Proponents of mainstreaming generally
assume that a student must "earn" his or her
opportunity to be placed in regular classes by
demonstrating an ability to "keep up" with the work
assigned by the regular classroom teacher.
This concept is closely linked to traditional forms of
special education service delivery

2018-7-22
• Those who support the idea of mainstreaming
believe that a child with disabilities first belongs in
the special education environment and that the child
must earn his/her way into the regular education
environment.

• those who support inclusion believe that the child

always should begin in the regular environment and
be removed only when appropriate services cannot
be provided in the regular classroom

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 The Biological and
Environmental Causes of
Developmental Disabilities

By: Mrose 
The Basic Concepts of Human Reproduction
• Heredity- the mechanism for the transmission of human
characteristics from one generation to the next.
Genome- genetic code; complete set of coded instructions
for making and maintaining an organism. Inherited from
both parents.
• Chromosomes- are thread-like structures located inside
the nucleus of animal and plant cells. Each chromosome is
made of protein and a single molecule of deoxyribonucleic
acid (DNA). Passed from parents to offspring, DNA
contains the specific instructions that make each type of
living creature unique.

62
• Deoxyribonucleic acid (DNA) – long
threadlike molecule and genetic
substance. Is a complex molecule that
contains the genome.
Double helix- two strands of twisted ladder-
shaped structure that wrap around each
other.
DNA
• Gene – specific sequence of the four
nucleotide bases whose sequences carry
the information for constructing proteins.
Some Principles of
Genetic
Determination
Dominant-Recessive Genes Principle

– The principle that if one gene of a pair

is dominant and the other is recessive,
the dominant gene exerts its effect,
overriding the potential influence of
the recessive gene. A recessive gene
exerts its influence only if both genes
in the pair are recessive. (66)
Sex-linked Genes Principle
• A particularly important category of genetic linkage
has to do with the X and Y sex chromosomes.
These not only carry the genes that determine male
and female traits but also those for some other
characteristics as well. Genes that are carried by
either sex chromosome are said to be sex linked.
• Men normally have an X and a Y combination of sex
chromosomes, while women have two X's. Since
only men inherit Y chromosomes, they are the only
ones to inherit Y-linked traits. Men and women can
get the X-linked ones since both inherit X
chromosomes.
Polygenic Inheritance Principle
• Poly (many) genic (genes) inheritance
describes the interaction of many genes
to produce a particular characteristic.
Considering that there are as many as
140,000 genes, the huge number of
combinations possible is hard to imagine.
Traits that are produced by the mixing of
genes are sais to be polygenically
determined.
Genetoype
• The Genotype is that part (DNA sequence) of
the genetic makeup of a cell, and therefore of
an organism or individual, which determines a
specific characteristic (phenotype) of that
cell/organism/individual. Genotype is one of
three factors that determine phenotype, the
other two being inherited epigenetic factors,
and non-inherited environmental
factors. DNA mutations which are acquired
rather than inherited, such as cancer mutations,
are not part of the individual's genotype.
Phenotype
• A phenotype (from Greek phainein, meaning "to show",
and typos, meaning "type") is the composite of an organism's
observable characteristics or traits, such as
its morphology, development, biochemical or physiological
properties, phenology, behavior, and products of behavior
(such as a bird's nest). A phenotype results from the
expression of an organism's genes as well as the influence of
environmental factors and the interactions between the two.
When two or more clearly different phenotypes exist in the
same population of a species, the species is called polymorph.
 The Biological Sources of
Developmental Disabilities
Basic terms in Human Reproduction

Gametes- are human reproduction cells

which are created in the reproductive
organs.
Ovum- egg cells; which the ovaries of the
female produce
Spermatozoa- sperm cells; which the
testicles/testes of the male produce
Meiosis
The process of cell division in which each
pair of chromosomes in the cell separates,
with one member of each pair going into
each gamete or daughter cell. Thus, each
gamete, the ovum and the sperm, has
twenty-three unpaired chromosomes.
• Fertilization - is the union of a human egg and
sperm, usually occurring in the ampulla of the uterine
tube. The result of this union is the production of a
zygote, or fertilized egg, initiating prenatal
development.
– zygote- fertilization results in the formation of a
single cell. In the zygote, 2 sets of 23 unpaired
chromosomes, one set each from the male and
female combine to form one set of paired
chromosomes. In this manner, each parent
contributes 50 % or half of the zygote’s genetic
code or genome.
zygote
Critical periods and developmental
vulnerability during pregnancy
• Vulnerability- refers to how susceptible
the organism is to being injured or
altered by a traumatic accident.
A traumatic incident includes such broad
occurrences as teratogens or toxic agents.
Deviancy – from the normal course of
prenatal development results to the
occurrence of developmental disabilities.
The Course of
Prenatal
Development
GERMINAL PHASE

-the initial stage of prenatal development

covers first two weeks after fertilization.

3 significant developments :
1. Creation of zygote- reproduction begins
with the fertilization of a female’s ovum
by a male sperm
Ovulation- is when a mature egg is released
from the ovary, pushed down the
fallopian tube, and is available to be
fertilized. Approximately every month an
egg will mature within one of your
ovaries.
Fertilization- takes place when the union of
the genetic materials in the ovum and
sperm cells.
Zygote- new cell w/c results from the
transmission of the genetic materials 24 to 23
hours after fertilization.

2. Continuous cell division and cell tissue

differentiation
Cell division- occurs very rapidly in the first
few days and progress with considerable
speed.
Cell differentiation- continues as the inner
and outer layers of the organism are formed.
Blastocyst- inner layer of cells w/c develop into
the embryo later on
Trophoblast- outer layer of cells that provides
nutrition and support for the embryo.
3. Implantation or attachment of the zygote
to the uterine wall

What can go wrong during the germinal

phase?
Genetic disorders can be transmitted,
such as:
1. Dominant and recessive diseases like:
Genetic mutation
2. Sex-linked inheritances such as:
3. Polygenic inheritances
4. Chromosomal deviations
5. Sex chromosomal anomalies like:
Klinefelter syndrome
6. Cranial or skull malformations such as:
significant developments in the germinal
period
EMBRYONIC PHASE
• The second phase of human development
occurs from the end of the germinal phase to
the second month of pregnancy. The mass of
cells is now called the embryo.

• 3 main process during this phase :

1. Intensification of cell differentiation
a. ectoderm –outermost layer of cells that
will develop into the surface body parts
b. mesoderm- the middle layer that will develop
into the body parts surrounding the internal
areas
c. endoderm- the inner layer of cells that will
develop into the epithelium
2. Development of the life support systems
3. Organogenesis – is the process of organ
formation and the appearance of body organs
during the first two months.

What can go wrong during the embryonic phase?

Physical abnormalities can result. At birth,
there are infants born with extra or missing
limbs and fingers, ears and other body parts, a
tail-like protrusion, heart or brain, digestive or
respiratory organs outside the body.
Fetal Phase
• The third phase covers seven months that lasts
from the third to ninth month of pregnancy on
the average.

Caucasian baby
• At 3 months, the fetus is about 3 inches long
and weighs about one ounce.
• At 4 months, the fetus is five and a half inches
long. Weighing about four ounces.
• At 5 months, the fetus is ten to twelve inches
long and weighs one half to one pound or
almost half a kilo.
• At six months, the fetus is 14 inches long and
has gained one half to one pound.
 Categories of Exceptionalities
Among Children and Youth with
Special Needs

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 Categories of Exceptionalities Among
Children and Youth with Special Needs
1. gifted children and fast learners
2. mentally handicapped/mentally retarded
3. visually impaired
4. hearing impaired
5. emotional behavioural disorder
6. orthopedically handicapped
7. children with special health problems
8. children with learning disabilities (perceptual handicap, brain injury,
minimal brain dysfunction, dyslexia and developmental aphasia)
9. speech impaired
10. persons with autism
11. ADD/ADHD

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SPED Classroom Regular Classroom
THANK YOU!