MOTIVATION
Analyze the two pictures. What is the difference?
A B
Sarah is a 10-year-old girl with cerebral palsy who is determined to go to school and
learn like other children her age. However, Sarah struggles with mobility issues and
relies on a wheelchair for getting around. She is often worried about how her
classmates will treat her and if she will be able to keep up with the academic work.
Sarah's parents are supportive of her desire to go to school, but they are also
concerned about her safety and well-being. They worry about how she will navigate
the school environment and if she will be able to access all of the resources she
needs to succeed.
Sarah's parents want the best for her and believe that education is important, but they
are also hesitant to send her to school due to their fears about her disability and how
it may impact her experience. They are torn between wanting to protect her and
wanting her to have the same opportunities as other children her age.
UNIT 1 – DEFINITION, GOALS, AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION
INDIVIDUALS WITH
DISABILITIES EDUCATION ACT
(IDEA)
LESSON OBJECTIVES
K S A
Describe the purpose of Apply knowledge of IDEA Appreciate the importance
IDEA in promoting to analyze real-life of IDEA in providing
inclusive education. scenarios involving students education for individuals
with disabilities and with disabilities and
recommend appropriate advancing inclusive
interventions. education practices.
WHAT IS IDEA - US?
Individuals with Disabilities Education Act
(IDEA 2004)
- is a federal law in United States that makes available a free
appropriate public education to eligible children with disabilities
throughout the nation and ensures special education and related
services to those children.
https://stock.adobe.com/ph/search?k=disabilities+clipart
1. Free Appropriate Public Education
2. 2. Appropriate Evaluation
SIX (6) 3. Individualized Education Plan
Appropriate Evaluation .
PRINCIPLES OF
IDEA 4. Least Restrictive Environment
5. Parent Participation
6. Procedural Safeguards
IDEA emphasizes special
1. Free Appropriate Public Education education and related services,
which should be designed to meet
a child’s “unique needs and
prepare them for further education,
employment, and independent
living.”
2. Appropriate Evaluation
Implemented by a team of knowledgeable
and trained evaluators, must utilize sound
evaluation materials and procedures, and
must be administered on a non-
discriminatory basis.
Appropriate evaluation must determine and
make recommendations regarding a child’s
eligibility for special education services in a
timely manner.
3. Individualized Education Plan
The Individualized Education Plan (IEP) is a written
document, developed by an IEP team, which draws
upon existing evaluation information in order to meet
a student’s unique educational needs.
4. Least Restrictive Environment
An Individualized
Education Plan (IEP)
team must explore a
number of
alternatives for
enabling a student to
participate in the
general education
classroom.
5. Parent Participation
State educational agencies and local
school boards must ensure that the
parents of a child with a disability
are members of any group that
makes decisions regarding the
placement and LRE of that child.
6. Procedural Safeguards
IDEA establishes procedural safeguards to help parents
and students enforce their rights under federal law.
Group yourselves into six . Based on the given six principles of IDEA, you will be given a
GGG scenario fits in and why.
scenario and you will identify which principle your
Group 1: Group 2: Group 3:
Emily, a 7th-grade student with Jason, a 5th-grade student, is Sarah, a high school student with
dyslexia, is struggling in her general consistently disruptive in class and autism spectrum disorder, has an
education English class. Despite struggles to focus on his work. His individualized plan outlining
interventions and accommodations, teacher suspects he may have accommodations such as extended
she continues to fall behind. Her attention deficit hyperactivity time on tests and preferential
parents request additional support, disorder (ADHD) but the school seating. However, as she transitions
but the school denies it, claiming delays conducting a comprehensive to a new school, her plan is not
they have provided adequate evaluation. Instead, they simply properly implemented, and
education. However, Emily's progress refer him to behavioral teachers are unaware of her
reports show little improvement, interventions without fully specific needs. Without her tailored
raising questions about whether she assessing his needs, potentially plan in place, Sarah struggles
is truly receiving appropriate overlooking underlying issues that academically and socially, feeling
support. require specific support. isolated and unsupported.
Group yourselves into six . Based on the given six principles of IDEA, you will be given a
GGG scenario fits in and why.
scenario and you will identify which principle your
Group 4: Group 5: Group 6:
Michael, a 9th-grade student with a Lily's parents have concerns about David, a 6th-grade student, has
hearing impairment, is placed in a her progress in school and request a been repeatedly suspended from
separate classroom for students with meeting with her teachers and the school for behavioral issues without
disabilities for the majority of his school administration to discuss proper documentation or due
school day. Despite his ability to potential interventions. However, process. His parents are unaware of
succeed academically with the school schedules the meeting their rights under the education
appropriate accommodations, the during working hours and refuses to laws and are not provided with
school insists on segregating him accommodate the parents' written notice of the suspensions
from his peers in mainstream classes, availability, effectively excluding or an opportunity to appeal.
limiting his opportunities for social them from the decision-making David's education is disrupted, and
interaction and inclusion. process and violating their right to his family feels powerless to
participate in their child's advocate for him within the school
education. system.
ACTIVITY 2 INCLUSION
INTERVENTION
CHALLENGE!
Instruction:
1. I'll divide you into groups of four (4). RUBRICS:
2. Each group will receive a scenario involving a student with a
disability.
3. Your task is to brainstorm and recommend appropriate
interventions to support the student in the scenario. Consider
their unique needs, strengths, and challenges.
4. After discussing and finalizing your recommendations, each
group will nominate a spokesperson to present your
interventions to the class.
5. As you listen to the presentations, pay attention to the
strategies and reasoning behind each group's recommendations.
You will be given 10 minutes to do the task.
ASSESSMENT
A. Multiple choice
Read the question carefully and choose the letter of the correct
answer.
1. What Disability Education Act
B) Individuals does IDEA stand for? 5. Which of the following is an example of a procedural safeguard provided
A) Individualized with Disabilities Education Act by IDEA?
C) Inclusive Developmental Education Act A) Annual standardized testing for all students
D) Integrated Disability Equality Act B) Right to confidentiality of student records
2. Which of the following is a key principle of IDEA? C) Exclusion of students with disabilities from extracurricular activities
A) Special Education Access D) Mandatory medication for students with behavioral disorders
B) Least Desirable Environment
C) Appropriate Evaluation
D) Parental Control and Supervision
3. What is the purpose of an Individualized Education Program (IEP)
under IDEA?
A) To provide specialized education for all students
B) To ensure equal access to education for students with disabilities
C) To assess students' academic performance
D) To promote parental involvement in school activities
4. What does FAPE stand for in the context of IDEA?
A) Free Access to Public Education
B) Fair and Appropriate Public Education
C) Funded Access to Private Education
D) Functional Assessment of Public Education
ASSESSMENT
B. ESSAY
1. How do you see yourself using the principles of IDEA in your future roles as
teachers, advocates, or members of the community?
RUBRICS:
REFERENCES
• About IDEA - Individuals with Disabilities Education Act. (2024, February 16). Individuals With Disabilities Education Act.
• IDEA Part C: Early Learning and Early Childhood - Individuals with Disabilities Education Act. (2023, December 13). Individuals With Disabilities
Education Act.
• Statute and Regulations - Individuals with Disabilities Education Act. (2024, January 26). Individuals With Disabilities Education Act.
• Lawrence, Z. (2023, May 9). FAPE Checklist: 6 Guidelines for a Compliant Learning Environment. SpedTrack.
• IDEA Part C: Early Learning and Early Childhood - Individuals with Disabilities Education Act. (2023, December 13). Individuals With Disabilities
Education Act. https://sites.ed.gov/idea/early-learning-early-childhood
• McGann, C. (2021, October 12). Five Ways to Increase Parent Participation at Your School or Daycare. Procare Solutions.
https://www.procaresoftware.com/blog/five-ways-to-increase-parent-participation-at-your-school-or-daycare/
Thank You For
Listening!
Prepared by: Jerlissa Naoja
Prepared by: Jerlissa Naoja Labrador
Labrador
Course
Course Facilitator:
Facilitator: Mrs.Maneleine
Mrs. Anna Anna Maneleine B.
B. Caluscusin
Caluscusin
