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COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION

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Learning Outcomes
At the end of this lesson, you should be able to:

1. Identify the components of special needs education; and

2. Explain the processes involved within and across these components.

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The purpose of special education is to provide equal access to education for children from birth
through 21 by providing specialized services that will lead to school success in the general curriculum
(Special Education Guide, 2020). If your child’s health care provider, teacher, other interested party or
you, suspect that your child may be eligible for special education services, it is helpful to know what to
expect and where to begin.

The following information are the components of special and inclusive education in accordance
with Individuals with Disabilities Education Act (IDEA).

The Individuals with Disabilities Education Act (IDEA) is a law 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.

On November 29, 1975, President Gerald Ford signed into law the Education for All
Handicapped Children Act (Public Law 94-142), now known as the Individuals with
Disabilities Education Act (IDEA). In adopting this landmark civil rights measure, Congress
opened public school doors for millions of children with disabilities and laid the foundation
of the country’s commitment to ensuring that children with disabilities have opportunities to
develop their talents, share their gifts, and contribute to their communities (U.S. Department
of Education).

The Philippine process follows after each component thru Department of Education’s DO 72, s.
2009 (Inclusive Education as Strategy for Increasing Participation Rate of Children).

1. Find Child
Early identification
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Children with special needs can often benefit from a number of therapies and, generally, the
sooner they receive treatment, the better the outcomes will be. But, how do you know if a child needs
help? The Individuals with Disabilities Education Act (IDEA) requires each state to implement early
identification policies to locate and refer children who may have a disability to that state’s early
intervention (EI) program. 

Although IDEA is a federal law, each state sets its own EI policies and implements its own
programs. Not all states will call it early intervention or EI, but states generally use similar terms meaning
early identification and service for children with disabilities.  While certain elements of EI remain
consistent between the states, parents and educators should contact their state’s education agency to learn
about state-specific policies and procedures.

Components

There are two methods for identifying and referring a child to EI. The first is a referral, usually
by an educator or a parent. The second is the Child Find program.

Mandated by IDEA, Child Find continuously searches for and evaluates children who may have a
disability with the use of Child Find activities, which can vary widely from school district to school
district.

For example, one district might hold periodic conferences to train staff on policies, while another
may hold playgroups, during which parents are asked to complete a developmental milestone
questionnaire.

At least seven main elements are included in a Child Find program:

 Definition of Target Population: The state defines the criteria that determine which children are
eligible for help. Some states expand the target population to include at-risk children, not just
those who have disabilities or developmental delays.

 Public Awareness: The state raises public awareness about children who need help and the
services available to them, targeting parents, caregivers, educators, school staff, physicians and
others.

 Referral and Intake: A child is referred for services; specific procedures vary, depending on the
state.

 Screening and Identification: The child is screened for possible disabilities or developmental
delays.

 Eligibility Determination: Results of the screening are compared to the state’s eligibility
guidelines, which must be consistent with federal regulations.

 Tracking: The state tracks and follows up with children who are receiving services.

 Interagency Coordination: Some states have multiple agencies that share responsibilities
mandated by IDEA. Resources must be coordinated to ensure availability of services.
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How the Find Program work?

Public awareness and professional training are critical for successful Child Find programs.

For example, Mrs. Reyes is a teacher at New Kalibo Elementary School. She notices that Michael
rarely makes eye contact, does not respond to his name and speaks infrequently. From her participation in
Child Find activities, she recognizes that these signs indicate possible autism spectrum disorder (ASD).
Mrs. Reyes follows her state’s Child Find policies for notifying Michael’s parents that he is being referred
for screening for a possible disability. Once Michael’s parents provide their consent for his evaluation, it
must be completed within the state-specified time frame.

The referral of a child can sometimes be a delicate situation. Parents may be less than receptive to
the idea that their child might have a disability. However, it’s always best for the teacher to follow Child
Find policies, regardless of how the parents may respond. Once notified of the referral, the parents do
have the legal right to refuse evaluation and services. Furthermore, an evaluation can bring peace of
mind: the evaluation team might conclude that the child does not have a disability, or if he or she does,
that needed help is readily available.

Parents and educators who are unsure of their state’s policies and eligibility criteria can contact
their state’s education agency and/or their school district.

In the Philippines, as stipulated in the DO 72, s. 2009, the Child Find is thelocating where these
children are, through the family mapping survey, advocacy campaigns, and networking with local
health workers. The children with special needs who are not in school shall be listed. These children shall
be visited by Special Education (SPED) teachers and parents should be convinced to enroll their children
in SPED Centers or schools nearest their home.

2. Assessment
All effective educators use ongoing assessments to determine their students’ ability levels in
various academic areas and to guide their instruction. In the realm of special education, the assessment
process is absolutely essential. Parents, teachers, specialists and counselors depend on multiple
assessments to identify a student’s strengths, weaknesses and progress.
Assessments often include various tests, both standardized and criterion-referenced, but testing is
not the only way that educators measure students’ aptitude. Assessments are evaluations, and might
consist of anything from simple observations that a teacher or aide jots down while a student works on an
assignment to complex, multi-stage procedures such as a group of teachers assembling a large portfolio of
student work. Then there are assessments that are required by individual schools, districts or states that
help educators determine whether or not a student qualifies for special education and, if so, the types and
frequency of services that will best support a student’s success.

Common assessments in special education include:

A. Individual Intelligence Tests: As the name suggests, individual intelligence tests are
administered to a student one on one.

 Wechsler Intelligence Scale for Children (WISC): The school psychologist usually
administers this test, which measures a student’s intelligence in a variety of areas,
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including linguistic and spatial intelligence. This is a norm-based test, meaning that
student performance is measured against the performance of students at various grade
levels.

 Stanford Binet Intelligence Scale (derived from the Binet-Simon Test): The school
psychologist or special education team administers this test, which, like the WISC, is also
norm-referenced. The questions are designed to help educators differentiate between
students performing below grade level because of cognitive disabilities and those who do
so for other reasons.

B. Group Intelligence Tests: Group intelligence and achievement tests are often administered in the
general education classroom. It is through these types of tests that a teacher might first suspect
that a student has a learning disability. These tests have two functions, measuring academic
ability as well as a child’s cognitive level.

C. Skill Evaluations: Specialists such as the school speech pathologist and the child’s general
practitioner use certain diagnostic measures for determining a child’s gross motor skills, fine
manipulative skills and hearing, sight speech and language abilities. Teachers typically refer
parents to a pediatrician or specialist so that the student can receive a full physical and evaluation
as part of the process of gathering the evidence necessary to develop an individual education
program (IEP).

D. Developmental and Social History: The child’s classroom teacher, parents, pediatrician and
school specialists help formulate this narrative assessment. They may fill out checklists, answer
questions, participate in an interview or write a report addressing a child’s strengths, challenges
and development (or lack thereof) over time. The focus here is on issues such as the child’s health
history, developmental milestones, genetic factors, friendships, family relationships, hobbies,
behavioral issues and academic performance.

E. Observational Records: Anyone who works with the child can provide information about the
child’s academic performance and behavioral issues. Daily, weekly and monthly observational
records that show a child’s performance over time typically fall into the domain of the general
education teacher, as he or she is the individual working most closely with the child on a regular
basis. The general education teacher also typically has a firm notion of how a child’s work and
behavior compares to that of other students of the same age and grade level.

F. Samples of Student Work: The general classroom teacher also provides most of the evidence in
this domain. A folder of assignments, tests, homework and projects can provide a snapshot of a
child’s abilities and challenges in performing grade-level work. A more nuanced portfolio, which
may include a research project, a writing assignment with several drafts or samples of work
throughout a thematic unit, affords the materials for an in-depth investigation of a child’s learning
style, thought process and ability to engage in critical thinking tasks.

The following are common and detailed educational tests used for Assessments for Special
Education:

PROCESS DEFINITION TESTS WHICH GIVE INFORMATION

Cognition/Intelligence Ability to reason, to think • Wechsler tests: WISC-III,

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abstractly, and to solve WAIS-R, WPPSI-R

problems. • Stanford-Binet: Fourth Edition
• Differential Ability Scales (DAS)

Verbal Intelligence Ability to use cognitive • Wechsler: Verbal Scales

processes which rely • Stanford-Binet: FE-Verbal Comprehension
primarily on verbal language Factor
• DAS: Verbal Ability

Non Verbal Intelligence Ability to use cognitive • Wechsler: Performance Scales

processes which do not rely • Stanford-Binet: FE: Nonverbal Non Verbal
primarily on verbal Intelligence Ability to use cognitive
language. processes which do not rely primarily on
verbal language. Reasoning/Visualization
Factor
• DAS: Nonverbal Ability
• Kaufman Assessment Battery for Children
(K-ABC): Nonverbal Scale
• Leiter International Performance Scale
• Columbia Mental Maturity Scale
• Raven’s Progressive Matrices

LANGUAGE

Receptive Verbal Ability to understand • Wechsler: Verbal Scales Receptive Verbal

Language incoming spoken language. Language Ability to understand incoming
spoken language.
• Test of Language Development-2
(TOLD-2):
Listening Composite
• Test of Auditory Comprehension of
Language-Revised
• Clinical Evaluation of Language
Fundamentals (CELF-R): Receptive Subtests
• Peabody Picture Vocabulary Test Revised

Expressive Verbal Ability to convey ideas and • Wechsler: Verbal Scales

Language relate information through • TOLD-2: Speaking Composite
oral language. • CELF-R: Expressive Subtests
• Woodcock-Johnson, Revised-Rests of
Cognitive Ability (WJ-R COG): Oral Language
Cluster
• Speech Exam and Language Sample
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Receptive Nonverbal Ability to derive meaning • Wechsler: Picture Completion, Picture

Language from pictures, gestures, and Arrangement, Object Assembly
facial expressions, and to • Stanford-Binet: FE – Absurdities
interpret social situations • K-ABC: Gestalt Closure, Photo Series, Face
without verbal clues. Recognition
• Detroit Tests of Learning Aptitude-2
(DTLA-2): Conceptual Matching
• Observations of behavior

Expressive Nonverbal Ability to convey meaning • Goodenough-Harris Drawing Test

Language through gestures, facial • Kinetic Family Drawing
expressions, and drawings. • ITPA: Manual Expression
• Observations of behavior

AUDITORY SKILLS

Auditory Discrimination Ability to detect subtle • Wepman Auditory Discrimination Test –

likenesses and difference 2nd Edition
between speech sounds. • Test of Auditory Perceptual Skills (TAPS):
Auditory Word Discrimination
• Goldman-Fristoe-Woodcock Test

Auditory Analysis Ability to break words into • WJ-R, Cognitive: Incomplete Words
syllables and/or discrete • Slingerland: Test 7, Echolalia
sound components • Auditory Analysis Task (plant = p-l-an-t)

Auditory Synthesis Ability to combine supplied • WJ-R, Cognitive: Sound Blending

sounds or syllables into • Mann-Suiter Sound Blending
words (sound blending).

Auditory Immediate Ability to retain information • Wechsler: Digit Span

Memory just heard for a short period • Stanford-Binet: FE- Memory for Sentences,
of time (no storage Memory for Digits
involved). • K-ABC: Number Recall, Word Order
• WJ-R, Cognitive: Memory for Sentences,
Memory for Words
• DTLA-2: Sentence Imitation, Word
Sequences, Oral Directions

Auditory Recent Ability to store and recall • Slingerland: Tests 6, 8

Memory recently heard auditory • Ray Auditory-Verbal Learning Test
material.

Auditory Remote Ability to store and recall • Wechsler: Information, Similarities,

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Memory auditory material heard Vocabulary, Comprehension

several months or years • Stanford-Binet: FE – Vocabulary,
earlier Comprehension, Verbal Relations
• WJ-R, Achievement: Knowledge Cluster
• Peabody Individual Achievement Test-
Revised: General Information

VISUAL SKILLS

Visual Discrimination Ability to detect • Wechsler: Performance Scale

subtlelikenesses • WJ-R, Cognitive: Visual Matching, Cross Out
anddifferences in visual Visual Discrimination differences in visual
stimuli such as symbols, stimuli such as symbols, pictures, and
pictures, and designs. designs
• Motor Free Visual PerceptionTest
• Slingeland: Test 4
• Test of Visual Perceptual Skills (TVPS):
Visual Discrimination

Visual Analysis Ability to identify the parts • Wechsler: Performance Scale

of a visual stimulus and to • K-ABC: Gestalt Closure, Triangles, Matrix
differentiate figure from Analogies, Photo Series
ground. • Slingerland: Tests 1, 2, 3, 8
• Motor Free Visual Perception Test
• Jordan Left-Right Reversal Test (1990
Edition)
• Observations of word list and paragraph
Reading

Visual Analysis/Synthesis Ability to identify theparts • Wechsler: Picture Arrangement,Block

of a visual stimulus Design, Object Assembly
• K-ABC: Triangles, Photo Series
• Raven’s Progressive Matrices

Visual Immediate Ability to retain information • Wechsler: Coding Stanford-Binet: FE – Bead

Memory just seen for a short period Memory, Memory for Objects
of time (no storage • K-ABC: Hand Movements, Spatial Memory
involved) • WJ-R, Cognitive, Picture Recognition

Visual Recent Memory Ability to store and recall • Slingerland: Tests 3, 5

recently seen visual • Ray Complex Figure Drawing
information • Weekly Spelling Tests

Visual Remote Memory Ability to store and • Wechsler: Picture Completion,Object

recallvisual information Assembly
seenseveral months or • Achievement tests: word recognition,oral
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years earlier reading, spelling

Visual-Spatial Ability to perceive spatial • Slingerland Tests: 1, 2

Orientation relationships involving one’s • Bender Visual-Motor Gestalt Test
own body and the • Jordan Left-Right Reversal Test (1990)
environment. Ability to • Wechsler: Block Design
organize and interpret • Right-Left Discrimination Test
spatial relationships on a • Observations of written work, reading,
two-dimensional level as in and behavior
copying, writing, or reading.

Visual Scanning Ability to investigate visual • Slingerland: Tests 3, 4, 8

material in a systematic, • Motor Free Visual Perception Test
organized way. • Jordan Left-Right Reversal Test (1990)
• Observations of paragraph reading

MOTOR SKILLS

Fine Motor Coordination Ability to control fine • Wechsler: Coding, Mazes

muscle movements, as in • Stanford-Binet: FE – Copying
writing, drawing, and • Bender-Gestalt
cutting • Developmental Test of Visual-Motor
Integration (VMI)
• Slingerland: Tests 1, 2, 5, 6
• Observations of writing, drawing, and
cutting

Fine Motor Coordination Ability to coordinate • Speech Exam

– Speech articulatory movement • Slingerland: Echolalia
patterns for speech

Tactile-Kinesthetic Ability to coordinate • Task: Examiner moves child’s fingers to

Discrimination articulatory movement form letters or numbers with eyes closed;
patterns for speech child identifies

Kinesthetic Memory Ability to remember • Task: Examiner teaches a new wordthrough

information gained through repeated writing; child reproduces letter
movement • Observations of motor patterns in writing

Gross Motor Ability to coordinate large • Bruininks – Oseretsky Test of Motor

Coordination muscle movements as in Proficiency
running, walking, skipping, • Observation of gross motor activities
and throwing.

Modality Integration Ability to transfer • Slingerland

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information from one • Halstead – Reitan and Reitan – Indiana

sensory modality to Neuropsychological Test Batteries
another. Ability to • WJ-R, Cognitive: Visual – Auditory Learning
coordinate two or three • Comparisons of performance on academic
modalities in the production tasks such as reading, copying, and dictated
of outgoing responses. spelling

SOCIAL AND EMOTIONAL ADJUSTMENT

Self-Concept and • Projective Drawing Tests

Relationships with • Apperception Tests (CAT, TAT, Roberts)
Others • Piers-Harris Self Concept Scale
• Sentence Completion Tests • Rorschach

Social Maturity and • Woodcock-Johnson Scales of Independent

Appropriateness of Behavior (SIB)
Behavior • Vineland Adaptive Behavior Scale
• Developmental Profile II
• Child Behavior Checklist
• Conners Parent & Teacher Rating Scales
• Behavior Evaluation Scale – 2

ACADEMIC SKILLS AND ACHIEVEMENT

Reading and Phonics Ability to decode unfamiliar • Wechsler Individual AchievementTest

Skills words, to recognize familiar (WIAT): Reading Composite
words, and to understand • Woodcock-Johnson, Revised-Tests of
written material. Achievement (WJ-R ACH): Reading Subtests
• Kaufman Test of Educational Achievement
(K-TEA): Reading Composite
• Ekwall Reading Test
• Informal survey of phonics skills

Spelling Skills Ability to encode words in • WIAT: Spelling

written form. Use of spelling • K-TEA: Spelling
rules, visual recall, and • Wide Range Achievement Test-3 (WRAT-3):
auditory analysis skills in Spelling
encoding words. • Dictated Spelling Tasks

Handwriting Skills Neatness, spatial • WIAT: Written Expression

organization, and • Test of Written Language –2 (TOWL2)
knowledge of manuscript • Slingerland, Tests 1, 2, 5, 6
and/or cursive alphabets. • Alphabet writing task
• Classroom Writing Samples
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Written Language Skills Ability to organize and • WIAT: Writing Composite

relate ideas in written form. • Test of Written Language – 2
Knowledge of written • Test of Early Written Language (TEWL)
language mechanics skills. • Test of Written English
• WJ-R, Achievement: Written Language
Subtests

Mathematics Skills Ability to perform • WIAT: Mathematics Composite

arithmetic computations • Key Math-Revised
and to solve problems • WJ-R, Achievement: Mathematics Subtests
involving mathematical • K-TEA: Mathematics Composite
concepts and reasoning • WRAT-3: Arithmetic

PHYSICAL HEALTH AND DEVELOPMENT

Visual Activity Keenness of vision. • Snellen Vision Screening

• Titmus Test

Auditory Activity Keenness of hearing • Pure Tone Audiometric Screening

• Tympanometry

Health & Developmental • Health & Developmental Interview

History • Neurodevelopmental Exam

Table [Link] Educational Tests Used for Assessments for Special Education

Who are the people involved?

 Anyone involved in the child’s life and education might suspect a learning disability or similar
issue and ask specialists to explore it further.

 The first person to conduct an informal assessment is typically the classroom teacher, though a
guardian or pediatrician might start the assessment process. At this point, the teacher should
review student work and conduct more formal observations of student behavior and performance
to note any issues.

 A classroom teacher or pediatrician might request a referral to a medical specialist, therapist,

psychologist or other specialist to focus on a particular area of concern. These individuals keep
written records of findings, and should also write descriptions of any discussions concerning the
child.

 The school’s special education department or student study team begins informal and formal
evaluations. They will request that the classroom teacher and other individuals working with the
child submit any evidence gathered.
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According to DO 72, s. 2009, assessment, is the continuous process of identifying the strengths
and weaknesses of the child through the use of formal and informal tools for proper program grade
placement. Existing SPED Centers in the Division shall assist regular schools in the assessment process.

No single test or evaluation can capture a child’s full spectrum of strengths and challenges.
Assessments give educators guidance as to how to provide the best services and support for children, but
they are not everything. As a parent or teacher, one will provide multiple assessments on an ongoing
basis. From these, one can create short-term and long-term goals for the child.

3. Program Options
If the child is diagnosed with a learning disability or other qualifying impairment, the next step is
to draft an individualized education program (IEP) for him or her. The Individuals with Disabilities
Education Act (IDEA) gives the school district 30 days from the documentation of the disability to
complete an IEP. Parents must give permission for placement as a part of the initial IEP.

Once the child’s learning disability is identified, the parent will attend an IEP meeting every year
until he or she graduates or stops receiving special education. It is imperative that the parent attend these
meetings. It is here that the team will review the child’s academic progress, write new academic goals,
and discuss placement and transition plans, as well as accommodations and modifications. It is a forum
for exchanging ideas and the IEP team members can offer the parent invaluable support. If the parent
cannot attend these meetings in person, she/he finds a way to participate. IEP teams are eager to consider
options, such as attendance via speaker phone or Skype.  The parent is the one who knows the child the
best; the IEP team members need her/his input.

The parent should not be surprised by how many people attend IEP meetings. The law requires
that five positions are represented at each IEP team meeting.  Those five positions that need
representation are the parent, the special education teacher, the general education teacher, a person who
can interpret test information, and a district representative.  

That does not always mean five different people will attend the meeting; in some cases one
person can play two roles.  For example the special education teacher often is qualified to interpret test
data. The parent may also consider encouraging the child to attend and be an active member of the team.
After all, it is his or her education that the team is discussing. At age 16 and older, each student is
required to participate in the process. Students are invited to attend the meetings; if they do not or cannot,
then the team will find another way to allow participation, usually by going over the document prior to
the meeting.

Program Options, according to the Department of Education, means regular schools with or
without trained SPED teachers shall be provided educational services to children with special needs.
These schools shall access educational services from SPED Centers or SPED trained teachers.

The first program option that shall be organized for these children is a self-contained class for
children with similar disabilities which can be mono-grade or multi-grade handled by a trained SPED
teacher.

The second option is inclusion or placement of the child with disabilities in general education or
regular class where he/she learns with his/her peers under a regular teacher and/or SPED trained teacher
who addresses the child’s needs.
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The third option is a resource room program where the child with disabilities shall be pulled out
from the general education or regular class and shall report to a SPED teacher who provides small
group/one-on-one instruction and/or appropriate interventions for these children.

Inclusion or Mainstreaming?
The practice of including children with special needs in a general education classroom is not new.
The most common approach is called "mainstreaming."

When a child is "mainstreamed," the assumption is usually that either the child will be successful
without supports, or that the child will come to the classroom with supports (usually a 1:1 aide) who will
help him to keep up with the rest of the class.

The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive classroom is
designed to accommodate the needs of all learners, by providing "differentiated" instruction. In theory,
with the right training and resources, a general education teacher can provide such a broad range of
instructional approaches that all children can successfully learn in her classroom. Depending on the
situation, grade, and other factors, the teacher might have the support of an "inclusion specialist" to
ensure that each child receives an individualized, inclusive learning experience.

Not surprisingly, while mainstreaming is fairly common, true inclusion is hard to come by. In
most situations (particularly after grade 3), teachers are required to train their students to excel in specific
standardized tests — making differentiated instruction difficult to provide.

Special Education Placement Options under the IDEA

The IDEA requires placement decisions to be made on an individual basis according to each
child's needs. Schools must educate children least restrictive environment (LRE) with
appropriate specially designed instruction (SDI) and supports necessary to implement their individual
education programs(IEPs). The LRE is different for every child: while some children can function well —
with support — in general, education classes, others are better served in a small, individualized setting.
Students with relatively severe disabilities may even require a setting that is specifically geared to their
particular disability.

Inclusion is one of several placement options on the continuum of special education placements
required by IDEA. Options include:

 Inclusion in the regular classroom with collaboration;

 Part time placement in a regular classroom with support in a special education resource
classroom;
 Full time placement in a special education resource room;
 Part time placement in a self-contained special education classroom;
 Full time placement in a self-contained special education program;
 Part time placement in day treatment, therapeutic program, or special school;
 Full time placement in day treatment, therapeutic program, or special school; and
 Placement in a residential, hospital, or a home program.
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4. Curriculum Modification
For many students with disabilities—and for many without—the key to success in the
classroom lies in having appropriate adaptations, accommodations, and modifications made to the
instruction and other classroom activities.

Some adaptations are as simple as moving a distractible student to the front of the class or away
from the pencil sharpener or the window. Other modifications may involve changing the way that
material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based

upon their needs and their personal learning styles and interests.  It is not always obvious what
adaptations, accommodations, or modifications would be beneficial for a particular student, or how
changes to the curriculum, its presentation, the classroom setting, or student evaluation might be made.

Defining Terminologies

Sometimes people get confused about what it means to have a modification and what it means to
have an accommodation. Usually a modification means a change in what is being taught to or expected
from the student. Making an assignment easier so the student is not doing the same level of work as other
students is an example of a modification.
An accommodation is a change that helps a student overcome or work around the disability.
Allowing a student who has trouble writing to give his answers orally is an example of an
accommodation. This student is still expected to know the same material and answer the same questions
as fully as the other students, but he does not have to write his answers to show that he knows the
information.

What is most important to know about modifications and accommodations is that both are meant
to help a child to learn.

Different Types of Supports

1. Adapting Instruction

Sometimes a student may need to have changes made in class work or routines because of his or
her disability. Modifications can be made to:

 what a child is taught, and/or

 how a child works at school.

For example:

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular
8th grade class that is team-taught by a general education teacher and a special education teacher.
Modifications and accommodations provided for Jack’s daily school routine (and when he takes state or
district-wide tests) include the following:

 Jack will have shorter reading and writing assignments.

 Jack’s textbooks will be based upon the 8th grade curriculum but at his independent
reading level (4th grade).
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 Jack will have test questions read/explained to him, when he asks.

 Jack will give his answers to essay-type questions by speaking, rather than writing them
down.

Modifications or accommodations are most often made in the following areas:

AREA EXAMPLES
Scheduling  giving the student extra time to complete
assignments or tests
 breaking up testing over several days

Setting  working in a small group

 working one-on-one with the teacher

Materials  providing audiotaped lectures or books

 giving copies of teacher’s lecture notes
 using large print books, Braille, or books
on CD (digital text)

Instructions  reducing the difficulty of assignments

 reducing the reading level
 using a student/peer tutor

Student Response  allowing answers to be given orally or

dictated
 using a word processor for written work
 using sign language, a communication
device, Braille, or native language if it is
not English.

Table 2

Because adapting the content, methodology, and/or delivery of instruction is an essential element
in special education and an extremely valuable support for students, it’s equally essential to know as
much as possible about how instruction can be adapted to address the needs of an individual student with
a disability. The special education teacher who serves on the IEP team can contribute his or her expertise
in this area, which is the essence of special education.

2. Related Services

One look at IDEA’s definition of related services and it is clear that these services are supportive
in nature, although not in the same way that adapting the curriculum is. Related services support
children’s special education and are provided when necessary to help students benefit from special
education. That definition begins:

Related services means transportation and such developmental, corrective, and other supportive
services as are required to assist a child with a disability to benefit from special education, and includes:

 speech-language pathology and audiology services

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 interpreting services
 psychological services
 physical and occupational therapy
 recreation, including therapeutic recreation
 early identification and assessment of disabilities in children
 counseling services, including rehabilitation counseling
 orientation and mobility services
 medical services for diagnostic or evaluation purposes
 school health services and school nurse services
 social work services in schools

3. Supplementary Aids and Services

One of the most powerful types of supports available to children with disabilities are the other
kinds of supports or services (other than special education and related services) that a child needs to be
educated with nondisabled children to the maximum extent appropriate. Some examples of these
additional services and supports, called supplementary aids and services in IDEA, are:

 adapted equipment—such as a special seat or a cut-out cup for drinking;

 assistive technology—such as a word processor, special software, or a communication
system;
 training for staff, student, and/or parents;
 peer tutors;
 a one-on-one aide; adapted materials—such as books on tape, large print, or highlighted
notes; and
 collaboration/consultation among staff, parents, and/or other professionals.

4. Program Modifications or Supports for School Staff

If the IEP team decides that a child needs a particular modification or accommodation, this
information must be included in the IEP. Supports are also available for those who work with the child, to
help them help that child be successful. Supports for school staff must also be written into the IEP. Some
of these supports might include:

 attending a conference or training related to the child’s needs,

 getting help from another staff member or administrative person,
 having an aide in the classroom, or
 getting special equipment or teaching materials.

5. Accommodations in Large Assessments

IDEA requires that students with disabilities take part in state or district-wide assessments. These
are tests that are periodically given to all students to measure achievement. It is one way that schools
determine how well and how much students are learning. IDEA now states that students with disabilities
should have as much involvement in the general curriculum as possible. This means that, if a child is
receiving instruction in the general curriculum, he or she could take the same standardized test that the
school district or state gives to nondisabled children. Accordingly, a child’s IEP must include all
 16

modifications or accommodations that the child needs so that he or she can participate in state or district-
wide assessments.

The IEP team can decide that a particular test is not appropriate for a child. In this case, the IEP
must include:

 an explanation of why that test is not suitable for the child, and
 how the child will be assessed instead (often called alternate assessment).
On the other hand, according to DO 72, s. 2009, curriculum modifications, shall be
implemented in the forms of adaptations and accommodations to foster optimum learning based on
individual’s needs and potentials. Modification in classroom instructions and activities is a process that
involves new ways of thinking and developing teaching-learning [Link] also involves changes in any
of the steps in the teaching-learning process.

Curriculum modifications shall include service delivery options like cooperative or team
teaching, consulting teacher program and others. The provision of support services from professionals and
specialists, parents, volunteers, and peers or buddies to the children with special needs is an important
feature in the inclusion program.

5. Parental Involvement
The Department of Education states that parental involvement plays a vital role in preparing the
children in academic, moral and spiritual development. Parents shall involve themselves in observing
children’s performance, volunteering to work in the classroom as teacher aide and providing support to
other parents.

The parents of the children with special needs are valuable members of the educational team in
the program of rehabilitation for independent living of their children. As early as possible, parents shall
be made aware of their children’s handicaps and intervention strategies needed to help facilitate each
child’s academic, social-emotional, and communicative development. They should be provided with
information, and a process of sharing experience continuously with other parents experiencing similar
problems.

They should be also directly involved in the planning of educational and special services for their
children like to be of helped to develop confidence in their abilities to cope with, care for, and teach their
disabled children.

Furthermore, the family of the child shall be involved in the process of habilitation and
rehabilitation. It shall be encouraged as the major rehabilitation unit.

Finally, the training of trainers from among community volunteers, including parents and family
members of children with special needs, in basic special education techniques as part of the community-
based or home-based rehabilitation services shall be conducted to promote programs on early
identification and intervention and to enhance home-school relationships.

______________________________________________________________
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Let’s Check Your Comprehension

1. What are the important components of special and inclusive education? Please explain
the significance on why it has to be the first component firstly then down to the fifth. (5
points each components)

2. Identify at least 10 common educational tests used for assessments for special education.
What are these tests for? Please provide one specific test for each. (10 points)

3. Would you consider the last component as the most important among all? Why or why
not? (5 points)

Learning Output: “Special Interview” (group output)

1. Form a group with 3-4 members.

2. Find a parent with special needs.
3. After completing the interview protocol, interview the parent. Your questions should in
accordance with the components of special and inclusive education.
4. On your paper, write the transcript of your interview and be ready to share your output in the
class.
 18

References

DO 72, s. 2009 Inclusive Education as Strategy for Increasing Participation Rate of

Children. Retrieved 13 July 2020 at [Link]
2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/

Lagston, A. (2020). Inclusion in special education [Link] 13 July 2020 at

[Link]

Ministry of Education and Sports (2015). Inclusive education training manual. Inclusive
Training Center, Department of Preschool and Primary education: Lao PDR.

Partanen, P. (2016). Assessment and remediation for children with special educational
needs. Mid Sweden University: Sweden.

Scholastic Parents Staff (n.d.). A step-by-step guide to the IEP process. Retrieved 13 July
2020 at[Link]
needs/[Link]

Special Education Guide (2020). Early identification: How the child find program works.
Retrieved 12 July 2020 at [Link]
intervention/early-identification-how-the-child-find-program-works/

Special Education Guide (2020).The special education process. Retrieved 12 July 2020 at
[Link] special-
education-process-explained/

The Center for Comprehensive School Reform and Improvement (2020). Getting parents
involved in schools. Retrieved 14 July 2020 at
[Link]

U.S. Department of Education (n.d.). History of IDEA. Retrieved 14 July 2020 at

[Link]

Williamson, R. (2011). Accommodation and curriculum modification for students with

special needs. Retrieved 14 July 2020 at [Link]