What If?What If?

What if I don’t have the arms and legs?What if I don’t have the arms and legs?Does it mean I can’t play?Does it mean I can’t play?

What if I don't have the sight and the voice? What if I don't have the sight and the voice? Does it mean I can’t communicate?Does it mean I can’t communicate?

What if words come slow in my mind?What if words come slow in my mind?Does it mean I can’t learn?Does it mean I can’t learn?

What if I can’t look at you in the eye?What if I can’t look at you in the eye?Does it mean I don’t care?Does it mean I don’t care?

What if I can’t hug you like other children?What if I can’t hug you like other children?Does it mean I’m void of all emotions?Does it mean I’m void of all emotions?

How can I tell you what I feel?How can I tell you what I feel?If you don’t reach out and accept what I am?If you don’t reach out and accept what I am?

Can you give me a chance?Can you give me a chance?Can you open your heart?Can you open your heart?Can you listen to my pleaCan you listen to my plea

and love me like any other child?and love me like any other child?

SPECIAL SPECIAL EDUCATION WITHIN EDUCATION WITHIN

THE THE 3-PRONGED MODEL3-PRONGED MODEL

INTRODUCTIONINTRODUCTION

Dr. Edilberto I. Dizon

Good intervention focuses on Good intervention focuses on the special child as he relates with the special child as he relates with his family, friends, neighbors, his family, friends, neighbors, classmates and teachers. As he classmates and teachers. As he grows older, there will be a bigger grows older, there will be a bigger space to explore and know about: space to explore and know about: his community and then other his community and then other communities far beyond his. As he communities far beyond his. As he strives to become, there will be strives to become, there will be hardships along the way.hardships along the way.

We, humans—with all our frailties and We, humans—with all our frailties and limitations—cannot help him all by limitations—cannot help him all by ourselves. We seek God’s mercy ourselves. We seek God’s mercy and love in our journey with the and love in our journey with the

special child. The path is long and special child. The path is long and dreary but as we walk on in God’s dreary but as we walk on in God’s

Grace, we will not, as a wiseman had Grace, we will not, as a wiseman had said, “count the number of times we said, “count the number of times we

fall but the number of times we fall but the number of times we stand up each time we fall.”stand up each time we fall.”

The 3-Pronged ModelThe 3-Pronged Model

PRO-GOD

PRO-HUMANITYPRO-LIFE

CHILDCHILD

Special Education as Special Education as PRO-LIFE PRO-LIFE values the values the presence of a special presence of a special

child and the child and the nurturance of his nurturance of his

family and significant family and significant others. others.

Special Education as Special Education as PRO-HUMANITY PRO-HUMANITY values a values a community of concerned community of concerned

individuals who individuals who genuinely facilitate the genuinely facilitate the special child’s growth. special child’s growth.

Special Education as Special Education as PRO-GOD PRO-GOD values the values the presence of a Divine presence of a Divine Being and the power Being and the power of faith and belief in of faith and belief in His Providence and His Providence and

Intervention.Intervention.

The earmark of SPED is individualization which The earmark of SPED is individualization which can be provided in varied placement programs can be provided in varied placement programs including regular classes. Thus, SPED can be including regular classes. Thus, SPED can be presented in any school or non-school program so presented in any school or non-school program so long as individualization is provided. Individualization long as individualization is provided. Individualization refers to the provision of customized curriculum, refers to the provision of customized curriculum, instruction, materials, facilities and equipment, family instruction, materials, facilities and equipment, family linkages, and/or support services the special child linkages, and/or support services the special child needs in any type of placement program decided needs in any type of placement program decided upon by SPED specialists in collaboration with others upon by SPED specialists in collaboration with others including the family. Such individualization in any including the family. Such individualization in any type of placement program suitable to/best for the type of placement program suitable to/best for the child is a provision of SPED. Thus, a special child who child is a provision of SPED. Thus, a special child who is provided an individualized curricular and is provided an individualized curricular and instructional program in a regular class is provided instructional program in a regular class is provided SPED!SPED!

SPED and SPED and IndividualizationIndividualization

TO BE PRO-GOD, PRO-LIFE AND TO BE PRO-GOD, PRO-LIFE AND

PRO-HUMANITY IN SPED PRO-HUMANITY IN SPED MEANS:MEANS:

Preparing teachers, administrators and other school Preparing teachers, administrators and other school staff to know and understand the special child, staff to know and understand the special child, accept and respect him for whatever he is, caring for accept and respect him for whatever he is, caring for him unconditionally, helping him achieve his him unconditionally, helping him achieve his potential, and keeping such commitment potential, and keeping such commitment consistently.consistently.

Placing a special child in an appropriate placement Placing a special child in an appropriate placement program that best responds to his needs, abilities and program that best responds to his needs, abilities and capabilities, adopts instructional schemes to capabilities, adopts instructional schemes to strengthen intervention, and prepares him to be an strengthen intervention, and prepares him to be an active member of the community.active member of the community.

Designing and implementing a curricular program Designing and implementing a curricular program that incorporates the provision of physical that incorporates the provision of physical necessities and psychomotor development, necessities and psychomotor development, cognitive and language abilities, and emotional, cognitive and language abilities, and emotional, social and civic skills including relating with God social and civic skills including relating with God positively through prayers and constructive deeds.positively through prayers and constructive deeds.

Planning and implementing instructional Planning and implementing instructional methodologies that draw the best in the special methodologies that draw the best in the special child, sustain his curiosity and love for learning, child, sustain his curiosity and love for learning, harness initiative and creativity, and ensure mastery harness initiative and creativity, and ensure mastery learning.learning.

Referring to and collaborating with support-service givers Referring to and collaborating with support-service givers who are equally interested in the special child and imbued who are equally interested in the special child and imbued with commitment to his welfare. Such partnership is a with commitment to his welfare. Such partnership is a confirmation that teaching the special child cannot be a confirmation that teaching the special child cannot be a teacher’s function alone. It requires the help of other teacher’s function alone. It requires the help of other professionals – considering the child’s presenting needs professionals – considering the child’s presenting needs and concerns.and concerns.

Working and collaborating with the family and the Working and collaborating with the family and the different community sectors through programs that different community sectors through programs that inspire and ensure active and committed participation and inspire and ensure active and committed participation and provide services that redound to the quality of life of provide services that redound to the quality of life of persons with special needs.persons with special needs.

Providing clean, safe and conducive avenues Providing clean, safe and conducive avenues for learning: schools, rehabilitation centers, for learning: schools, rehabilitation centers, community day-care centers, therapeutic community day-care centers, therapeutic centers, etc. alongside needed materials, centers, etc. alongside needed materials, facilities and equipment where special children facilities and equipment where special children can learn and grow happily.can learn and grow happily.

Keeping trust in God that His Goodness never Keeping trust in God that His Goodness never fails special children as we guide them towards fails special children as we guide them towards the positive direction and towards HIS WAY!the positive direction and towards HIS WAY!