CHAPTER V

COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION

Intended Learning outcomes:

At the end of this chapter, pre-service teachers are expected to:
1. Enumerate the processes involved in Child Find through the pre-referral process;
2. Identify the assessment tools, methods, and principles in working with children with additional
needs;
3. Identify the different placement within continuum;
4. Compare accommodations and curriculum modifications; and
5. Identify ways how involve parents as part of the home-school collaboration

In the previous chapters, policies and practices on how to make schools inclusive to all learners have
been presented. Such school-wide changes in policy and culture are essential to provide the support and
resources needed by teachers and staff. In this chapter, the aim is to describe the components and processes
involved in identifying children through assessment and providing varied means of support.

I. CHILD FIND THROUGH A PRE-REFERRAL PROCESS

Referral for evaluation and special education services begins by identifying students who have
additional needs and who may be at risk for developmental disabilities. School guidance counselors, early
childhood teachers, primary school teachers, and community-based daycare workers are often the first to notice
such developmental delays in children. In other instances, the parents themselves notice the delays and seek
consultation with pediatricians and other specialists.

A. A pre-referral Process
A child noted to have significant difficulties in relation to expected competencies and developmental
milestones may be referred by parents and teachers for observations and assessment. A team of professionals,
known as a pre-referral team, is comprised of special education teachers, counselors, administrators, and
psychologists who collaborate to determine reasons for the observed challenges. They collaborate to find ways
to meet the needs of children with development delays.
 Taylor (2009) provided an assessment model that begins with a pre-referral process. Children with noted
developmental delays and difficulties are identified through observations and use of norm-and criterion-
referenced tests. They are not immediately referred for special education testing but are first provided with the
necessary academic and behavioral support needed to address noted challenges. In his assessment model, Taylor
(2009) explained that the initial step to determine teaching areas where a learner will benefit from additional
support through a variety of means.

Very young students who are at-risk or suspended to have additional needs may also be identified through
community-based screening. Child development and social workers use developmental screening tools such as
the Early Childhood Care and Development (ECCD) Checklist that covers items expected for a child’s typical
development as presented in the next chapter. Once a program of pre-referral intervention has been designed,
implementation and evaluation follow to determine how effective it is in addressing the needs of the child.

The key to identifying potential learning disabilities is to be in tune with

how your child is faring in school and to know what challenges they are
experiencing.

B. Pre-referral Strategies

Essential in a pre-referral intervention is the use of pre-referral strategies that are designed to provide
immediate instructional and/ or behavior management support to a child. Using such strategies lessens the
number of cases referred for special education and makes efficient use of time and financial resources that could
have been spent for special education assessment. This will also lessen the tendency of over-referrals to special
education and wasting time as children wait to be tested rather than receive the instructional and behavioral
support they need.

Examples of pre-referral strategies are: observation of the child’s behavior, including interactions with
parents, teachers, and peers; interview of parents and teachers to gather more information about the child; review
f school records; and analysis of the child’s academic output through error analysis, portfolio assessment, and
criterion-referenced and curriculum- based assessment (Taylor 2009). Depending on the information gathered,
corresponding changes can be made to manage the child’s needs, such as modification of the classroom
environment (e.g., seating arrangement, group change, and teacher’s proximity in class), instructional support,
and relevant classroom and behavior management.
 Recognition of potential problems
Parent or teacher observation
Initial
Identification Review of school records, classroom observation

Small group instruction

Determination Direct instruction
of teaching areas
and strategies

Additional in-class or after-school support

Implementation
Modification of classroom environment and behavior
of teaching Modification of instruction to address potential needs.
programs

Evaluation of
Determine effectiveness of programs on learning and behavior
teaching
program

If despite provision of additional support, struggles and difficulties persist, then the child referred for
assessment either within the school, if such services are available, or referred to a professional for further
assessment. What is essential at this point is that the teachers have implemented a variety of approaches and
practices to ensure that support is provided before formal assessment.

Carl’s Pre-Referral Process

Ms. Reyes, a 3rd Grade teacher, has always been baffled by one of her students, Carl. She has observed that
Carl is very creative. He loves to draw and is quite good at it. He is fluent and conversant in English and can create
such imaginative stories. She noted, however, that unlike his peers who can already read short stories for Grade 3 and
write paragraphs well, Carl is still struggling at the word level. Although he can create his own stories through oral
narration, he can’t seem to write down without having spelling errors. He gets very frustrated in such tasks that when
he needs to answer questions in a test, he just scribbles a word or two and strops trying altogether.

Ms. Reyes, together with the other subject teachers and the Guidance Counselor, discussed Carl’s behavior
and performance in terms of his strengths, needs, and strategies that have worked in the past. They have noted that
giving him a list of high-frequency words and sight words has been helpful. They suggested to pair him up with a
classmate, who is an able reader to help him during writing tasks. They had a meeting with his parents and informed
them that he will be given supplementary reading. And finally, he was recommended to join an after-school English
remedial class o address his reading and spelling difficulties.

Ms. Reyes decided to refer Carl to the school’s Guidance Team to determine reasons to account for this
difficulties. The team advised Ms. Reyes on what she needed to do in the pre-referral process. Ms. Reyes collected
II.his sample works across subject areas, reviewed his report cards from the previous grade levels, and had a sit-down
ASSESSMENT
meeting with the rest of his teachers.
 Assessment is the process of collecting information about a child’s strengths and needs. It uses a
problem-solving process that involves a systematic collection as well as interpretation of data gathered. Teachers
and administrators make instructional decisions based on the assessment results.

A. Assessment Purposes
Assessment has a variety of purpose in special and inclusive education. It begins with initial
identification that was explained in the previous section in Child Find and the pre-referral process. The results of
an assessment are used to decide on a child’s educational placement and to plan instructional programs for a
child identified to have additional needs. Progress monitoring and evaluation of teaching programs and services
is another, the purpose of which is to determine how effective programs are to assist the inclusive teacher and
the special education teacher.

There are varieties of assessment methods that regular and special education teachers can use. This
section covers the following: (1) Interviews, (2) observations, (3) checklist or rating scales, and (4) tests.

B. Methods of Assessment
Tests. School psychologists, educational diagnosticians, and other related professionals use a variety of
assessment tools to ensure that results are valid and reliable. Norm-referenced tests are standardized
assessments that compare a child’s performance with a representative sample of students of the same
chronological age. Such tests are rigorously grade equivalent scores, which makes it easier for professionals to
determine class and individual performance. While such quantitative reporting makes it easier to compare the
test performance of children in class, it has its limitations in terms of use of instructional planning. Intelligence
Tests (e.g., Wechsler Intelligence Scale for Students and Stanford-Binet Intelligence Scale) and Achievement
Test (Wide Range Achievement) are examples of norm-referenced assessment.

On the other hand, Criterion-referenced tests compare a child’s performance based on established
standards and competencies and can be used to describe student performance. Scores are typically reported as
simple numerical scores, percentage of correct responses, letter grades, or graphic score reports. Such
assessment data are more useful and relevant as these provide specific skills a child has mastered and those that
need additional instruction.

Informal Assessment. Professionals also use informal or non-standardized assessment, which are
considered more authentic and thus can be used primarily to describe performance and instruction. Such
assessments can be curriculum-based or performance-based, such as the teacher-made instruments used in
classroom and portfolio assessments. For example, the use of reading inventories where a teacher listens to a
child read while counting for accuracy and speed is an example of an informal assessment.
Authentic Assessment. The use of tests, whether formal or informal, is only one method of assessment.
There are other ways of assessing students considered at-risk for developmental delays or have additional needs.
One that is highly recommended by professionals is the use of an authentic assessment methods and tools.
Authentic assessment provides students the opportunity to apply knowledge and skills meaningful, real-world
setting (e.g., classroom, playground, etc.) rather than in an artificial and contrived setting. Assessment tasks that
are more real-life are considered more authentic.
 An example of authentic assessment is observation of young students as they interact with family
members, peers, and objects in naturally occurring activities across settings (e. g., home, school, playground,
etc.), and routines. During observations, teachers and specialists can use running records which focuses on the
occurrence of behaviors as they happen sequentially. Clay (2000 as cited in Dennis et. al., 2013) identified
essential information to be included in a running record:
 Date and time of the observation
 Names of children involved
 Location of the incident
 Verbatim recording of what the children said
 Actual events that occurred

Anecdotal records contain shorter descriptions of incidents or anecdotes that teachers and specialists can
use to analyze a student’s behavior and plan strategies for a specific child or group of children. Other examples
of authentic assessment for young children are play-based assessment and portfolio assessment.

The different assessment methods and tools used to access carl after the pre-referral process are
discussed in the following.

Carl’s Assessment
Despite the instructional support and after-school remedial class, Carl continued to display difficulties in
reading, spelling and oral reading fluency, and written expression. Because such difficulties persisted, Ms. Reyes and
the team decided to refer him to a developmental pediatrician and a school psychologist to conduct a psycho
educational evaluation to determine the underlying reasons for Carl’s Literacy difficulties.

The school psychologist used a battery of tests: intelligence and achievement tests in reading, spelling,
written expression, and math. He also interviewed Carl, his parents, and his teachers to know about his interests,
strengths, and views about himself, and gathered some of Carl’s schoolwork. The School psychologist than analyzed
the results and eventually diagnosed him with a specific learning disability or dyslexia.

Carl’s current grade level: Grade 3

IQ Average to High Average level
Reading level Beginning Grade 1
Spelling Beginning Grade 1
Written Expression Below Average
Reading Comprehension Beginning Grade 1
Listening Comprehension Grade 4
Math Average

Based on this clinical diagnosis, instructional decisions were made to determine the appropriate placement for Carl.
C. Assessment Principles
Assessment practices should be anchored on principles as provided by the Division for Early Childhood
of the Exceptional Student (DEC) (2014). Child- and Family- centered practices, a team-based approach
application of individualized and appropriate process, and use of genuine and meaningful communication that
adhere to ethical and legal practices are the recommendations provided by the DEC.

Thus, a variety of assessment methods and tools, use of authentic measures as well as involvement of the
family are necessary to make decisions for placement and instructional planning (DEC, 2014).
 III. PLACEMENT

Assessment results are used to decide a

child’s appropriate education placement
within a continuum from the least to the
most restrictive settings. During the
evaluation, student performance is
assessed and the team determines if
there would be any changes in the
educational placement within the
continuum. Teams will base this on
their observations, assessments results,
and other factors, with the goal to move
toward the least restrictive learning
environment. Sound decisions are made
to allow for fluidity in the child’s
placement based on the child’s
strengths, abilities and needs.

A general education classroom is the least restrictive environment for a child with additional needs.
Access to the same learning experiences and opportunities is provided as the “most normalized or typical
setting”. Additional support in the form of accommodations or changes in expectations through curriculum
modifications may be provided but still within the same classroom as peers within the year level.

Another option for placement is to be in a general education class but the child receives supplementary
instruction and services such as speech, physical, and occupational therapy or counseling services during the
school day. Options may be provided when such sessions are conducted, either during school or as an after-
school service.

Students who may be part of a general education class are pulled-out of their class to receive instruction
from a specialist teacher in a resource room. In such placement, it is assumed that the child will benefit more
from either a small-group or individualized instruction with a specialist teacher who will be able to more
intensively target his learning needs.

Other students need more intensive support that is not provided in the general education class. Teams
may decide to recommend placement for a child in a more restrictive setting such as a self-contained special
education class but still located in a general education school. In this learning environment, all students receive
individualized and group instruction with peers with disabilities and additional needs from a special education
teacher. Depending on the program goals, students may be given the opportunity to interact with typically
developing peers through school community-building activities.
 Moving up in the placement continuum, some students who need more intensive instruction and
supports are educated in a special education class in a special education school. Teams of professionals, along
with the special education teacher, work with students with disabilities and additional needs in a highly
specialized setting.

On the other end of the continuum is the most restrictive or isolated setting, such as a residential facility
where students live and receive their educational support twenty-four hours a day. Finally, children with multiple
disabilities, often of the severe kind, are provided with home- or hospital – based programs to manage their
medical condition and learn as much as they could. Inclusive education espouses that all students, to the
maximum extent possible, is provided access to general education classroom with the provision of support to
remove barriers to enable success.

Home
or
Hospita
l
Progra
m
Residential
Facility
Special education class in a
special education
Self-contained special education class in
a general education
General Education class in with resource center
instruction
General education class (inclusion or co-taught with a special
education teacher)

General education class with related services

General
Educational education
Placement class in
Option with
themodifications
Continuum of Services
IV. ACCOMODATIONS AND CURRICULAR MODIFICATIONS

Students with disabilities and additional needs who are studying in an

inclusive general education classroom may need accommodations in the form of
instructional support and other supplementary services. Others who need more
intensive support are provided with curricular modifications.

A. Accommodations
Based on the definition, accommodations are supports provided to students
to help gain full access to class content and instruction, without altering the
curriculum standards and competencies expected and to demonstrate accurately
what they know. When accommodations are provided in a general education
classroom for children with disabilities, barriers are removed from accessing
education. As a result, children can work around the effect of their disabilities.
Examples of accommodations are altering instruments, toys or materials, changing
the room during specific activities, providing time extensions or allowances for test
and task, and changing response in worksheets.

Accommodations may be provided both during assessment and instruction, depending on the learning
profile and needs of a child and may vary in terms of presentation, response, setting, and scheduling (Beech
2010).

1. Presentation Accommodations
Children with disabilities may need specialized presentation formats especially those with
sensory impairments so they can learn the same content alongside typically developing peers. The table
below presents examples of accommodations in presentation.

Learning Needs Examples of Accommodations

Minimize visual distraction
Visual cues (e.g., use color-coded text, highlighting)
Visual support Use of larger print materials (Font size, illustrations)
Use of sign language
Videos with closed captioning
Read aloud by a peer
Audio books
Auditory and Digital text that reads aloud or gives definition of words
Comprehension support Text-to-speech software
Advance organizer or story guide
Highlighting or color coding
Advance organizer
Explicit verbal or visual cues; physical prompts
Listening and Focusing Repeat/ clarify directions and important information
Note-taking support
Copy of directions
 2. Response Accommodations
Response accommodations allow students with disabilities and additional needs a variety of
ways to complete assignments, written test, performance task, and other activities. Providing such
instructional and assessment supports allows them to access the same learning experiences as other
students in a general education classroom. The table below summarizes example of response
accommodations for students with disabilities and additional special needs.

Response Accommodations

Learning Needs Examples of Accommodations

Different size/ diameter of pencil, marker, or crayon
Pencil or pen grip (triangular, pear-shaped)
Writing difficulty (e.g., errors in
Scribed to record dictated responses
spacing, visual-perceptual or
Finger spacer
spatial orientation, illegible
Handwriting template / guide on the student’s desk
handwriting)
Visual cues on paper
Different types and sizes of paper
Electronic dictionary with spell check
Online dictionary
Word processor with spelling and grammar check
Written expression difficulty
Writing cue cards
List if sight words
Writing templates, outlines, and graphic organizers
Calculator
Concrete models and manipulative
Visual representation
Math difficulty
3. Problem-solving guides
Graphic organizers
Special paper-graphing paper for computation
Setting Accommodations
Changes in the location or conditions of the educational setting or environment may be
necessary for students who need support in terms of behavior, attention, and organization of space and
materials. Accommodation in setting may allow a child who gets easily distracted in a setting may allow
a child who gets easily distracted to work in a quiet corner of the classroom in his own study carrel so
that he will not be sidetracked by environmental stimuli. Or a child who is unable to read fluently may
 be allowed to take a silent reading comprehension test in another room with a supervising adult just so
she could hear herself read aloud which helps her better understand the theory.

4. Scheduling Accommodation
Changing time allotment, schedule of tasks and assessments, and management of time are some
types of scheduling accommodations. Students with slower ability in processing information and
directions well as with focusing issues may need these types of accommodation. Some examples of
accommodation that can modify scheduling are: (1) extending time for assignments and assessments; (2)
providing breaks in between tasks; (3) providing a visual schedule or a checklist of individual
responsibilities; (4) providing predictable routines and procedures; and (5) providing an electronic
device with alarms and cues.

B. Modifications
Curriculum modifications are provided for students with significant or severe disabilities where content
expectations are altered, and the performance outcomes are changed in relation to what are expected of typically
developing students of the same age (DEC 2007). When instruction and assessment are modified, a student with
disability is still given the right to access the same learning opportunities as other students in the general
education class, but the tasks are more respectful and appropriate to the student’s abilities and needs.
Curricular modifications include changes in instructional level, content and performance criteria, as well
as the breadth and depth of content being learned by students. Students with disabilities or additional needs may
be given more, less, or different content and resource materials altogether. They may also be assessed using
different standards that are more appropriate to the student’s needs and abilities, such as being provided with
fewer objectives, shorter lessons, or a smaller number of vocabulary words to learn.

Educational teams responsible for instructional planning may indicate curricular modifications in the
student’s Individual Educational Plan (IEP). Such modifications are needed so that student’s also have access to
the general education curriculum.

Let us have a look at Carl’s learning profile. Does he need accommodations or curricular modifications?
The text below presents the learning support Carl receives in the context of his reading and spelling difficulties.

Carl’s Learning Supports

Centered Given the significant delays in Carl’s reading and spelling performance, the team decided to
provide him with different types of accommodation that adjusted the presentation of what is learned, how he
responds, as well as the timing when tests are given. Ms. Santos prepared his reading materials and worksheets
using a bigger font size and more space in between lines to allow him to words as he reads, and to use a ruler so
he would not lose his place while reading. In tests that require extensive writing, he is still made to write as much
as he could and after which he is asked to either give a verbal explanation to support what he has written or he
dictates his oral responses to a scribe. The teacher now considers the oral exam as respectful accommodations as
Carl is still able to access the same learning standards and opportunities despite his difficulties.

In summary: An accommodation changes how a student learns the material. A modification changes what a

student is taught or expected to learn. Here is a chart that explains the differences. 1

Classroom instruction Modifications

1
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Classroom instruction Accommodations can help kids Kids who are far behind their peers
learn the same material as their may need changes to the
peers. This allows them to meet the curriculum they’re learning. These
same expectations. are called modifications.

A student with dyslexia, for For example, a student could be

example, might listen to an audio assigned shorter or easier reading
version of a book. But it’s still the assignments, or homework that’s
same book that the rest of the class different from the rest of the class.
is reading. Likewise, a student who Kids who receive modifications
has trouble focusing might get are not expected to learn the same
seated next to the teacher, but still material as their classmates.
has to do all the regular class
assignments.

Classroom tests Accommodations for testing can Modifications in testing often

be different from those used for mean that a student covers less
teaching. material — or material that is less
complex.
For example, using spellcheck For example, a spelling test may
might help a student with writing require the class to study 20 words.
difficulties take notes during class. However, a student with
However, it wouldn’t be modifications might only have to
appropriate during a weekly study 10 of them. Or there might be
spelling test. At the same time, this two different lists of spelling
student might benefit from having words. With a
extra time to complete the spelling modification, what the student is
test or using a keyboard if the tested on is different.
physical act of writing is difficult.

Standardized testing Statewide tests allow Some students take what’s called
some accommodations like extra an alternate assessment. This state
time or taking a test on a computer. test includes modifications to the
It’s best if these are the same regular test. Questions might be
accommodations a child uses to fewer or not cover the same
take class tests. material as the standard exams.
Also, the results are interpreted
differently. Before you agree to an
alternate assessment, find out what
the impact will be on your child’s
academic and work future.
PE, music, and art class Accommodations for “special” Sometimes, an assignment in a
classes like PE, music, and art can class like PE, music, or art is
be helpful for some kids. unreasonable for your child. When
 this happens, a modification may be
These are similar to made.
accommodations in the classroom. For example, the PE teacher might
Kids might get extra time to learn reduce the number of laps a student
to play an instrument. Or they may needs to run. The music teacher
be allowed to complete an art might not require a child to learn
project in a different format. how to read music.

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V. PARENT INVOLVEMENT

Another component of an inclusive and special education is parent involvement. It has long been
established that parent involvement to education, planning and management of children with disabilities and
additional needs is essential as they are the primary caregivers and have direct influence on their children. This is
anchored on Brofenbrenner’s Human Ecological Theory which states that there are five environmental systems
that comprise a child’s social content. For the purposes of this book, focus is given on the microsystem, where
the child and his/her family belong, along with peers, school, and the immediate community (i.e.,
neighborhood). Within these microsystems, where the child has direct interactions with parents, teachers, peers,
and others; while the mesosystem refers to the linkages or relationships between microsystems such as the
connections between family experiences and school experiences and between family and peers..

Ecological Systems Theory

Children learn best when the significant adults in their lives -- parents, teachers, and other family and
community members -- work together to encourage and support them. This basic fact should be a guiding
principle as we think about how schools should be organized and how children should be taught. Schools alone
cannot address all of a child's developmental needs: The meaningful involvement of parents and support from
the community are essential.

The need for a strong partnership between schools and families to educate children may seem like
common sense. In simpler times, this relationship was natural and easy to maintain. Teachers and parents were
often neighbors and found many occasions to discuss a child's progress. Children heard the same messages from
teachers and parents and understood that they were expected to uphold the same standards at home and at
school.2

The Division of early Childhood of the Council of Exceptional Children (DEC) espoused the use of
family-centered practices in the assessment and instruction of young children. Turnbull and Turnbull provided
the principles of a family-centered model: (1) honors the family choice by changing the power relationship
between professional and families, (2) abandons a pathology orientation and adopts a strengths orientation, and
(3) where the entire family becomes the unit of support and not just the child with a disability and the child’s
mother. I this way, the whole family is provided support, capitalizing on the child and family members’
strengths and resources, not on their deficits and needs. Teachers and administrators may also be guided by these
principles when communicating and collaborating with parents and families of students with disabilities.

Parent involvement has been found to be directly related to academic achievement and improvements in
the school performance of children. Educational support and collaboration with teachers have been found to
promote child success in school. Moreover, programs for children with disabilities become more effective and
successful when children and families are involved.

A. Home- School Communication

Having established the critical role of parents in a student’s developmental and academic progress and
achievement, it is essential that there is a close home and school collaboration and communication. To establish
partnerships, problem-solving, and shared decision making are some of the practices needed. Communicating
with parents may be done in several ways.

1. Parent-Teacher Conference
Parent-teacher conferences are face-to-face meetings held between parents and teachers.
Conducting such meetings is necessary so parents of students with disabilities and additional needs will
be able to share about their child’s background, strengths and abilities, history of difficulties, and
practices they have been implementing at home as well as interventions done with other specialists.
Together with teachers, they can coordinate their efforts and services to support their child both in
school and at home. Schools differ when it comes to the frequency of parent teacher conferences. One
best practice is to hold a meeting with parents at the beginning of a school year as part of goal setting for
the students with a disability. In this way, both parents and teachers can set expectations for the year and
agree on goals and objectives for the child. This is also a good opportunity for teachers to establish
rapport with parents. Conferences are also held after every grading period (e.g., every quarter, trimester,
and semester) so that progress, changes, and results can be communicated and discussed with parents
and agree on necessary action plans.
2
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 2. Written Communication
Home-school communication may also be conducted through written messages, such as the use
of a home-school communication notebook, were teachers and parents write homework assignments, the
students behavior in the classroom, as well as progress on program goals. A written communication may
be time consuming, but some parents prefer this form of collaboration as the messages are documented
and they can provide a copy to a developmental specialist when needed.

3. Digital Communication
With the influx of mobile devices, many parents and families are more able to communicate
through electronic and digital means such as email, text messages, ad social network messaging systems.
A study found that parents and teachers perceive technology as an effective tool to promote parent
involvement and thus values its use for communication. Because it is instant and real-time, parents and
teachers are immediately able to receive messages and updates about the student. However, drawbacks
can also occur such as when both parties re not mindful of the parameters in communication; hence, it is
necessary that parties agree on certain boundaries in order to be respectful of everyone’s time and
personal space.

4. Home-School Contracts
A home-school contract contains an agreement between teachers and parents regarding
behavioral and/ or academic goals for a student with disability. Just like any formal contract, this is a
written agreement between teachers, parents, and students (when appropriate) on specific objectives and
corresponding reinforcements or rewards when they are met.
One example of a home-school contract is a Daily Report Card, an individualized intervention
used in schools that is anchored on the behavioral principles of operant conditioning. The card indicates
specific behaviors targeted for a child with disability that are framed as positive statements and targets
for improvements. The use of a daily report card has been found to be beneficial in helping a child with
Attention Deficit Hyperactivity Disorder in school in promoting daily collaboration between teachers
and parents. This will be further discussed in the next topics.

B. Other Ways to Involve Parents

Parents also have strengths, abilities, intuitive knowledge, and the commitment to help their own
child. They become advocates of their own children. To maximize their involvement, schools provide
other opportunities such as parent education training, workshops, and parents support groups.

a. Parent Education may take the form of providing seminars and workshops to parents to equip
them with a better understanding of their child’s disability and accompanying strengths,
uniqueness, as well as specific techniques and strategies that they can practice at home. Such
training sessions can be for a few hours done on a quarterly basis or for regular period, such as
every Saturday, depending on the needs of the parents and the training capacity of the school. In
this way, parents become educated in evidence-based approaches so that there will be continuity
in the practices implemented between the home and the school.

b. Parent support groups are helpful as parents are able to ask the other parents about tips and
 techniques to work with their children. Parents should be empowered so that they can participate
in planning and organizing parent support groups. Through such groups, parents can draw
support from one another during meetings and successes about their children.

What are home-school partnerships?

Home-school partnerships involve collaborative working relationships between families and schools.
They can support students in more productive and consistent work and behaviour, which in turn can improve
students’ interest, motivation and engagement in learning both at home and at school. In effective partnerships,
families and schools recognize their shared interest in and responsibility for children and collaborate to create
shared goals, share information, and enhance opportunities for children’s learning. They create constructive
connections between home and school settings that promote positive educational and social outcomes.

While family engagement and involvement are keys to developing strong home-school partnerships,
they are not equivalent to partnership. Family members may dedicate their time and effort towards their
children’s education by, for example, participating in activities within the school setting such as parent-teacher
conferences, volunteer work or attending school functions or field trips, or by supporting their child’s learning
by practicing key concepts within everyday activities such as laundry and shopping. But it is important to note
that these activities are solely focused on family support for the school. A home-school partnership, by contrast,
involves genuine collaboration and coordination between families and schools on key issues relevant to both the
school’s and the family’s goals for their children’s education, and involves two-way systems of support that
cross both home and school settings.  Home-school partnerships involve:

 teachers finding opportunities for students and/or families to share knowledge and skills gained
through home and family experiences

 teachers using students’ home experiences to devise meaningful and relevant learning activities

 schools providing resources such as books that are identified as important by particular groups of
families

 schools supporting parents to engage with their children’s learning

Within a partnership model, families can participate in self-defined ways in the educational experiences
of their children, and teachers can build upon these in school. Many activities across home and school settings
are recognized as conducive to children’s development. Beliefs about the best way to support children’s learning
are negotiated, rather than school beliefs being imposed upon families and home contexts.

Partnership activities focus on engaging, guiding, motivating, and energizing each student to produce
their own success. Schools develop personal and unique ways to interact, which draw on and activate their
multiple experiences and resources. This participation is not limited to parents, as members of the extended
family also support children’s education and development.

Why are home-school partnerships important?

 Research has found that parental or family involvement in school-based learning activities is correlated
with improved student outcomes. A comprehensive meta-analysis comparing a wide range of educational
interventions found that parent involvement had a larger effect on student academic achievement than most other
interventions. Other longitudinal studies suggest parental involvement is more strongly connected to
achievement and attainment than the family’s socioeconomic background, ethnicity or family structure. Parental
involvement is associated with better psychosocial adjustment and higher achievement at age 7 and at age 11,
although the findings on the impact on adolescents’ learning is mixed. However, the benefits of parent
involvement in one school subject or area are also found to be confined to that area, that is, parent involvement
in reading improves students’ reading attainment but not their attainment in mathematics.

The research base correlates parental involvement in school activities with:

 Improved student outcomes/achievement, in some cases

 Higher homework completion rates, more time spent on homework, and more effective learning
through homework

 Students’ self-regulation, social skills, better behaviour and discipline

 Lower drop-out rates and better attendance

 Students’ positive engagement with peers and adults, and enhanced relationships between parents,
teachers and students

 Increased feelings of competence or capability, positive engagement with learning and motivation to
learn, persistence, and mastery goal orientations in which students seek challenging tasks and persist
with academic challenges

 High student aspirations with regard to education, and a greater likelihood of enrolling in higher
education

 Family members’ increased involvement in adult education opportunities

Positive outcomes are evident across different groups of students and families, across disciplines and
across different approaches to working with families.

Teachers, parents and communities also benefit from partnership activities. Some research projects
demonstrate that home-school partnerships can stimulate self-growth among parents and contribute to the
building of social capital in the community. Parents can gain greater confidence and satisfaction in parenting,
and often increased interest in their own education and career, as well as benefit from improved adult and family
literacy, while teachers benefit from feeling supported and appreciated and from improved parent-teacher
relationships, which lead to higher teacher morale and a more positive school climate. 3

READ: Section V and VI of DepEd Order No. 044, s. 2021: POLICY GUIDELINES ON THE
PROVISION OF EDUCATIONAL PROGRAMS AND SERVICES FOR LEARNERS WITH
3
https://theeducationhub.org.nz/home-school-partnerships-what-the-research-says/
DISABILITIES IN THE K TO 12 BASIC EDUCATION PROGRAM.

File Link: https://www.deped.gov.ph/wp-content/uploads/2021/11/DO_s2021_044.pdf

Reference:
 Halal, C, Yuson, M.R., Padilla, C.R., & Ligon, C.C. (Reprinted: 2021). Foundations of Special
and Inclusive Education. REX Books Store. Quezon City.
 Custodio and Nalipay. (2021). Foundation of Special and Inclusive Education. Adriana
Publishing. Cubao Quezon City.
 https://www.deped.gov.ph/wp-content/uploads/2021/11/DO_s2021_044.pdf
 https://www.understood.org/articles/en/the-difference-between-accommodations-and-
modifications
 https://theeducationhub.org.nz/home-school-partnerships-what-the-research-says/
 https://www.understood.org/articles/en/the-difference-between-accommodations-and-
modifications
 https://www.edutopia.org/home-school-team
 http://strategiceducationadvocacy.com/accommodation-vs-modification-whats-the-difference/
 https://numberdyslexia.com/pre-referral-process-in-special-education/