NORMALIZATION

Dr. Edilberto I. Dizon

Normalization is a systematic process of providing children with special needs the needed training and opportunities given their normal counterparts enabling them (CSN) to maximize their potentials, achieve some degree of independence in leading their lives, and access and participate in the benefits of their communities.

Normalization is anchored in the following tenets: Acceptance of the child for whatever he is.

Respect for the dignity of the child. Recognition of the child’s potential for learning in varied contexts. Strong confidence in the ability of the child to become. Openness to diversity and its positive implications. Respect for the child’s unique/atypical developmental patterns. Strong conviction that the child learns in a milieu of options,

alternatives and practical-life situations. Firm belief that living and learning with the child draw forth joys

and goodness. Adherence to the value of loving the child that strengthens

commitment to his welfare.

Normalization can be viewed not only from the legal perspective but also from the philosophical, social, psychological and pedagogical perspectives.

Normalization is much more than just physical

placement. It is the provision of education that does away with discrimination and

labels/stigma.

Normalization teaches us the lessons of unconditional positive regard, genuineness and empathy.

Normalization permeates all the realms of life:

education, vocational pursuits, community

affairs, etc.

INTEGRATION, MAINSTREAMING AND INCLUSION

NORMALIZATION

May include:* shadow teaching in the regular class* pull-out provision for one-on-one *individualization in the special class

Mainstreaming Inclusion

Provisions of interaction with regular children , with the SPED class

remaining as the child's station

Provision of interactions with regular children, with the regular class as the

child's stationNo pull-out

No shadow teaching

May include:Tutorial and other

learning-assistance programs

Integration

May involve auxiliary services outside school and/or ancillary services

after class sessions

May involve ancillary and/or auxiliary services. May involve ancillary

and/or auxiliary servicesIndividualization within

the class without pullout

Indivualization within or outside the class

Placement in the regular class in or more

subjects/activities

Placement in the regular class after fulfilling specific admission

requirements

Placement in the regular class on the basis of age

regardless of background, disability &

its degree of severity

COMPONENTS OF COMPONENTS OF MAINSTREAMINGMAINSTREAMING

//INCLUSIONINCLUSION

A. PREPARATION PHASEA. PREPARATION PHASEPoliciesPolicies

Eligibility GuidelinesEligibility Guidelines

Physical Structure: Equipment, Facilities, Physical Structure: Equipment, Facilities, Lighting, Ventilation, Seating Lighting, Ventilation, Seating ArrangementArrangement

Staff PreparationStaff Preparation

Parent PreparationParent Preparation

Regular Children PreparationRegular Children Preparation

Curricular and Instructional PreparationCurricular and Instructional Preparation

B. IMPLEMENTATION B. IMPLEMENTATION PHASEPHASE

Instructional IndividualizationInstructional Individualization

Collaboration with ParentsCollaboration with Parents

Networking with Support-Service Networking with Support-Service GiversGivers

Materials Production/Technology Materials Production/Technology UtilizationUtilization

Child-Program Management Child-Program Management

CONTINUOUS CONTINUOUS PROGRESSION PROGRESSION SCHEME AND SCHEME AND CRITERION-CRITERION-

REFERENCED REFERENCED TEACHINGTEACHING

CONTINUOUS PROGRESSION CONTINUOUS PROGRESSION SCHEMESCHEME

Continuous progression scheme (CPS) refers Continuous progression scheme (CPS) refers to an educational perspective which permits the to an educational perspective which permits the child to move up the grade ladder at his own child to move up the grade ladder at his own individual rate and pace of learning. Such individual rate and pace of learning. Such perspective eliminates comparison and perspective eliminates comparison and competition of the CSN with regular children. It competition of the CSN with regular children. It views the child as a learner whose developmental views the child as a learner whose developmental progress is unique. The CPS adopts criterion-progress is unique. The CPS adopts criterion-referenced teaching which sets standards of referenced teaching which sets standards of success just for the child based on his own success just for the child based on his own potential and achievement.potential and achievement.

The uniqueness of the child.The uniqueness of the child. The variability of children’s learning The variability of children’s learning

characteristics and styles.characteristics and styles. The uneven patterns and varying tempos of The uneven patterns and varying tempos of

growth and development.growth and development. The importance of each child as a human being The importance of each child as a human being

and learner.and learner. The differences among children in abilities, The differences among children in abilities,

capabilities and talents.capabilities and talents.

Continuous Progression Scheme believes in:

The fact that children possess areas that shine and The fact that children possess areas that shine and those that need polishing.those that need polishing.

Success-oriented educational perspectives and Success-oriented educational perspectives and practices which draw the best in the child.practices which draw the best in the child.

The adoption of a move-up program commensurate The adoption of a move-up program commensurate to the child’s achievement.to the child’s achievement.

The child’s ability to seek purposive learning The child’s ability to seek purposive learning considering his functional level.considering his functional level.

The truth that the BEST is relative from child to The truth that the BEST is relative from child to child.child.

CRITERION-REFERENCED CRITERION-REFERENCED TEACHING (CRT)TEACHING (CRT)

Criterion-referenced teaching is an Criterion-referenced teaching is an instructional system that views the instructional system that views the child as a unique learner whose child as a unique learner whose characteristics, strengths and characteristics, strengths and limitations cannot be compared or limitations cannot be compared or likened to those of other children. CRT likened to those of other children. CRT sets success criteria exclusively for the sets success criteria exclusively for the child based on teacher’s knowledge child based on teacher’s knowledge about the child’s background, about the child’s background, disability, potential and deficit.disability, potential and deficit.

GRADING SYSTEM AND GRADING SYSTEM AND PROMOTION SCHEME PROMOTION SCHEME

A most pressing but controversial matter that A most pressing but controversial matter that needs to be fully understood, decided on and needs to be fully understood, decided on and eventually implemented is the adoption of a grading eventually implemented is the adoption of a grading system and promotion scheme for special learners in system and promotion scheme for special learners in mainstream and inclusionary programs. Since an mainstream and inclusionary programs. Since an included or mainstreamed special learner is under a included or mainstreamed special learner is under a criterion-referenced mode of achievement evaluation, criterion-referenced mode of achievement evaluation, move-up to a higher level becomes attainable. Grading move-up to a higher level becomes attainable. Grading the child, however, has always been a dilemma that the child, however, has always been a dilemma that confronts every teacher in a mainstream or confronts every teacher in a mainstream or inclusionary program.inclusionary program.

Promoting a special learner to a Promoting a special learner to a higher level must be a concern of every higher level must be a concern of every teacher. This is so because inclusion teacher. This is so because inclusion makes it imperative for a special learner makes it imperative for a special learner to be with his age/peer group. By to be with his age/peer group. By implications, the learner has to move up, implications, the learner has to move up, otherwise retention/grade repetition otherwise retention/grade repetition draws him away from his age/peer group.draws him away from his age/peer group.

Beyond being with his age/peer group, Beyond being with his age/peer group, promoting a special learner fulfills the promoting a special learner fulfills the goals of normalization: providing him with goals of normalization: providing him with needed training and opportunities given needed training and opportunities given his normal counterparts enabling him to:his normal counterparts enabling him to:

Maximize his potentials,Maximize his potentials, Achieve some degree of Achieve some degree of

independence in leading his life , independence in leading his life , andand

Access and participate in the Access and participate in the benefits of his community.benefits of his community.

Promoting special learners to Promoting special learners to higher levels relates to higher levels relates to specific placement and specific placement and curricular provisions. These curricular provisions. These are:are:

1. Promoting the child with credit. With Credit means that the learner is moved up with credit just like his regular peers as he able to fulfill the grade level requirement.

2. Promoting the child without credit. Without Credit means that the learner is moved up without Department of Education credit as the child is within low functioning level limiting him to meet minimum requirements. He is, however, awarded a certificate of attendance.

3. Recently, trends toward the preparation of minimum learning competencies for mainstreamed special learners have been observed. Such learning competencies are drawn from the regular curriculum and thereafter modified/simplified, enabling special learners to acquire competencies they need and can realistically achieve.

I have come to a frightening conclusion

That I am the decisive element in the classroom.

It’s my personal approach that creates the climate.

It’s my daily mold that makes the weather.As a teacher, I possess a tremendous power

to make a child’s life miserable or joyous.I can be a tool of torture

or an instrument inspiration.I can humiliate or humor,

hurt or heal.In all situations,

it is my response that decides whether a crisis will be

escalated or de-escalated; and a child

humanized or dehumanized.- Haim Ginott

• SPED supports the special child and ensures that he grows with his peers and be the best that he can be in life.

• SPED facilitates:BEING: In Celebration of Life BELONGING: Into a Bigger World

BECOMING: Toward a Positive Direction

• SPED: It is a Life, a Service, and a Spiritual Commitment!