DAVAO ORIENTAL STATE COLLEGE
OF SCIENCE AND TECHNOLOGY
BANAYBANAY EXTENSION CAMPUS
INSTRUCTIONAL MATERIALS
in
SNED 1: FOUNDATION TO SPECIAL
AND INCLUSIVE EDUCATION
Prepared by:
JONAH B. AMARO
Part-time Faculty
Recommending Approval: Approved:
FELIX U. SANSAET JR. DR. MA. CECILIA L. CATUBIG
Program Campus Coordinator, BEC Director for Instruction
TEMPLATE 1: COURSE SPECIFICATION
(This template must be accomplished first, agreed by the Course Team and approved by the
Chair of the Discipline. The supervisor in-charge shall be coordinated in the approval
process. This template can help the team in outlining the minimum competencies required in
the course.)
Team Leader : JONAH B. AMARO
Members : _____________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
SNED 1: FOUNDATION TO SPECIAL EDUCATION
AND INCLUSIVE EDUCATION
Course Title
This course deals with philosophies, theories and legal
bases of Special and Inclusive Education, typical and a
Course Description typical development of children learning characteristics of
students with special needs and practices in the continuum of
Inclusive Education.
Units / Credit Equivalent 3 units
The context and principles to develop skills for
recognizing and effectively teaching students with
Foundation to Special and Inclusive Education. This course
also teaches students the different areas to be covered are the
different exceptionalities and major trends and issues in
special education with emphases on collaboration and
Course Outcomes inclusion program, service delivery models, roles of general
and special class teachers, individualized education
programs, family and community involvement.
Learning Outcomes
Generate a definition of disability and special education terms.
Identify Special Education processed.
Understand the Legal Basis of Special Education.
Identify and differentiate the 14 legal categories for Exceptionalities.
Make practical activities related to the selected exceptionalities.
Make at least seven (7) reflection paper of the selected movies or short documentaries
on the different categories for exceptionalities.
Definition of Individual Program Plans (IEP).
Identify the Individual Program Plans (IEP) teams and their responsibilities.
Discuss the basic consideration in developing IEP under IDEA.
Develop an IEP.
Identify the steps in writing a task analysis for students with autism and other
disabilities
Understand the process of task analysis and its role in effective instruction and
assessment
Who are qualified for Special Education Program?
Explore variety and steps of sequencing teaching through task analysis.
Generate the definition of Inclusive Education.
Discuss the importance of Inclusive Education Bills of children with exceptionalities.
Identify the adaptation, accommodations and modifications of instruction through
Inclusive Education.
Describe and explain the Teacher’s knowledge and attitude towards Inclusive
Education
TEMPLATE 2: COURSE PACK STRUCTURE
Module Intended Learning Lessons Writer
Outcomes
1. Generate a
definition of
disability and
special education
terms.
2. Identify Special
Education
1 processed. Introduction of Special JONAH B. AMARO
3. Understand the Education
Legal Basis of
Special Education
1. Identify and
differentiate the
14 legal
categories for
Exceptionalities.
2. Make practical
activities related
to the selected
exceptionalities.
3. Make at least
seven (7)
2 reflection paper Categories and JONAH B. AMARO
of the selected Characteristics of
movies or short Students with
documentaries on Exceptionalities
the different
categories for
exceptionalities.
1. Definition of
Individual
Program Plans
(IEP).
2. Identify the
Individual
Program Plans
(IEP) teams and
their Individual Program JONAH B. AMARO
responsibilities. Plans (IEP)
3. Discuss the basic
3 consideration in
developing IEP
under IDEA.
4. Develop an IEP
1. Identify the steps in
writing a task
analysis for students
with autism and
other disabilities
2. Understand the
process of task
analysis and its role
in effective
instruction and
4
assessment
3. Explore variety and Task Analysis JONAH B. AMARO
steps of sequencing
teaching through
task analysis.
1. Generate the
definition of
Inclusive Education.
2. Discuss the
importance of
Inclusive Education
Bills of children with
exceptionalities.
3. Identify the
adaptation,
accommodations and
modifications of
instruction through
Inclusive Education. Inclusive Education JONAH B. AMARO
4. Describe and explain
5
the Teacher’s
knowledge and
attitude towards
Inclusive Education
TEMPLATE 3: MODULE TEMPLATE
Module I: Introduction to Special Education
Module II: Categories and Characteristics of Students with
Exceptionalities
Module III: Individual Program and Plans (IEP)
Module No. & Title
Module IV: Task Analysis
Module V: Inclusive Education
Good day Students! Welcome to the world of Introduction of
Special and Inclusive Education with 3 units credit. As Teacher
Educators it is important that we are a contributor of good and
equality education to our students specially those who have
exceptionalities. This course is intended to be a guide in assisting
you in understanding in Introduction of Special and Inclusive
Education all about.
"The hardest battle
is to be nobody but yourself
in a world that is doing its best, night and day
Module Overview
to make you like everyone else."
E.E. Cummings
Generate a definition of disability and special education
terms.
Identify Special Education processed.
Understand the Legal Basis of Special Education.
Identify and differentiate the 14 legal categories for
Exceptionalities.
Make practical activities related to the selected
exceptionalities.
Make at least seven (7) reflection paper of the selected
movies or short documentaries on the different categories for
exceptionalities.
Definition of Individual Program Plans (IEP).
Identify the Individual Program Plans (IEP) teams and their
responsibilities.
Discuss the basic consideration in developing IEP under
IDEA.
Develop an IEP.
Identify the steps in writing a task analysis for students with
autism and other disabilities
Understand the process of task analysis and its role in
effective instruction and assessment
Explore variety and steps of sequencing teaching through
task analysis.
Generate the definition of Inclusive Education.
Discuss the importance of Inclusive Education Bills of
children with exceptionalities.
Discuss the adaptation, accommodations and modifications
of instruction through Inclusive Education.
Describe the characteristics, components expressing
inclusive education and learning friendship.
Module
Describe the benefits to be gained from building inclusive
Objectives/Outcomes
education and learning friendship environment.
MODULE I: INTRODUCTION TO SPECIAL EDUCATION
Lesson 1: Definition of Disability and Special Education Terms
Lesson 2: Special Education Processed
Lesson 3: Legal Basis of Special Education
Lesson 4: Who are qualified for Special Education Program?
MODULE II: CATEGORIES AND CHARACTERISTICS OF
STUDENTS WITH EXCEPTIONALITIES
Lessons in the Module
Lesson 1: The 14 Legal Categories for Exceptionalities
Lesson 2: Characteristics for the different Exceptionalities
MODULE III: INDIVIDUAL PROGRAM AND PLANS (IEP)
Lesson 1: Definition of Individual Program Plans (IEP)
Lesson 2: Individual Program Plans (IEP) teams and their
Responsibilities
Lesson 3: Basic consideration in developing IEP under IDEA
Lesson 4: How to create Goals and Objectives of an IEP
MODULE IV: TASK ANALYSIS
Lesson 1: Four Steps in Writing a Task Analysis for Students with
Autism and Other Disabilities
Lesson 2: The Process of Task Analysis and Its Role in Effective
Instruction and Assessment
Lesson 3: Why Use Task Analysis?
MODULE V: INCLUSIVE EDUCATION
Lessons in the Module
Lesson 1: Inclusion and Inclusive Education
Lesson 2: The Inclusive Education Bills of Children with
Exceptionalities
Lesson 3: Adaptation, Accommodations And Modifications of Instruction
through Inclusive Education.
Lesson 4: Teacher’s Knowledge and Attitude Towards Inclusive
Education
TEMPLATE 4: THE LESSON STRUCTURE
Module No. and Title MODULE 1:INTRODUCTION TO SPECIAL EDUCATION
Lesson 1: Definition of “disability” and special education
terms
According to the World Health Organization’s
International Classification of Functioning, Disability, and Health
(WHO ICF) defines disability as a “complex, dynamic
multidimensional, and contested.” It “understands functioning
and disability as a dynamic interaction between health conditions
and contextual factors, both personal and environment” (WHO,
2011).
Definitions of People with Disabilities are those whose
bodies are impaired or loss of function of the organs and limbs of
the body, mind, cognition or intelligence.
Special education refers to a range of services that can be
provided in different ways and in different settings. It also
tailored to meet the needs of students with disabilities.
Individuals with Disabilities Education Act (IDEA) refer
to the federal law that defines and regulates special education.
Individualized Education Program (IEP) – sometimes
known as an Individual Learning Plan (ILP) - is a tool to help
plan, teach, monitor and evaluate a particular student's progress.
Lesson No. and Title
Independent Educational Evaluation (IEE) – a kind of
private evaluation. The term comes from the Individuals with
Disabilities Education Act. An IEE comes into play when the
school is evaluating your child for services and for some reason
an outside evaluation is needed.
Inclusive Education (IE) - is a learning environment
where children with and without disabilities are taught together,
as equals.
Lesson 2: Special Education Processed Under IDEA
The writing of each student's IEP takes place within the larger
picture of the special education process under IDEA. Before
taking a detailed look at the IEP, it may be helpful to look briefly
at how a student is identified as having a disability and needing
special education and related services and, thus, an IEP.
Step 1. Child is identified as possibly needing special
education and related services.
"Child Find." The state must identify, locate, and evaluate all
children with disabilities in the state who need special education
and related services. To do so, states conduct "Child Find"
activities. A child may be identified by "Child Find," and parents
may be asked if the "Child Find" system can evaluate their child.
Parents can also call the "Child Find" system and ask that their
child be evaluated. Or —
Referral or request for evaluation. A school professional
may ask that a child be evaluated to see if he or she has a
disability. Parents may also contact the child's teacher or other
school professional to ask that their child be evaluated. This
request may be verbal or in writing. Parental consent is needed
before the child may be evaluated. Evaluation needs to be
completed within a reasonable time after the parent gives consent.
Step 2. Child is evaluated.
The evaluation must assess the child in all areas related
to the child's suspected disability. The evaluation results will be
used to decide the child's eligibility for special education and
related services and to make decisions about an appropriate
educational program for the child. If the parents disagree with the
evaluation, they have the right to take their child for an
Independent Educational Evaluation (IEE). They can ask that the
school system pay for this IEE.
Step 3. Eligibility is decided.
A group of qualified professionals and the parents look at the
child's evaluation results. Together, they decide if the child is a
"child with a disability," as defined by IDEA. Parents may ask for
a hearing to challenge the eligibility decision.
Step 4. Child is found eligible for services.
If the child is found to be a "child with a disability," as
Lesson No. and Title defined by IDEA, he or she is eligible for special education and
related services. Within 30 calendar days after a child is
determined eligible, the IEP team must meet to write an IEP for
the child.
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP
meeting. School staff must:
contact the participants, including the parents;
notify parents early enough to make sure they have an
opportunity to attend;
schedule the meeting at a time and place agreeable to
parents and the school;
tell the parents the purpose, time, and location of the
meeting;
tell the parents who will be attending; and
tell the parents that they may invite people to the meeting
who have knowledge or special expertise about the child.
Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child's needs and
write the student's IEP. Parents and the student (when
appropriate) are part of the team. If the child's placement is
decided by a different group, the parents must be part of that
group as well.
Before the school system may provide special education
and related services to the child for the first time, the parents must
give consent. The child begins to receive services as soon as
possible after the meeting.
If the parents do not agree with the IEP and placement,
they may discuss their concerns with other members of the IEP
team and try to work out an agreement. If they still disagree,
parents can ask for mediation, or the school may offer mediation.
Parents may file a complaint with the state education agency and
may request a due process hearing, at which time mediation must
be available.
Step 7. Services are provided.
The school makes sure that the child's IEP is being
carried out as it was written. Parents are given a copy of the IEP.
Each of the child's teachers and service providers has access to
the IEP and knows his or her specific responsibilities for carrying
out the IEP. This includes the accommodations, modifications,
and supports that must be provided to the child, in keeping with
the IEP.
Step 8. Progress is measured and reported to
parents.
The child's progress toward the annual goals is measured, as
stated in the IEP. His or her parents are regularly informed of
their child's progress and whether that progress is enough for the
child to achieve the goals by the end of the year. These progress
reports must be given to parents at least as often as parents are
informed of their nondisabled children's progress.
Lesson No. and Title
Step 9. IEP is reviewed.
The child's IEP is reviewed by the IEP team at least
once a year, or more often if the parents or school ask for a
review. If necessary, the IEP is revised. Parents, as team
members, must be invited to attend these meetings. Parents can
make suggestions for changes, can agree or disagree with the IEP
goals, and agree or disagree with the placement.
If parents do not agree with the IEP and placement, they
may discuss their concerns with other members of the IEP team
and try to work out an agreement. There are several options,
including additional testing, an independent evaluation, or asking
for mediation (if available) or a due process hearing. They may
also file a complaint with the state education agency.
Step 10. Child is re-evaluated.
At least every three years the child must be re-
evaluated. This evaluation is often called a "triennial." Its purpose
is to find out if the child continues to be a "child with a
disability," as defined by IDEA, and what the child's educational
needs are. However, the child must be re-evaluated more often if
conditions warrant or if the child's parent or teacher asks for a
new evaluation.
Lesson 3: Understand the legal bases of Special Education
3.1. Legal Basis of Special Education in the Philippines
3.1.1. Commonwealth Act No. 32032.
3.1.2. In 1935, A provision in this Act for the care and
protection of disabled children. Articles 356 and259
of the Civil Code of the Philippines mention “the
right of every child to live in an atmosphere
conclusive to his physical, moral and intellectual
development”, and the concomitant duty of the
government to “promote the full growth of the
faculties of every child”.
3.1.3. The Declaration of the Rights of the Child This
declaration adopted by the United Nations General
Assembly in 1959, affirmed that mankind owes to
the child the best it has to give. One of the
principles concerned with the education of
children with special needs runs: “The child who is
physically, mentally or visually handicapped shall
be given the special treatment, education that is
required of his particular condition.”
3.1.4. Republic Act Nos. 3562 and 52505.Approved on
June 13, 1968 respectively, these Acts provided that
teachers, administrators, and supervisors of special
education should be trained by the Department of
Education and impoverished.
3.1.5. Presidential Decree No. 603 (PD 603) the Child and
Youth Welfare Code, Article 3, Rights of the Child.
Equally important is Article 74 which provides for
the creation of special classes. The Article reads:
“Where needs warrant, there shall be at least one
special class in every province, and if possible,
special schools for the physically handicapped, the
mentally retarded, the emotionally-disturbed and
the specially gifted.”
3.1.6. Republic Act 72778
3.1.7. Republic Act No. 10754
Lesson No. and Title
3.2. Legal Basis of Special Education according to
IDEA
Lesson No. and Title
FIVE (5) IMPORTANT SPECIAL EDUCATION LAWS
1. Education for All Handicapped Children Act
Passed by Congress in 1975, this was the first special
education law directed at students with physical and mental
disabilities. The law stated that public schools must provide
children with special needs with the same opportunities for
education as other children. It also required any public school that
received federal funds to provide one free meal a day for these
children.
The mission of this act was to:
1. make special education services accessible to children
who require them;
2. maintain fair and appropriate services for disabled
students;
3. institute systematic evaluation requirements for special
education; and
4. endow federal resources to public schools for the
education of disabled students.
2. Individuals with Disabilities Education Act
The Individuals with Disabilities Education Act, or IDEA,
was created in 1990 and is a modification of the Education for All
Handicapped Children Act. This law ensures that special needs
students receive appropriate free public education in the least
restrictive environment necessary to meet those students’ needs.
It helps students receive the extra assistance they need but allows
them to participate in the same activities as children without
special needs whenever possible.
3. No Child Left Behind
In 2001, the Elementary and Secondary Education Act,
commonly known as the No Child Left Behind Act, called for
schools to be accountable for academic performance of all
students, whether or not they had disabilities. The act requires
schools in every state to develop routine assessments of students’
academic skills. While it does not stipulate that these assessments
meet a national standard, the law does oblige each state to come
up with its own criteria for evaluation. No Child Left Behind
provides incentives for schools to demonstrate progress in
students with special needs. It also allows for students to seek
alternative options if schools are not meeting their academic,
social or emotional needs.
4. Individualized Education Programs
The IDEA maintains that parents and teachers of children
who qualify for special education must develop an Individualized
Education Program, or IEP, that helps establish specific education
for a child’s explicit needs. This requires caregivers to meet
initially to determine a child’s eligibility for an IEP and to come
together annually to develop and assess the educational plan.
The student’s educational strategy must be designated in
writing and should include an evaluation and description of the
current academic status, measurable goals and objectives,
designation of an instructional setting and placement within that
setting and transition services for children aged 16 or older. An
IEP gives parents the right to dispute any issues with the school
district through a neutral third party.
Lesson No. and Title
5. Students with Disabilities and Postsecondary School
The Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990 forbid discrimination in schools based on
disability. This applies to colleges and universities as well as
elementary, middle and high schools. Many students with special
needs go on to study at the postsecondary level, but the laws are
slightly different for postsecondary schools. The law does not
require postsecondary schools to provide a free appropriate public
education to students, but it does oblige schools to offer suitable
academic adjustments and accessible housing to students with
disabilities.
Whether you’re a student with disabilities or you’re
looking to teach children with disabilities, it’s important to know
special education laws. These laws preserve the rights of students
and their families and help integrate students with special needs
into society without segregating them. Although the laws differ
slightly from state to state, the acts passed by Congress help to
standardize the treatment of students with special needs across the
country.
Lesson 4: Who are qualified for Special Education Program
According to Individuals with Disabilities Education
Act (IDEA) is the federal law that defines and regulates special
education. The law requires public schools to provide special
education services to children ages 3 to 21 years old who meet
certain criteria. (Children younger than 3 years old can get
through IDEA’s early intervention.)
According to IDEA, a child qualifies for special
education if: the child is a child with a disability and
demonstrates an educational need. This is determined by
drawing on a variety of sources.
Procedures for determining eligibility and educational need:
In interpreting evaluation data for the purpose of
determining if a child is a child with a disability under section
300.8, and the educational needs of the child, each public agency
must:
1. Draw upon information from a variety of sources
including aptitude and achievement tests, parent
input, and teacher recommendations, as well as
information about the child's physical condition,
social or cultural background, and adaptive
behaviour and
2. Ensure that information obtained from all of the
sources is documented and carefully considered.
IDEA identifies 14 disability categories that students
must fit in order to receive SPED services.
1. Generate a definition of “disability” and special education
terms.
Learning Outcomes 2. Identify Special Education processed.
3. Understand the Legal Basis of Special Education
Time Frame 8 Hours
Welcome students! Module 1 is about Special Education.
This refers to a range of services that can be provided in different
ways and in different settings. It tailored to meet the needs of
Introduction students with exceptionalities/disabilities.
You need to accomplish this module with the different
activities in 8 hours. Please follow instructions properly so that
you get perfect scores.
Research Activity # 1: Identify at least five terms used in Special
Education and give each brief discussion.
Research Activity # 2: Make a research paper about legal bases
both in the Philippines and under IDEA that you think that it is
very important and discuss about it.
Home Activity # 1: Construct a diagram representing on the
Special Education Process
Home Activity # 2: Make a simple presentation on the legal
bases of Special Education Program
Home Activity # 3: Make a reflection paper about module 1.
Activities Write your Reflection paper in one (1) sheet of bond paper,
double space with brief explanation.
Special education is the design and delivery of teaching and
learning strategies for individuals with disabilities or learning
difficulties. In most cases, students with disabilities do not require
an individual (or separate) learning curriculum. Rather, most
Analysis students simply need some adaptations to be made to the regular
school curriculum that other students receive.
The purpose of special education is to provide access to
education for children age’s birth through 21 years old by
providing specialized services that will lead to school success in
the general curriculum. Example, if a child’s may be eligible for
special education program services, child’s health care provider,
Abstraction Sped teacher, other interested party. The parent can bring the
specific child to the Special Education Program for the child to
avail the services for an early intervention program because it is
helpful to know that to expect and where to begin.
ANSWER THE FOLLOWING QUESTIONS:
1. Give your insight about the Special Education processed.
2. Who are qualified for Special Education? Discuss your
answer.
Application 3. Why we need to follow the Special Education Process
under IDEA?
Congratulations to all of you students in SNED 1, you
have done Module 1. Introduction to Special Education.
Remember always that in Special Education Program,
there is no “approach fits all”. It’s tailored to meet each student’s
Closure
needs. Special education refers to a range of services that can be
provided in different ways and in different settings.
Links to Resources:
file:///C:/Users/Admin/Documents/Special%20Education_%20An%20Introductory%20Guide%20for
%20Parents.htm
https://www.understood.org/en/school-learning/special-services/special-education-basics/
understanding-special-education#
https://www.gettingsmart.com/2018/06/a-21st-century-model-of-special-education/
https://www.accel.org/blog/model-classroom-program-for-special-education/
https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-special-education-
process-explained/
https://prezi.com/niwekluu_ptn/legal-bases-of-special-education-in-the-philippines/
https://www.coursehero.com/file/45404801/LEGAL-BASES-FOR-SPECIAL-EDUCATION-IN-
THE-PHILIPPINESdocx/
https://www.scribd.com/document/370941042/Legal-Bases-of-Special-Education
https://www.masters-in-special-education.com/lists/5-important-special-education-laws/#:~:text=The
%20Individuals%20with%20Disabilities%20Education,to%20meet%20those%20students'%20needs.
https://www.understandingspecialeducation.com/special-education-law.html
https://www.understandingspecialeducation.com/IEP-law.html
file:///C:/Users/Admin/Documents/5%20Important%20Special%20Education%20Laws
%20%E2%80%93%20Masters%20in%20Special%20Education%20Degree%20Program
%20Guide.html
file:///C:/Users/Admin/Documents/LEGAL%20BASES%20FOR%20SPECIAL%20EDUCATION
%20IN%20THE%20PHILIPPINES.doc
file:///C:/Users/Admin/Documents/Special%20Education_%20An%20Introductory%20Guide%20for
%20Parents.html
http://www.ldonline.org/ldbasics/whatisld
REFERENCES:
Further Readings:
Howell, K., Fox, S. & Morehead, M. (1993). Curriculum-based evaluation: Teaching and
decision making. Pacific Grove: Brooks Cole Publishing. Lansingh, V. & Buzolic, G. (2000).
Eyes. Wewak: Callan Services Wengip, D. & Bristow, T. (2001). Strategies for teaching
students with learning difficulties in Papua New Guinea: A resource guide for teachers. Wirui
Press: Wewak Werner, D. (1987). Disabled village children. Palo Alto: Hesperian Foundation
Westwood, P. (1997). Commonsense methods for children with special needs. London:
Routledge Falmer
