Reviewer - EDUC 104

Special and Inclusive Education Programs and Services
a. SPEd Process
Step 1. Child is identified as possibly needing special education and related services.
Step 2. Child is evaluated.
Step 3. Eligibility is decided.
Step 4. Child is found eligible for services.
Step 5. IEP meeting is scheduled
Step 6. IEP meeting is held and the IEP is written.
Step 7. After the IEP is written, services are provided.
Step 8. Progress is measured and reported to parents.
Step 9. IEP is reviewed.
Step 10. Child is reevaluated.
b. Members of the Multidisciplinary Team Responsible for Formal Assessment

● SPECIAL EDUCATION TEACHER
A teacher with specialized training in working with students with disabilities.
● GENERAL EDUCATION TEACHER
A teacher from the general education classroom who can provide insights into the student's
academic performance and needs.
● Parent or Guardian:
The student's parent or guardian is an important member of the team and provides valuable
input and perspective on the student's needs and goals
● School Administrator:
A school administrator or representative who can provide guidance and support to the team.
● School Psychologist:
A professional who can assess the student's cognitive and emotional functioning and provide
recommendations for interventions and support.
● School Counselor:
School counselors work one-on-one with students with special needs, providing them with
individualized counseling sessions. These sessions are designed to address specific
challenges, such as managing emotions, improving self-esteem,developing coping strategies,
and setting goals.
RELATED SERVICE PERSONNEL:

● Speech-Language Pathologist:
A specialist who assesses and treats communication disorders, including speech and language
difficulties.
● Occupational Therapist:
A professional who evaluates and addresses sensory, motor, and self-care skills to support the
student's independence and participation in school activities.
● Physical Therapist:
A specialist who helps students with physical disabilities improve their mobility, strength, and
coordination.
● Specialized Service Providers:
Depending on the individual needs of the student, additional professionals such as audiologists,
vision specialists, assistive technology specialists, may be included in the multidisciplinary team.
c. Educational Placement Alternatives

● Adaptations to the Method for Responding
Sometimes children may understand a concept yet need an adaptation in the way they
demonstrate that knowledge.
● Environmental Conditions
The environmental arrangement is an
important aspect of any early childhood setting.
● Modification of Instructional Materials
It is sometimes necessary to physically adapt instructional or play materials to facilitate a child's
participation.
● Level of Personal Assistance
A child's need for assistance may range from periodic spot checks to close continuous
supervision.
● An Alternative Activity
This curricular adaptation should be used as a last choice when the above conditions cannot be
used to meet a child's needs.
d. Services/Supports/Therapies Offered Inside and Outside the School

● Preventative Care Services for the Prevention of Disablement
● Counseling and Therapy
● Services for Recovery and Reintegration
● Services to Assist in Training and Finding a Job
● TAWAG (Tuloy Aral Walang Sagabal) for Children With Disabilities
● Parent Effectiveness Service (PES)
● Referral Services
c. Roles and Responsibilities of Active Professionals Involved in Special Education &

Individualized Education Program (IEP)
● Special Education (SPED) teachers

Their primary goal is to ensure that students with diverse learning needs receive an appropriate
education tailored to their individual strengths and challenges.
1. Individualized Education Plan (IEP) Development
● Collaborate with other professionals, parents, and students (when appropriate) to
develop comprehensive IEPs
2. Instructional Planning and Delivery:

● Adapt and modify the curriculum to meet the unique needs of each student in
accordance with their IEPs.
3. Assessment and Progress Monitoring:
● Conduct ongoing assessments to monitor student progress and make data-driven
instructional decisions.
● Adjust teaching strategies and interventions based on assessment results.
4.Behavioral Management and Support:
● Develop and implement behavior intervention plans (BIPs) for students with behavior
challenges.
5. Collaboration and Teamwork:
6. Professional Development:
7. Advocacy:
8. Crisis Intervention:
9. Professional Collaboration:
An Individualized Education Plan (or Program) is also known as an IEP.

This is a plan or program developed to ensure that a child with an identified disability who is
attending an elementary or secondary educational institution receives specialized instruction
and related services
HISTORY
● Education for All Handicapped Children Act (EHA) in 1975
● In 1990, the name of the Education of All Handicapped Children’s Act was changed to
Individuals with Disabilities Education Act (IDEA). IDEA required IEP to be designed with
parental approval to meet the needs of every child with a disability.
● 1997 amendment to IDEA required all students with disabilities to participate in
state and district-wide assessments alongside their peers in general education.
● In 2001, the No Child Left Behind Act (NCLB) was enacted to ensure that all children
have the opportunity to receive a high quality education.
● 2004, The Act now requires special education teachers to be highly qualified. States
must now report the progress of children with disabilities on state and district
assessments and are required to improve graduation and dropout rates among children
with disabilities.
● Today, Now, IEP is utilized so that every student with a disability has an equal
opportunity to receive the same education as every other student. IEP is used to support
and encourage a student’s educational goals and can be modified whenever necessary
as long as all parties are advised and agree with the modifications.
INVOLVED IN MAKING IEP

● THE PARENTS
● THE TEACHER
● THE SPED TEACHER
● Individual who can interpret evaluation results
● SCHOOL SYSTEM REPRESENTATIVE
● Others with knowledge or special expertise
● Student(s)
g. Adaptations, Accommodations, and Modifications

● Adaptation refers to making changes to the learning environment to accommodate and
support students with disabilities, enabling them to participate effectively in inclusive
settings. The goal of adaptation is to ensure that students with disabilities have equal
access to education and can participate in the learning process to the best of their
abilities.
● Accommodations are changes in course content, teaching strategies, standards, test
presentation, location, timing, scheduling, expectations, student responses, or other
attributes which provide access for a student with a disability to participate in a course or
test, which do not fundamentally alter or lower the standard or expectations of the
course or the curriculum.
● Modifications are changes in course content, teaching strategies, standards, test
presentation, location, timing, scheduling, expectations, student responses, or other
attributes which provide access for a student with a disability to participate in a
course/standard/test, which do fundamentally alter or lower the standard or
expectations of the course or the curriculum.
h. Accommodating All Children in the Early Childhood Classroom

● INSTRUCTIONAL GROUPINGS OR ARRANGEMENT
● LESSON FORMAT
The format of a lesson may be altered to meet the needs of a child by including more
opportunities for whole class discussions, games, role playing, activity-based lessons,
experiential lessons, demonstrations, and/or thematic lesson organization
● TEACHING STRATEGIES
A change in teaching strategies can influence a child's ability to participate. Examples include:
simplifying directions, addition of visual information, use of concrete materials/examples
● CURRICULAR GOALS AND LEARNING OUTCOMES
Curricular goals and learning outcomes.To match the needs of a child within the context of an
activity, it may be appropriate to individualize the learning objectives. This can often be
accomplished using the same activities and materials. If children
are working on a classification concept by sorting blocks, a child with a disability could
participate in the same activity but focus on reaching, grasping, and releasing skills.

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Special and Inclusive Education Programs and Services

b. Members of the Multidisciplinary Team Responsible for Formal Assessment

RELATED SERVICE PERSONNEL:

c. Educational Placement Alternatives

d. Services/Supports/Therapies Offered Inside and Outside the School

c. Roles and Responsibilities of Active Professionals Involved in Special Education &

● Special Education (SPED) teachers

2. Instructional Planning and Delivery:

An Individualized Education Plan (or Program) is also known as an IEP.

INVOLVED IN MAKING IEP

g. Adaptations, Accommodations, and Modifications

h. Accommodating All Children in the Early Childhood Classroom

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