MSWD Imus

SPECIAL EDUCATIONBackground and Overview for

MSWD-Imus Day Care Workers/Center AidsNovember 13, 2010

http://thebrownmandiary.blogspot.com


Quick Look• Adapted Teaching

Methods• Mainstreaming/• Inclusion/Segregation• Special Needs/Unique

Needs• Assistive Devices and

Equipment• Activities of Daily Living• IEP’s/BMT’s/EMT’s• Therapists/ Developmental

Pediatrician

Special Education is education of students with special needs in a way that addresses the students' individual differences and needs.


Quick Look• U.N. Proclamation• World Conference • U.N. Declaration• Constitution of the

Philippines• The Child &Youth

Welfare Code• Education Acts• Magna Carta • Basic Principles

1993

Philosophical, Legal and Historical Bases of Special Education


Quick Look“All human beings

are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.”

U.N. Proclamation 1948 Universal Declaration of Human Rights


Quick LookMeeting Basic

Learning Needs: Every person - child, youth and adult - shall be able to benefit from educational

opportunities designed to meet their basic learning needs

1990 World Conference on Education for All

Quick Look

Standard Rules on theEqualization of Opportunitiesfor Persons with Disabilities

U.N. Declaration 1993


Quick LookArticle XIV, Section 1

“State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.”

1987 Constitution of the Philippines


Quick LookSection 2:

“State shall provide adult citizens, the disabled and out of school youth with training in civics, vocational efficiency and other skills.”

1987 Constitution of the Philippines


Quick LookArticle 3 Rights of the Child.

“ the emotionally disturbed or socially-maladjusted child shall be entitled to treatment and competent care; and the physically or mentally–handicapped child shall be given the education and care required by his particular condition.”

The Child and Youth Welfare Code (PD 603)


Quick LookArticle 74 Creation of Special Classes

“Where needs warrant, there shall be at least one special class in every province, and if possible special schools … The private sector shall be given all the necessary inducement and encouragement.”

The Child and Youth Welfare Code (PD 603)


Quick Look“The State shall promote the right of every individual to relevant quality education regardless of … physical and mental condition … The State shall therefore promote and maintain equality of access to education as well as enjoyment of the benefits of education by all it’s citizens.”

Education Act of 1982 BP 232


Quick Look“An act providing for the rehabilitation, self-development and self reliance of disabled persons and their integration into the mainstream of society and for other purposes"

Republic Act 7277 “Magna Carta for Disabled Persons”


Quick Look

1.The Right to Education.

2. The Right to Equality of Education.

3. The Right to Participate in Society.

Basic Principles 1993 by S. Hegarty


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•What they are?•Who they are?•Why they are?•How they are?

Special Needs in ours Midst


Quick Look

•Labels•Terms•Tags•Known As•Diagnosis•Impression•CYSEN

Autism

Mental Retardation

Communication Disorders

Deaf-Blindness At-risk

Multiple Disabilities

Orthopedic Impairments

Hearing Impairment

Other Health Impairments

Serious Emotional Disturbance

Specific Learning Disabilities

Traumatic Brain Injury

Visual Impairments

Gifted & Talented , Culturally & linguistically diverse groups


Quick Look•Labels•Terms•Tags•Known As•Diagnosis•Impression•CYSEN

Intellectual Differences

Communication Differences

Sensory Differences

Behavioral Differences

Multiple & Severe Handicapping Conditions

Physical Differences


Quick Look

Range of Available Programs and

Services for Special Needs in the

Philippines


Quick LookCENTEX Program sponsored by Ayala.

Interest-Groups

Therapy Class

Slow Learner/Fast Learner

Special Classes

The most common type of SpEd program.

Program of this type are established within a

regular school. http://thebrownmandiary.blogspot.com

Quick Look

National Schools

for the :

•Blind

•Deaf/Mute

•Performing Arts

Special Schools

These are schools which serve specific types of

special needs.


Quick LookBoarding Schools:

•National High School for the Arts

•Montessori Integrated School of Antipolo

•The School for Chosen Children

•Hospicio de San Jose School

Residential Schools

Students are provided services and programs

24/7.


Quick Look•Rosario Elementary School, Cavite

•Silahis Centers

•Batino Elementary School Q.C.

• Jose Rizal Memorial School, Laguna

Special Ed Centers

This type of program operates in the school-

within-a-school concept.


Quick Look

Itinerant Teaching Programs“Traveling Programs” Central School Teachers go from one barrio to another


Quick Look

Resource Room ProgramEnrolled in either the regular class or special but reports to the resource room on schedule to avail the services of a specialist.


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“Inclusive education is all

about NORMALIZATION for

Children with Special Needs”

-Anonymous

Inclusive Education

IntegrationMainstreaming

Inclusion


Quick Look Special Needs in the Philippine

Classrooms


Quick Look

SY 2004-2005156,270 children with special needs are enrolled in schools

77,152 are mentally gifted/fast learners (G/FL)

79,118 are children with disabilities


Quick Look 4 National Special Schools 450 Private Special Schools 151 Recognized SpEd Centers 1,544 Regular schools with SPED

programs 4,034 Special Classes


Quick Look

79,118

40,260 Learning Disabled(LD)11,597 Hearing Impaired (HI) 2,670 Visually Impaired (VI)12,456 Mentally Retarded

(MR) 5,112 Behavior Problem (BP)


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79,118 760 Orthopedically Handicapped (OH) 5,172 Autistic children (Au) 912 Speech Defectives (SD) 142 Chronically ill (CI) 32 Children with Cerebral

Palsy (CP)


Quick Look

Special Education Process in the

Philippines


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3 Phases •Sensing the

Special Needs

•Assessment

•Intervention

In all the phases of the process, OPEN COMMUNICATION between the PARENTS and the PROFESSIONAL

will be NEEDED!


Quick Look

Involved •Child•Parents•Family/Siblings•Caregiver•Teachers•Family Doctor•Pediatrician

Phase I: Sensing the Special Needs

ImpressionsComparisons

Reports and ComplaintsInitial Assessments

School Performancehttp://thebrownmandiary.blogspot.com

Quick Look

Involved •Medical Specialist

•Psych-Specialist

•Area Specialist

Phase II: Assessment

DiagnosisIdentifying special needs

Referral to a multidisciplinary team

Consolidating diagnosishttp://thebrownmandiary.blogspot.com

Quick Look Developmental PediatricianChild NeurologistOphthalmologistOtologistPhysiatristMedical Specialist


Quick Look

Psych Specialist

PsychologistNeuropsychologistClinical PsychologistPsycho-Educational SpecialistSchool Psychologist


Quick Look Occupational TherapistSpeech TherapistPhysical TherapistReading SpecialistMusic TherapistEducational TherapistPlay TherapistArea Specialist


Quick LookInvolved Case ConsultantArea SpecialistSchool AdministratorParentsCaregiversPsychologistSchool/TeacherPhysiatrist

Phase III: Intervention

Formulation of Individualized

Intervention Program IIP


Quick LookInvolved Case ConsultantArea SpecialistSchool AdministratorParentsCaregiversPsychologistSchool/Teacher

Physiatrist

Phase III: Intervention

Implementation of IIP

Monitoring

Re-formulation of IIP




•Autism is a pervasive developmental disability

•Deficits in Communication, Social Interaction and Educational Performance

NATURE AND BACKGROUND


•Evident between ages 2.0 and 3.0

NATURE AND BACKGROUND

•Confirmable at ages 3.0 to 3.6


Leo Kanner first IDENTIFIED the diagnostic features of autism as a syndrome in 1943

HISTORY OF AUTISM


Early Signs


CLASSROOM SYMPTOMS• Insistence on sameness

• Difficulty in expressing needs, using gestures or pointing instead of words

• Repeating words or phrases in place of normal, responsive language


CLASSROOM SYMPTOMS• Laughing (and/or crying) for no apparent reason, showing distress for reasons not apparent to others

• Preference to being alone; aloof manner

• Tantrums

• Difficulty in mixing with others


CLASSROOM SYMPTOMS• Not wanting to cuddle or be cuddled

• Little or no eye contact

• Unresponsive to normal teaching methods

• Sustained odd play

• Spinning objects


CLASSROOM SYMPTOMS• Obsessive attachment to objects

• Apparent over-sensitivity or under-sensitivity to pain

• No real fears of danger

• Noticeable physical over-activity or extreme under-activity


• Uneven gross/fine motor skills

• Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range

CLASSROOM SYMPTOMS

Attention Disordershttp://thebrownmandiary.blogspot.com


The Official Criteria for a diagnosis is found in the Diagnostic and Statistical Manual, 4th edition (DSM IV-R) published by APA

OFFICIAL DIAGNOSTIC REFERENCE


A. Persistent pattern of

inattention and/or hyperactivity-

impulsivity that is more

frequently displayed and is more

severe than is typically

observed in individuals at

comparable level of development.

ESSENTIAL FEATURES:


B. Some hyperactive-impulsive

or inattentive symptoms must

have been present before

seven years of age.

ESSENTIAL FEATURES:


C. Some impairment from the

symptoms must be

present in at least two settings.

ESSENTIAL FEATURES:


D. There must be clear evidence of

interference with

developmentally appropriate social,

academic or occupational

functioning.

ESSENTIAL FEATURES:


E. The disturbance does not occur

exclusively during the course of

a Pervasive Developmental

Disorder, Schizophrenia, or

other Psychotic Disorders and is

not better accounted for by another

mental disorder.

ESSENTIAL FEATURES:


CRITERIA


ADDAttention Deficit

Disorder

• Primary characteristic: INATTENTIVENESS

ADHDAttention Deficit

Hyperactivity Disorder

• Primary characteristic: IMPULSIVITY HYPERACTIVITY


ADDAttention Deficit

Disorder


CLASSROOM SYMPTOMS

INATTENTION


• Often fails to give close attention to details

• Often has difficulty sustaining attention in tasks or play activities

• Often does not appear to listen when spoken to directly

INATTENTION



INATTENTION

• Often does not follow through on instructions and fails to finish schoolwork chores or duties in the workplace

• Often has difficulty organizing tasks

and activities


• Is often easily distracted by extraneous stimuli

• Often forgetful in daily activities

INATTENTION


ADHDAttention Deficit

Hyperactivity Disorder


CLASSROOM SYMPTOMS


HYPERACTIVITY


• Often fidgets with hands and or feet or squirms in seat

• Often leaves seat in classroom or in other situations in which remaining seated is expected

• Often runs about or climbs excessively in situations in which it is appropriate

HYPERACTIVITY


HYPERACTIVITY• Often has difficulty

playing or engaging in leisure activities quietly

• Is often “on the go” or often acts as if

“driven by a motor”

• Often talks excessively


“BY THE TIME I THINK ABOUT WHAT I’M GONNA DO…

I ALREADY DID IT!”

IMPULSIVITY


IMPULSIVITY

• Often blurts out answers before questions have been completed

• Often has difficulty awaiting turn


IMPULSIVITY

• often interrupts or intrudes on others (e.g., butts into conversations or games)


NEUROLOGICAL CHART


CHILDREN WITH LEARNING DISABILITY


Refers to a condition wherein one or more of the basic psychological processes involved in understanding or using spoken or written language, which can result in difficulties in reading writing, listening, thinking, spelling or mathematics.

LEARNING DISABILITY


Tell me about

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LEARNING DISABILITY is

NOT……the RESULT of Visual, Hearing or Motor Handicap, Mental Retardation, Emotional Disturbance, Environmental, Cultural or Economic Disadvantage.


• Looks typical but doesn’t learn typically;

• Is intelligent, often gifted;

• Has reading, spelling, writing and/ or math abilities that are significantly below child’s capability level;

CLASSROOM SYMPTOMS


CLASSROOM SYMPTOMS

Has a short attention spanIs easily distracted

Has poor listening skill

Has trouble following directionsDoesn’t seem to be trying, acts lazy or is defiant

CLASSROOM SYMPTOMSProduces many reversal , i.e., “b”

instead of “d” and rotations , i.e., “b” instead of “q” in written work

Often has difficulty with task employing paper and pencil

Frequently displays exceptional abilities in ARTS, SPORTS, SCIENCE

AND VERBALIZATION



UNDERSTANDING CLASSROOM DYNAMICS

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As a Teacher


CurriculumLessons/Grades

Lectures/QuizzesClassroom Teaching

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As a Student


GradesAssignments

Activities/QuizzesClassroom Learning


INSIDE THE ROOMPersonality

Environment

Workload

Schedule or Timing

EXPERIENCE