• 1. Where was the 1994 Conference on Special Needs Education held?

• 2. When did Deped adopt the Policy of inclusive education?

• 3. It is described as the process by which a school accepts children with special needs for
enrolment in regular classes.
• 4-6. Give 3 Salient Features of Inclusive Education
• 7-9. Give 3 hallmarks of inclusive education
• 10-12. Give 3 medical and clinical specialists where a school can get referral.
• 13. These are specialized instructional and learning materials and equipment hat enable
children with special needs?
• 14-15. give 2 examples of those materials.
• 16. Individually planned, systematically implemented and carefully evaluated instruction
to help exceptional children
• 17-20. Give 4 Categories of exceptionalities among children and youth.
INCLUSIVE EDUCATION for Children with
Special Needs
• Inclusion describes the process by which a school accepts children
with special needs for enrolment in regular classes where they can
learn side by side with their peers
Salient Features of inclusive education
• Inclusion means implementing and maintaining warm accepting classroom
communities that embrace and respect diversity.
• Inclusion implements multilevel curriculum. This means that special needs
students follow an adapted curriculum and use special devices and
materials to learn at a suitable pace.
• Inclusion prepares regular teachers and sped teachers to teach
interactively.
• Inclusion provides continuous support for teachers to break down barriers
of professional isolation.
• Hallmarks of inclusive education are CO-TEACHING, TEAM TEACHING,
COLLABORATION and CONSULATION.
SUPPORT SERVICES FOR CHILDREN WITH
SPECIAL NEEDS
1. MEDICAL AND CLINICAL SPECIALIST
- Clinical Psychologist
- Medical Doctor and Dentist
- Opthalmologist (Blindness)
- Otologist or Otolaryngologist (hearing loss, deaf, speech disorders)
- Neurologist (mental retardation)
- Physical and Occupational Therapist (Physical Disabbilities)
- Interpreter for the deaf
- Orientation and Mobility intsructor (travel technique to blind children
2. Assistive device –specialized instructional and learning materials and
equipment
What is Special Education
• Individually planned, systematically implemented and carefully
evaluated instruction to help exceptional children achieve the
greatest possible personal self-sufficiency and success.
Four Points of View about SPED
1. SPED is a legislatively governed enterprise.
2. SPED is a part of the country’s educational system.
3. SPED is teaching children with special needs in the least restrictive
environment. (Who, WHAT, HOW, WHERE)
4. SPED is purposeful intervention.
Categories of Exceptionalities Among Children
and Youth with Special Needs
1. Mental Retardation- refers to substantial limitations in present
functioning. It is characterized by significantly sub-average
intellectual functioning in 2 or more adaptive skill areas:
communication, self-care, social skills, community use, self –
direction, functional academics, leisure and work. It manifests
before age 18.
2. Giftedness and Talent- refers to high performance in intellectual
creative or artistic areas, unusual leadership capacity, excellence in
specific academic field.
3. Specific learning disability means a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or
written, which may manifest in an imperfect ability to listen, think, speak, read,
write, spell or do math calculations. It includes brain injury, dyslexia and
developmental aphasia.

4. Emotional and behavioral Disorders

- An inability to learn which cannot be explained by intellectual, sensory and health factors
- Inability to build or maintain satisfactory interpersonal relationship with peers and teachers
- Inappropriate types of behavior or feelings under normal circumstances
- Pervasive mood of unhappiness or depression
- Tendency to develop fears.
- Schizoprenic and autistics
5. Speech and language disorders or communication disorders
6. Hearing Impairment (mild to profound)
7. Visual Impairment
8. Physical Impairment
Dyslexia
• She might see some letters as backwards or upside down;
• She might see text appearing to jump around on a page;
• She might not be able to tell the difference between letters that look
similar in shape such as o and e and c ;
• She might not be able to tell the difference between letters that have
similar shape but different orientation, such as b and p and d and q ;
• The letters might look all jumbled up and out of order;
• The letters and words might look all bunched together;
• The letters of some words might appear completely backwards, such
as the word bird looking like drib ;
• The letters and words might look o.k., but the dyslexic person might
get a severe headache or feel sick to her stomach every time she tries
to read;
• She might see the letters o.k., but not be able to sound out words —
that is, not be able to connect the letters to the sounds they make and
understand them;
• She might be able to connect the letters and sound out words, but not
recognize words she has seen before, no matter how many times she
has seen them — each time she would have to start fresh;
• She might be able to read the words o.k. but not be able to make
sense of or remember what she reads, so that she finds herself
coming back to read the same passage over and over again.