CHAPTER

1 Special Education

What do I need to learn?

At the end of this lesson, you are expected to:

 identify various disabilities;
 discuss the importance of special education; and
 generate sound judgment on the curriculum applicable for the child’s disability.

What do I need to know?

INTRODUCTION

A God-fearing individual envisions every child with special

needs to possess adequate knowledge of the basics of education,
helping him/her to realize his/her dream through the utilization of
his/her potentials and expressions without the fear of being ridiculed
by others. RA 7277 (Magna Carta for Disabled Persons) described
persons with disabilities are part of Philippine society and so the
State shall give full support to the improvement of the total well-
being of disabled persons and their integration into the mainstream
of society. Educating students with physical, mental, and behavioral
problems in everyone’s concern. Moreover, teachers must be able to
redirect his/her teaching techniques for children like them.

What is Special Education?

Special Education, in short SpEd, is an individually planned and systematically implemented and
carefully evaluated instruction to help exceptional children achieve the greatest possible personal self-
sufficiency and success in present and future environments (Inciong, et al. 2007). Every child in the SpEd
classroom is provided with individualized programs that will focus on enhancing the child’s sphere of
development. Teachers must employ effective strategies that will lead the Children with Special Needs
(CSNs) to embark into a quality of life making them independent, integrated, and contributing members
of society.
It would be helpful to give you a glimpse of terms used in special education as defined in Section
4 of Republic Act 7277:
a. Disabled Persons – are those suffering from restriction or different disabilities, as a result of a
mental, physical or sensory impairment, to perform an activity in the manner or within the
range considered normal for a human being.
b. Individualized Education Program – commonly called an IEP, is a legal document collaboratively
prepared by the special education team of professionals (including child’s parents) describing
the child’s academic assessment, progress, and instructional plans and procedures and
necessary interventions.
c. Mainstreaming – or Least Restrictive Environment to the maximum extent for the child to
participate with non-disabled peers in conjunction with the general education curriculum.
d. Reasonable Accommodation – includes (1) improvement of existing facilitates used by
employees to render these readily accessible to and usable by disabled persons, acquisition or
modification of equipment or devices, appropriate adjustment or modifications or examinations,
and other similar accommodations for disabled persons.
e. Rehabilitation – is an integrated approach to physical, social, cultural, spiritual, educational,
and vocational measures that create conditions for the individual to attain the highest possible
level of functional ability.
 f. Sheltered Employment – the provision of productive work for disabled persons through
workshops providing special facilities, income-producing projects or homework schemes to
allow them to earn a living, thus enabling them to acquire a working capacity required in the
industry.
g. Social Barriers – refer to the characteristics of institutions, whether legal, economic, cultural,
recreational or other, human group, community or society which limit the fullest possible
participation of disabled persons in the life of the group.
h. Zero Defect – specifying that all children, regardless of ability, are guaranteed a free and
appropriate public education (PL94-142)

What are the types of disabilities?

Not one is authorized to label and segregate children with an

identified disability if the child is not submitted for a legitimate assessment.
The evaluation will serve as a functional and meaningful tool that will
emphasize the child’s disability. Assessment in special education is based on
the same principles of assessment in the general education classroom.
Behavior is observed, progress is evaluated, and a program is planned. The
special educator has a professional responsibility to be accountable for each
assessment decision (Overton, 1992). Thus, testing and follow-up are
necessary for each special education teacher to perform.
The following are the common types of disabilities that may be identified after a thorough
assessment of the child:
1. Autism is a neurological disorder that affects communication and the processing of sensory
information. Autism or Pervasive Developmental Disorder (PDD) affects a child’s ability to
communicate, understand language, play, and relate to others. Others believe that the
developmental disability of children with autism is lifelong. Their behavior and interests, as well
as communication and social interaction skills, are repetitive and restrictive. This repetitive
communication disorder manifested by autistic children is called echolalia. They have unusual
physical mannerisms like rocking or hand flapping. Their general movements may be clumsy or
poorly coordinated. Whenever his/her routine has a slight change, the child starts manifesting
tantrums. Since autism is a pervasive disorder, a multi-disciplinary team of professionals is
authorized to identify the child’s educational needs. More information can be read especially on
the different diagnostic terms that fall within the broad meaning of PDD such as Autistic
Disorder, Asperger’s Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, and Pervasive
Development Disorder Not Otherwise Specified (PDD-NOS).

2. ADD/ADHD means Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder is a

biological, brain-based condition that is characterized by poor attention and distractibility
and/or hyperactive and impulsive behaviors. Things of less importance or interest for them can
ignite an exhibition of inattentive disorders. They experience restlessness, press their fingers as
an outlet for energy, daydream a lot, talk a lot, exhibit many motor movements, and make
noises (annoying to others but not for them). These are some manifestations of children with
ADD/ADHD.

All learners are equipped with the cognitive and appetitive faculties; however, the degree to
which they are utilized and expressed differs based on learner’s abilities, aptitudes, attitudes
and home background (Corpuz & Salandanan, 2007). Likewise, children with SDD/ADHS, if left
untreated, will lead to poor school/work performance, thereby resulting to poor social
relationships and low self-esteem.

3. Learning Disabilities refers to a disorder in one or more of the basic psychological process
involved in understanding or using spoken or written language, which can result in difficulties in
reading, writing, listening, speaking, thinking, spelling, or mathematics. This does not apply to
children with learning problems that are primarily the result of visual, hearing or physical
disabilities, mental retardation, emotional disturbance, or environmental, cultural, or economic
disadvantages. These students are characterized by their struggle with school learning that will
 eventually lead to differences in their social interaction with peers. The essential dimensions of
learning disabilities are:
a. Dyslexia – an impairment in the ability to read or comprehend written language which is
considered to be a significant learning disability on reading problems and/or oral
language. Dyslexia children undergo a dilemma on comprehension, identification of
words, spelling, sentence, and paragraph construction.
b. Dysgraphia – is a disorder related to written language. People who become disoriented
with directions or distinctions between north from south, east from west, left form right
are included in this classification. Those who labor on handwriting, suffer clumsiness or
encounter difficulty in walking, skipping and balancing cover spatial skills are classified
within this disability.
c. Dyscalcula or Dyscalculia – is the difficulty of the individual in mathematical problems.
Mental calculation, probability, mastery of fraction or decimals, geometry, problem-
solving are extraordinary challenges for them. Telling time in a regular clock, making a
change with money, reverse of numbers, and even lining up the problems in correct
rows and columns can be difficult for dyscalculic children.
d. Non-verbal – it is a disorder manifested by children who have motor, visual and spatial
difficulties. Organizing time and tasks (commonly referred to as executive function),
sensitivity to senses and social skills are also included in this classification. However,
they are fluent and capable with language.

4. Mental Retardation – is a condition that affects an individual’s general ability to learn school
materials, to adapt to the social demands/ characteristics of a given age level, and to maintain
appropriate interpersonal relationships with other people. In the book of Davis (1986), the
severity of children/adults who are mentally challenged are classified as:

Classification IQ Range Capabilities according to supervision

Mild 50-555 to 70 Can learn basic academic and have enough social
adaptive ability to become semi-independent or
independent living
Moderate 35-40 to 50-55 Can learn self-help, communicate, social and simple
occupational skills but limited to academic and vocational
skills
Severe 20-25 to 35-40 Can learn self-help, communicate and simple work tasks
under supervision
Unspecified There is no strong presumption and the person is considered to be
untestable by standard intelligence test

5. Physical Impairments - are conditions that affect movement – an individual’s gross-motor

control or mobility (e.g., walking, standing) and fine-motor control (e.g., writing, holding, or
manipulating small objects using the hands, oral-motor skills.) These disabilities have a
significant effect on students’ lives and educational needs (Friend, 2008). Types of physical
impairments are:

Impairment Description
Cerebral Literally means “paralysis of the brain” involving muscle control, posture and
Palsy movement that is not progressive or does not get worse over time.
Hearing A permanent or temporary disability in listening that will affect learning skills
or academic achievement. The inability to absorb verbal instruction indicates a
commonly called deafness impairment.
Visual Blindness is referred as having low or no vision. Similar with deafness, this
impairment will adversely affect the child’s educational performance.
Aphasia or Expressive speech disorder or any language impairment, receptive or
Apraxia expressive, caused by brain damage. The child is unable to use the lips, tongue,
and other speech structures that can produce sounds for language.

6. Another classification of children that needs special education is the Gifted and Talented. These
children exhibit excellence in the areas of intellect, creative arts, leadership and are some
 specific academic areas whose parents or teachers are astonished by their reasoning power or
geniuses. We may have heard of stories about gifted and talented children who are often teased
by their peers because they cannot relate well to others. They are very sensitive and expect
perfections on things and understands assigned to them. Failures are heartbreaking for them,
most likely lead to frustration.
7. Other types of disabilities that need further readings by non-special education students are
Tourette syndrome, Down syndrome, Asperger’s syndrome, traumatic brain injury, and
emotional behavior disturbances.

What’s in a Plan? Making special children learn

Every teacher comes to school with a plan for the benefit of the whole class. A plan gives the
teacher a direction and focuses on the entire duration of the lesson. Special education teacher’s plan is
not for the entire class but rather for an individual child. This is called the Individual Education Plan, or
IEP. It is a legal document made through special education assessment, eligibility, and instructional
planning procedures (Friend, 2008). Based on the child’s disability, a pool of professionals administers
the procedures with the consent and knowledge of parents and/or guardians. IEPs are effectively
deployed – support curriculum and assessment and organizational flexibility are observed to ensure that
provision and assessment take place and relate to activities that are additional to or different from the
usual (Farrell, 2004). IEP is a planning tool where knowledge and skills are systematically taught.
Differentiated steps and teaching requirements are needed to help the pupil reach the IEP learning
target.

©Rhonda Sorger (2012)

The Special Education Curriculum

Bauzon (2001) emphasized the necessity of the curriculum. It is viewed as the very heart of all
educational systems. The issues, problems, and prospects of educational institutions are intimately
intertwined with the issues, problems, and prospects of the curriculum. There are different approaches
to curriculum design and let us underscore two approaches relevant to the teaching of special
education. These are:
1) Integrative or Activity – Centered Curriculum Approach. The scope and sequence of this
approach are found in the child himself. The learner’s needs and interests supply the basis for
planning the activity or experience – centered curriculum.
 2) Child-centered Curriculum Approach. It is designed for the child as the center of the educational
process. Children become the focus of educational efforts. Experience becomes the medium of
learning.

For purposes of discussion in special education, Stowe (2006) presented the curricula for
children with special needs. They are given below:
Disability Suggested Curriculum
Learning Disabilities Weekly spelling tests with schedules posted on the bulletin board. Students
with dyslexia have a much easier time focusing on a topic that is interesting to
them. Take an active role in helping your students gain skills in the area of
reading, writing, and calculating. Teach your student to function
independently with homework and class assignments; keep a sharp into
higher grades. For dyscalculic children, keep a sharp eye for opportunities and
skills that are appropriate with mathematical understanding and interest. Use
graphs, blocks of different sizes, and clearly outline boxes with numbers.
Provide copies of any computation or word problems that were undertaken in
the class. Children with dysgraphia must be taught with cursive writing. When
letters are connected, it eliminates the issue of spacing in words and makes it
easier to stay on the baseline. Use paper with wide lines to determine the
student’s skill level. Plastic pencil grips may relieve the physical tension of
gripping the pencil. Correct children’s way of gripping the pencils. Provide
guides in cursive designs at your student’s desk or in his/her notebook.
ADD/ADHD The curriculum includes a balance of teacher-directed and self-directed
activities. Provide a chart that specifies what s/he needs to do and estimate
the time to reach her goal finally. Teach the child to be on time. Create a class
poster on how a student looks when paying attention. Provide activities (idea
for his/her intelligence) to maintain focus.
Autism In as much as students with autism tend to be visual learners, visual cues
greatly help them understand language, concepts, directions, and schedules
which are strategically posted settings. Identify the interest of each child with
autism and utilize these as your instructional materials.
Tourette Syndrome Many students with this disability have difficulties with fine motor and visual
functioning. For this reason, some homework and classroom assignments
need to be shorter, since handwriting can be laborious. Work closely with an
occupational therapist who can make-helpful suggestions on his/her
classroom work.
Mental Retardation Learn about your student’s developmental level and types of intelligence so
you can plan how to include her in learning activities. Structure lessons
carefully thinking about the steps involved, present skills and concepts. Take
time to introduce new information. Then practice, practice, practice, and
review. Depth of learning rather than breadth is important for the child to
remain confident in what he/she can learn. Use many cues (such as visual,
tactile, and kinesthetic) in presenting the information. Create situations where
your student is an active learner rather than a passive one.
Gifted and Talented Gifted students can have different assignments, but they should be in the
same area of study as what the class is working on. Even if your student has
already mastered, s/he still has academic needs. When you are beginning an
area of instruction, quickly assess whether your student already has the
concepts and skills. If he has, have an alternative plan for instruction.
Otherwise, he will feel that school is boring. Put forth effort on creativity.
Provide drill work for your student to willingly accept the task. Let your
student come up with great ideas you feel can profit him/her most.
Physical Impairments If you are teaching children with hearing impairment, use visual cues to
reinforce concepts and facts. Films shown must be provided with captions or
written scripts. Provide written directions on the board at her desk. Picture
cues are equally important. A weekly buddy system assignment may be
beneficial for your student. On the other hand, for visually impaired children,
use a lot of verbal cues in your instruction. Teach your student to give you a
 signal if he is confused. The sizes of your print materials are helpful for them.

What do I need to remember?

I need to remember the following:

Embracing special education in the mainstream of regular education is the call of the times. A
Special education teacher knows how to design and innovate to suit to the needs of special children.
Scaffold and other interesting strategies should be used by Special Education teachers to maximize
students’ experiences, thereby increasing success.
Teachers touch lives, but special education teachers “reach and touch” lives of children under
their care. (/ruleteacher.blogspot.com)

What Insights and Learning have I gained in this topic?

Fill in the blank and the chart with your insights and learning.

Dear Children with Disabilities,

I may or may not be a BEED/BSED student specializing in Special Education, but I am very much
concerned with the education, training and future of children like you who have disabilities. As I fill in the
empty cells of this matrix presentation, it will remind me of my commitment to:
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Disability How do I describe them? As a non-SpEd teacher, Who should be my support

what can I do to promote staff?
the love and compassion
for special children?
Dyslexic

Cerebral
Palsy
 Blind/Peopl
e with Low
Vision

ADHD

What do I need to do?

Elaborative Learning:

Activity 1

A. Using the internet and your gadget, look for a documentary video of a Filipino teacher who is
handling a SPED class in the Philippines or abroad and answer these questions:
1. What is the disability of the child s/he is teaching?
2. What makes the Child with Special Needs (CSN) special?
3. What educational challenges did the teacher experienced in teaching these CSN?

Activity 2

Choose only four disabilities and show them in a web. Connect the disability associated with
another disability.

1.
________

4. Types of 2.
________ Disabilities ________

3.
________
Activity 3

Below is a letter sent by Ms. Dela Cruz to Mrs. Dalisay, the mother of Baby Boy Rhino. Fill in the
blanks with appropriate terminologies used in special education. Choose from the list below.

Mainstreaming Special Education Record Writing

Needs Psychologist Inattentive
Special Education Emotional Disorder

Dear Mrs. Dalisay,

It is my pleasure that your child Baby Boy Rhino is with us in our special education school. We
are glad to inform you that we have accepted your child on the premise that his (1)
____________________ from the previous school is transferred to our school. This document is very vital
so we can provide appropriate assistance in his learning development. Based on our assessment, we
have temporarily grouped Rhino among children with (2) ____________________ as he manifests slight
social disorder. We have also provided support services to cater to your child’s (3)
____________________. Rhino will have association with children who have problems in Mathematics,
Spelling, Reading, and (4) ____________________.
We have also observed that your child needs to focus his attention on something. He is (5)
____________________ in class. Thus, we will initiate interesting activities to get his attention. Please
allow us to refer your child to a (6) ____________________for further analysis of his behavior. Should
Rhino show signs of improvement we can recommend him for (7) ____________________ so he will be
given a chance to interact with regular students.

Sincerely yours,

Ms. Janet dela Cruz

SPED Teacher

Where can I get additional information about this?

Bauzon, P.T. (2001).Foundations of Curriculum Development and Management. National Bookstore,

Manila.
Corpuz, B.B., Salandanan, G.G. (2007). Principles of Teaching 1. Lorimar Publishing Inc., Quezon City.
Davis, W.E. (1986). Special Education, (Terms. Laws. Assessment Procedures Organization). 2nd Edition,
Allyn & Bacon Inc., Boston.
Dizon, E.I., Sacris C.N., Camara, E.F. (2006). Individualization of education contents and strategies
(Trends and Applications in Varied Placement Programs for Children with Special Needs). Special
Education Area, College of Education, University of the Philippines, Manila.
Farrell, M. (2004). Special education needs (A resource for practitioners). Sage Publication, 146.
Friend, M. (2008). Special Education (Contemporary Perspective for School Professionals). Second
Edition, A and B Pearson, New York, 28, 306-320, 340-365, 425-429.
Glynis, H. (2006). Identifying children with special needs (Checklists and Action Plans for Teachers).
Corwin Press Sage Publications Company, California, USA.
Inciong, T.G., Quijano, Y.S., and Capulong, Y.T. (2007). Introduction to special education, (A Textbook for
College Students). Rex Bookstore, 38, 37-51.
Lamar, M.C. (1982). Educational administration and special education (A handbook for School
Administrators). Allyn and Bacon, Inc., Boston.
Magna Carta for Disabled persons, Republic Act 7477
REACH Center (2007). Autism: More than meets the eye. Cebu City.
Stowe, C.M. (2006). Understanding special education. A helpful handbook for classroom teachers.
Scholastic Teaching Resources.