“(b) Educational assistance to PWD, for them to pursue primary, secondary, tertiary,

post tertiary, as well as vocational or technical education, in both public and private
schools, through the provision of scholarships, grants, financial aids, subsidi

What is Special Education?

Special education programs are designed for those students who are mentally,
physically, socially and/or emotionally delayed. This aspect of “delay,” broadly
categorized as a developmental delay, signify an aspect of the child's overall
development (physical, cognitive, scholastic skills) which place them behind their
peers. Due to these special requirements, students’ needs cannot be met within
the traditional classroom environment. Special education programs and services
adapt content, teaching methodology and delivery instruction to meet the
appropriate needs of each child. These services are of no cost to the family and
are available to children until they reach 21 years of age (states have services
set in place for adults who are in need of specialized services after age 21).

The strides made in special education advocacy and policy have come far.
Primarily established through the Education for All Handicapped Children Act
(1975) External link , the law was later amended into the Individuals with
Disabilities with Education Act of 2004 External link .

Education for All Handicapped Children Act, 1975

In 1975, Congress enacted Public Law 94-142, more commonly known as the
Education for All Handicapped Children Act (EHA). The goal of EHA was to
ensure children with disabilities gained access to a free and appropriate public
education. This law provided local and statewide support and protection to
children and youth with disabilities, as well as their families.

Under EHA, all public schools were granted federal funding that provided equal
access to education for children with physical and/or mental disabilities. Schools
were required to evaluate children and create an educational plan that paralleled
the academic experience of their non-disabled peers. EHA requirements also
provided parents and families the necessary support systems to ensure their
child received appropriate and adequate services, along with the services
needed to dispute decisions made on behalf of the child.

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Individuals with Disabilities Education

Act (IDEA)
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The Education for All Handicapped Children Act (EHA) was amended in 1997
and is now known as the Individuals with Disabilities Education Act (IDEA). The
amendments made in IDEA provide children and youth with disabilities access to
a higher quality of education-related services, ensuring all students the complete
access to the most appropriate education within the least restrictive environment.

Under IDEA’s legislation, all states receiving federal funding must:

 Provide all students with disabilities between the ages of three and 21 with
access to an appropriate and free public education
 Identify, locate and evaluate children labeled with disabilities
 Develop an Individualized Education Program (IEP) for each child
 Educate children with disabilities within their "least restrictive environment." This
environment is ideally with their typically developing peers but is dependent on
individual circumstances
 Provide those students enrolled in early-intervention (EI) programs with a positive
and effective transition into an appropriate preschool program
 Provide special education services for those children enrolled in private schools
 Ensure teachers are adequately qualified and certified to teach special education
 Ensure that children with disabilities are not suspended or expelled at rates
higher than their typically developing peers

Above all, these federal provisions enacted by IDEA ensure that all children with
disabilities are provided with the adequate services and resources necessary for
them to succeed within and beyond the educational system alongside their non-
disabled peers.

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Types of Disabilities Covered in IDEA

The umbrella term of special education broadly identifies the academic, physical,
cognitive, and social-emotional instruction offered to children who are faced with
one or more disabilities. Under the IDEA, these disabilities are categorized into
the following areas:

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder refers to a developmental disability that significantly

affects communication (both verbal and nonverbal) and social interaction. These
symptoms are typically evident before the age of three and adversely affect a
child’s educational performance. Other identifying characteristics of those with
ASD are engagement in repetitive activities/stereotyped movements, resistance
to change in environment and daily routine and unusual responses to sensory
stimuli.

Deaf-Blindness

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Deaf-blindness refers to concomitant visual and hearing impairments. This
combination causes severe communication, developmental and educational
needs that cannot be accommodated through special education programs solely
for those children with blindness or deafness.

Deafness/Hearing Impairment

Deafness means a child’s hearing impairment is so severe that it impacts the

processing of linguistic information with or without amplification and adversely
affects a child’s educational performance. Hearing impairment refers to an
impairment (fluctuating or permanent) that adversely affects a child’s educational
performance.

Developmental Delay

Developmental delay is a term designated for children birth to age nine, and is
defined as a delay in one or more of the following areas: cognitive development,
physical development, socio-emotional development, behavioral development or
communication.

Emotional Disturbance

Emotional disturbance refers to a condition that exhibits one or more of the

following characteristics both over an extended period of time and to an
exceptional degree that adversely affects a child’s educational performance:

 An inability to learn that cannot be explained by intellectual, sensory or health

factors
 An inability to build and/or maintain satisfactory interpersonal relationships with
peers and teachers
 Inappropriate types of behavior or feelings under normal circumstances
 A general pervasive mood of unhappiness/depression
 A tendency to develop physical symptoms or fears associated with personal or
school problems

Emotional disturbance does not apply to children who are socially maladjusted
unless they are determined to have an emotional disturbance as per IDEA’s
regulations.

Intellectual Disability

Intellectual disability is defined as a significantly below average functioning of

overall intelligence that exists alongside deficits in adaptive behavior and is
manifested during the child’s developmental period causing adverse affects on
the child’s educational performance.

Multiple Disabilities

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Children with multiple disabilities are those with concomitant impairments such
as intellectual disability and blindness or intellectual disability and orthopedic
impairment(s). This combination causes severe educational needs that cannot be
met through programs designed for children with a single impairment. (Deaf-
blindness is not identified as a multiple disability and is outlined separately by
IDEA.)

Orthopedic Impairment

Orthopedic impairment(s) refer to severe orthopedic impairments that adversely

affect a child’s academic performance. Orthopedic impairment(s) include those
caused by congenital anomalies and diseases, as well impairments by other
causes (i.e. Cerebral Palsy).

Other Health Impairment(s)

Other health impairments refer to a limitation in strength, vitality or alertness,

resulting in limited alertness to one’s educational environment. These
impairments are often due to chronic or acute health problems — including
ADD/ADHD, epilepsy, and Tourette’s syndrome — and adversely affect the
child’s educational performance.

Specific Learning Disability

Specific learning disability refers to a range of disorders in which one or more

basic psychological processes involved in the comprehensive/usage of language
— both spoken or written — establishes an impairment in one’s ability to listen,
think, read, write, spell and/or complete mathematical calculations. Included are
conditions such as perceptual disabilities, dyslexia (also dyscalculia, dysgraphia),
brain injury, minimal brain dysfunction and developmental aphasia. Specific
learning disabilities do not include learning problems that are the result of visual,
auditory or motor disabilities, intellectual disability, emotional disturbance or
those who are placed at an environmental/economic disadvantage.

Speech/Language Impairment

Speech or language impairments refer to communications disorders such as

stuttering, impaired articulation or language/voice impairments that have an
adverse effect on a child’s educational performance.

Traumatic Brain Injury (TBI)

Traumatic brain injury refers to an acquired injury to the brain caused by external
physical forces. This injury is one that results in a partial or complete functional
disability and/or psychosocial impairment and must adversely affect the child’s
educational performance. TBI does not include congenital or degenerative

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conditions or those caused by birth-related trauma. TBI applies to injuries that
result in impairments in one or more of the following areas: cognition, language,
memory, attention, reasoning, abstract thinking, judgment, problem-solving,
psychosocial behavior, physical functions, information processing, and speech.

Visual Impairment (Including Blindness)

Visual impairment, which includes blindness, refers to impairment in one’s vision

that, even after correction, adversely affects a child’s educational performance.
The term “visual impairment” is inclusive of those with partial sight and blindness.

In order to be deemed eligible for state special education services, IDEA states
that a student’s disability must adversely affect his or her academic achievement
and/or overall educational performance. While defining these adverse effects are
dependent on a student’s categorical disability, eligibility is determined through a
process of evaluations by professionals such as a child’s pediatrician/specialists,
school psychologists and social workers. After a student is deemed able to
receive such services, their progress is annually reviewed.

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Individualized Education Programs (IEPs)

An Individualized Education Program (commonly referred to as IEP) is a
document, mandated by the IDEA, which clearly defines the individual goal and
objectives set for a child with a disability. These programs are written
documentation of the special education program and academic modifications
required to meet the child’s individual needs. The two main purposes of a
student’s IEP are to:

1. Set reasonable learning goals for the student, and

2. State the required services that the school district needs to provide for said child.

IEPs are developed by a team including the child’s teacher(s), parents, and
supporting school staff. This team meets annually (at minimum) to assess the
academic and developmental progress of the student, design appropriate
educational plans, and adhere any changes if necessary. The main goal these
reviews is to ensure that the child is receiving appropriate and adequate services
within their least restrictive environment.

While each child’s IEP is unique, IDEA mandates that all IEPs must contain the
following specific information:

 Student’s present level of academic achievement and overall performance

 Annual goals and/or objectives for the child (milestones that both parents and
school staff feel is reasonably achievable within the next year.)

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 Special education and related services, including supplementary services such
as adaptive communication devices, adequate transportation services, and
appropriate school personnel
 Portion of the day that the child will be educated apart from his or her typically-
developing peers
 Participation and/or modification to district-, state-, and nation-wide assessments
 How child’s progress will be measured

For a much more detailed explanation of everything that goes into creating an
IEP, as well as an overview of the basic Special Education Process under IDEA,
please refer to the U.S. Department of Education's Guide to the Individualized
Education Program External link .

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Become a Special Education Teacher

Just as with general education certification, becoming a certified Special
Education teacher allows you to work with a wide range of student ages, grade
levels, and abilities. Special Education programs are designed to meet the
specific and unique instructional needs of each child, allowing students to be
grouped homogeneously by developmental stage (ability) rather than by age.
This unique aspect of Special Education allows teachers to provide aid and
instruction based on the students' skill level, rather than biological age. This
unique aspect of Special Education allows educators to provide aid and
instruction based on a child’s interest and ability, rather than biological age.
However, most certification programs are categorized by the student’s age,
allowing teachers to become certified for the following age groups:

 Early Intervention and Early Childhood Special Education programs: Birth - Age 4
 Childhood Special Education: Kindergarten - 6th Grade
 Secondary Special Education: 7th - 12th Grade
 A number of special education certification programs offer a general certification
in birth to 21 years old, allowing educators to work with virtually any age
demographic

Earn a degree that offers a dual certification in teaching and

special education:

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Earn your Master of Science in Teaching from Fordham

University
o Earn a master’s degree in teaching in two years
o Prepares you for initial teaching certification
o Two program tracks available

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Special Education Certification

Once you've made your decision of which age group to become certified in,
consider which degree you want to earn to teach special education.

Undergraduate: B.S. Education, Special Education

Earning your bachelor’s degree in education is your first step in becoming a

certified teacher. Typical undergraduate programs in education are four years
and provide students with the resources, qualifications, and experience needed
to become a certified teacher in their respective state. Average course loads
include theory, fieldwork and practical application of skill. If your school offers a
Bachelor’s in Special Education, coursework will include theory and practice in
both general education and Special Education theory. While not all university
programs offer a Bachelor’s in Special Education, earning your undergraduate
degree in general education allows you to pursue your master's degree in special
education.

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Graduate: M.S.Ed/MAT Special Education

Graduate degrees in Special Education are offered for both certified teachers
looking to further validate their credentials, as well as those looking to complete
their initial certification. Depending on your school’s program and/or course
schedule, a Master's in Education is typically completed in a two-year period and
are scheduled to accommodate your work schedules — typically offering night
and weekend classes. While not all states require a master’s degree in order to
become a teacher, an advanced degree typically earns a higher salary and
makes you eligible for more employment opportunities.

Earning a master’s degree in Special Education allows you to reach a wide range
of students in a variety of both academic environments and disciplines.
Depending on the programs offered at your local colleges/universities, a Master’s
in Special Education degree may offer programs in the following areas:

 Learning Disabilities
 Behavior Disorders
 Intellectual Disabilities
 Autism Spectrum Disorders
 Low-Incidence Disabilities (blindness, deafness, deaf-blindness, multiple
disabilities)
 Early Intervention, Early Childhood Special Education

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Where Can Special Education Teachers

Work?
Deciding on a career in special education allows you to work with a wide range of
children of different ages and abilities, as well as a number of unique work
environments. Special education teachers are able to work in a number of
environments, including but not limited to the traditional classroom. It is a unique
ability of special education teachers to reach students outside of the traditional
classroom, allowing the needs of a broader population of children to be met.

Work environments for those certified in Special Education may include:

 Specialized/self-contained schools
 Self-contained classes among general education settings (may include Resource
Room, ELL classes, Alternative Education programs)
 General education classrooms (both public and private schools) operating under
an inclusion/CTT model
 Self-contained and Inclusion model preschool programs
 Early Intervention programs — includes both at-home and at-site services
 Residential facilities

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 Home programs
 Health agencies and clinics
 Hospitals

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Student Demographics
The inclusive education classroom model where students with special needs
are taught in classrooms alongside their general education peers. This model
most often operates under a co-teaching strategy, also known as CTT
(Collaborative Team Teaching) or ITT (Integrated Co-Teaching) External link , in
that the classroom has both a General Education and Special Education
teacher.

The difference between inclusion classrooms and self-contained classrooms is

that special needs students in inclusive classrooms are typically labeled as
having mild to moderate disabilities, while students within self-contained
classrooms are labeled as having severe/multiple disabilities. While both
mild/moderate and severe/multiple disabilities fall under the same special
education category, the needs of these students vary, so it is important that you
find a degree program that allows you to focus on your demographic of students.

Teaching Students With Mild-to-Moderate

Disabilities
Becoming certified to teach students with mild to moderate disabilities prepares
you to help children whose special needs hinder their academic achievement,
usually in areas of math, reading, writing, and socialization. Students with mild to
moderate special needs spend part or a majority of their school day in a general
education/CTT classroom occasionally supplemented with time in speech,
resource room, occupational therapy, etc.

Individuals looking to work with students with mild to moderate disabilities should
look into school programs that focus on preparing educators to work within that
specific demographic. Special education programs such as our partner USC
Rossier Online External link tailor their programs so that teachers are aptly
prepared for succeeding in a co-teaching classroom model. The special needs of
students with mild to moderate disabilities may include learning disabilities,
speech/language disorders, behavior disorders, ADD/ADHD and/or high-
functioning Autism Spectrum Disorder.

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Teaching Students With Severe/Multiple

Disabilities
Becoming certified to teach students with severe/multiple disabilities prepares
you to work with students whose special needs inhibit their performance — not
only on an academic level but also in terms of their physical capabilities and life
skills — leading to severe educational needs. The National Dissemination Center
for Children with Disabilities (NICHCY) defines severe disabilities External
link as individuals with severe to profound developmental and/or intellectual
disabilities. The severity of these disabilities must require “ongoing, extensive
support” in life and/or social activities in order to participate in educational and
community activities.

Those looking to work with students who have severe and/or multiple disabilities
will most commonly work in specialized private school settings or in self-
contained special education classes in a general education setting. Teachers
with a degree in severe/multiple disabilities also have the opportunity to work with
government agencies, non-profit organizations and private institutions devoted to
students with severe developmental disabilities.

Read More:

 Organizations for Special Education Teachers

 5 Things to Know Before Making the Transition from Teaching General
Education to Special Education
 Special Education Blogs We Follow
 Why You Should Add a Special Education Credential
 Can the Common Core Meet the Needs of Special Education?
 Prevalence, Requirements, and Outlook for Teaching Students with Special
Education Needs
 How to Become a School Behavior Analyst

Back to Top

USC Rossier Online

USC offers an online Master of Arts in Teaching, MAT-TESOL, and EdD in
Organizational Change and Leadership. Learn more:

Step 1 of 3

10% Complete

Which program are you interested in?

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Special Education

1. DoDEA

2. Curriculum

3. Special Education

In DoDEA's Blueprint for Continuous Improvement, the vision statement, the mission
statement and the guiding principles each embrace the notion that ALL students will be
successful in our schools. Special educators work collaboratively with general educators and
share the responsibility for ensuring that students with identified disabilities will meet with
success. ALL students can learn when instruction is geared to their strengths and they are
given sufficient opportunity to learn.
Special education is specially designed instruction, support, and services provided to
students with an identified disability requiring an individually designed instructional program
to meet their unique learning needs. The purpose of special education is to enable students
to successfully develop to their fullest potential by providing a free appropriate public
education in compliance with the Individuals with Disabilities Education Act (IDEA) as
implemented by DoD Instruction 1342.12, "Provision of Early Intervention and Special
Education Services to Eligible DoD Dependents."
In DoDEA, special education and related services are available to eligible students,
ages 3 through 21 years of age. To be eligible for special education:

 The child must have an identified disability;

 The disability must adversely (negatively) affect the child's educational performance;
and
 The child must require a specially designed instructional program.

Note: Students with a disability who are not found eligible for special education and related
services may receive reasonable accommodations and modifications under DoDEA Policy
Memorandum: Nondiscrimination on the Basis of Disability in a DoDEA Dependent
Educational Programs and Activities.

What Is Special Education?

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Special education is a form of instruction that's designed to meet the needs of students with
disabilities, so that they can learn the same skills and information as other children in school.
The term special education is used interchangeably with special needs, and the disabilities
may be physical, emotional, or behavioral.

The Philosophy of Special Education

The general philosophy of special education is that all people have the ability to learn,
regardless of their particular disabilities. The trend in public education has shifted from
isolating special education students in separate classrooms to mainstreaming them in the
regular classroom for at least part of the day. This is in keeping with the U.S. Department of
Education's Office of Special Education and Rehabilitative Services (OSERS) mission to
'…achieve full integration and participation in society of people with disabilities by ensuring
equal opportunity and access to, and excellence in, education, employment, and community
living.'
https://study.com/academy/lesson/special-education-definition-types-philosophy.html

The Alternative Learning System (ALS) is a ladderized, modular non-formal education

program in the Philippines for dropouts in elementary and secondary schools, out-of-school
youths, non-readers, working Filipinos and even senior citizens. It is part of the education
system of the Philippines but an alternative to the regular classroom studies where Filipino
students are required to attend daily. The alternative system only requires students to
choose schedules according to their choice and availability

https://en.wikiversity.org/wiki/Bureau_of_Alternative_Learning_System

Alternative Learning System

 YOU ARE HERE:
 K TO 12 ›
 CURRENT:ALTERNATIVE LEARNING SYSTEM

ALTERNATIVE LEARNING SYSTEM

WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?

It is a parallel learning system in the Philippines that provides a practical option to

the existing formal instruction. When one does not have or cannot access formal
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education in schools, ALS is an alternate or substitute. ALS includes both the
non-formal and informal sources of knowledge and skills.

WHY IS THERE A NEED FOR ALTERNATIVE LEARNING SYSTEM IN THE

PHILIPPINES?

Many Filipinos do not have a chance to attend and finish formal basic education
(Grades 1-6 and Year 1-4) due to many reasons. Some drop out from schools
while some do not have schools in their communities. Since every Filipino has a
right to free basic education, the Government establishes ALS to provide all
Filipinos the chance to have access to and complete basic education in a mode
that fits their distinct situations and needs.

WHAT IS THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES?

The 1987 Philippine Constitution provides for the recognition and promotion of
other forms of education other than formal education. Article XIV, Section 2,
Paragraph (1) declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs of
the people and society; and paragraph (4) concisely encourages non-formal,
informal and indigenous learning systems as well as self-learning, independent
and out-of-school study programs particularly those that respond to community
needs.

The Governance Act for Basic Education otherwise known as the Republic Act
9155 stipulates the establishment of the Alternative Learning System (ALS) to
provide out-of-school children, youth and adults population with basic education.

HOW DOES ALS WORK?

There are two major programs on ALS that are being implemented by the
Department of Education, through the Bureau of Alternative Learning System
(BALS). One is the Basic Literacy Program and the other is the Continuing
Education Program – Accreditation and Equivalency (A&E). Both programs are
modular and flexible. This means that learning can take place anytime and any
place, depending on the convenience and availability of the learners.

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WHAT IS THE DIFFERENCE BETWEEN THE FORMAL EDUCATION SYSTEM AND
THE ALTERNATIVE LEARNING SYSTEM (ALS) NON-FORMAL EDUCATION?

Formal Education system is classroom-based, managed by trained formal school

teachers.

ALS Non-formal Education happens outside the classroom, community-based,

usually conducted at community learning centers, barangay multi-purpose hall,
libraries or at home, managed by ALS learning facilitators, such as mobile
teachers, district ALS Coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.

http://www.deped.gov.ph/k-to-12/inclusive-education/alternative-learning-system/

 There is a range of challenges in striving to implement the ALS,

which responds to out-of-school youth and adults who have various
motivations for learning and face diverse geographical and
socioeconomic conditions. Recent statistics indicate that about 3.7
million youth aged 16-24 and 3.1 million young adults aged 25-30 did
not complete junior high school and are out of school, which is about
23% of those aged 15 to 301.
 Ideally, all Filipinos get their basic education from teachers in a classroom setting.
Unfortunately, not everyone is able to get this experience. This is why the
government implemented the Alternative Learning System (ALS). This system is
open to mostly primary and secondary school drop-outs, out-of-school youths,
non-readers, working individuals and even senior citizens who are interested in
either brushing up or developing new skills. Classes are conducted in community
learning centers, multipurpose halls, and at home by ALS facilitators.
 Why does the Philippines have the
Alternative Learning System?
 Basically, the Department of Education recognized the need to give more
opportunities to those who have no means to attend formal education. In fact,
there are a lot of Filipinos that failed to complete basic education because of
financial constraints, personal challenges, or other reasons. So this is a way that
our government fulfills its promise of providing access to educational
opportunities regardless of their economic or personal status.
https://blog.edukasyon.ph/college-life/so-what-exactly-is-the-alternative-learning-system/

Alternative Learning System

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ALS is a practical option to the existing formal instruction so students can

complete basic education in a mode that fits their distinct situation and needs.
Under this flexible program, learning can take place anytime at any place,
depending on the convenience and availability of the learners.
Those who have finished the ALS program are classified as secondary level
graduates and may proceed to Senior High School.
The Alternative Learning System (ALS) is for working and disadvantaged adults
who wish to complete primary and secondary education. We have a committed and
trained Instructional Managers to handle the classes.
http://www.mc.edu.ph/mae/als

pecial education (also known as special needs education, aided education, exceptional
education or Special Ed) is the practice of educating students in a way that addresses
their individual differences and needs. Ideally, this process involves the individually planned
and systematically monitored arrangement of teaching procedures, adapted equipment and
materials, and accessible settings. These interventions are designed to help individuals with
special needs achieve a higher level of personal self-sufficiency and success in school and
in their community which may not be available if the student were only given access to a
typical classroom education.
Common special needs include learning disabilities (such as dyslexia), communication
disorders, emotional and behavioral disorders(such as ADHD), physical disabilities (such
as osteogenesis imperfecta, cerebral palsy, muscular dystrophy, spina bifida,
and Friedreich's ataxia), and developmental disabilities (such as autism spectrum
disorders and intellectual disability).[1] Students with these kinds of special needs are likely to
benefit from additional educational services such as different approaches to teaching, the
use of technology, a specifically adapted teaching area, or a resource room.
Intellectual giftedness is a difference in learning and can also benefit from specialised
teaching techniques or different educational programs, but the term "special education" is
generally used to specifically indicate instruction of students with disabilities. Gifted
education is handled separately.

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Whereas special education is designed specifically for students with special needs, remedial
education can be designed for any students, with or without special needs; the defining trait
is simply that they have reached a point of unpreparedness, regardless of why. For example,
even people of high intelligence can be under-prepared if their education was disrupted, for
example, by internal displacement during civil disorder or a war.
In most developed countries, educators modify teaching methods and environments so that
the maximum number of students are served in general education environments. Therefore,
special education in developed countries is often regarded as a service rather than a
place.[2][3][4][5][6] Integration can reduce social stigmas and improve academic achievement for
many students.[7]
The opposite of special education is general education. General education is the
standard curriculum presented without special teaching methods or supports. Students
receiving special education services can enroll in a General education setting to learn along
with students without disabilities.

Special schools[edit]
A special school is a school catering for students who have special educational needs due
to learning difficulties, physical disabilities or behavioural problems. Special schools may be
specifically designed, staffed and resourced to provide appropriate special education for
children with additional needs. Students attending special schools generally do not attend
any classes in mainstream schools.
Special schools provide individualised education, addressing specific needs. Student to
teacher ratios are kept low, often 6:1 or lower depending upon the needs of the children.
Special schools will also have other facilities for children with special needs, such as soft
play areas, sensory rooms, or swimming pools, which are necessary for treating students
with certain conditions.
In recent times, places available in special schools are declining as more children with
special needs are educated in mainstream schools. However, there will always be some
children, whose learning needs cannot be appropriately met in a regular classroom setting
and will require specialised education and resources to provide the level of support they
require. An example of a disability that may require a student to attend a special school is
intellectual disability. However, this practice is often frowned upon by school districts in the
US in the light of Least Restrictive Environment as mandated in the Individuals with
Disabilities Education Act.[21]
An alternative is a special unit or special classroom, also called a self-contained
classroom, which is a separate room or rooms dedicated solely to the education of students
with special needs within a larger school that also provides general education. These
classrooms are typically staffed by specially trained teachers, who provide specific,
individualised instruction to individuals and small groups of students with special needs. Self-
contained classrooms, because they are located in a general education school, may have
students who remain in the self-contained classroom full-time, or students who
are included in certain general education classes. In the United States a part-time alternative
that is appropriate for some students is sometimes called a resource room.
History of special schools

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Proposed Site Development Plan of Batangas City South Elem. Chapter II:
De Chavez M.A., De Villa E.M.B., Reyes R.D.A. Technical Study

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Proposed Site Development Plan of Batangas City South Elem. Chapter II:
De Chavez M.A., De Villa E.M.B., Reyes R.D.A. Technical Study

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Proposed Site Development Plan of Batangas City South Elem. Chapter II:
De Chavez M.A., De Villa E.M.B., Reyes R.D.A. Technical Study

 GOALS AND OBJECTIVES OF SPECIAL EDUCATION

To prepare our students with disabilities to , it is incumbent upon the Valley Central School
District to aim to achieve the following goals and objectives which reflect the mandates of the
revised Regulations of the Commissioner of Education of the State of New York.

GOALS

o To provide a free appropriate educational program and as necessary, related services for
each child with a disability requiring special education, from age three through twenty-
one years.

o To provide activities that foster social development and, to the maximum extent possible,
assimilation into regular school and community activities.

OBJECTIVES

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Proposed Site Development Plan of Batangas City South Elem. Chapter II:
De Chavez M.A., De Villa E.M.B., Reyes R.D.A. Technical Study
o To provide to each resident preschool child, identified as having a disability, the
opportunity to participate in an approved preschool program within a reasonable distance
from the child's home, or to receive the appropriate related services.

o To provide a coordinated and comprehensive instructional program from kindergarten

through high school.

o To provide appropriate related services to students with disabilities as needed.

o To encourage parental involvement and understanding of special education programs.

o To provide appropriate vocational services to students with disabilities.

o To provide Transition Services and develop a post secondary school plan for each
student with a disability.

Last Modified on December 3, 2016

https://www.vcsd.k12.ny.us/Page/271

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