Special Education

1. CHILDREN AND YOUTH
WITH SPECIAL
EDUCATION NEEDS
Prepared by:
Francel VC. Grospe
BEED 4-A

2. III. POSTNATAL CAUSES INCLUDE:
 HEAD INJURIES- cerebral concussion, contusion or
laceration.
 INFECTIONS- encephalitis, meningitis, malaria, German
measles, rubella.

3.  DEMYELINATING DISORDERS- post infectious
disorders, post immunization disorders.
 DEGENERATIVE DISORDERS- Rett syndrome,
Huntington disease, Parkinson’s disease.

4.  SEIZURE DISORDERS- Epilepsy, toxic-
metabolic disorders such as Reye’s
Syndrome, lead or mercury poisoning.

5.  MALNUTRITION- lack of proteins and calories.
 ENVIRONMENTAL DEPRIVATION- psychosocial
disadvantage, child abuse and neglect, chronic
social/sensory deprivation.

6. HYPOCONNECTION syndrome.

7. CHILDHOOD HEAD
INJURIES
SHAKEN BABY SYNDROME-
crying infant is violently shaken by a
frustrated caregiver.
 Internal bleeding
 Brain damage
 Traumatic brain injury
 Death

8. CULTURAL-FAMILIAL
RETARDATION
 Refers to the existence of lowered
intelligence of unknown origin
associated with a history of mental
retardation in one or more family
members.
 The condition results from the lack
of adequate stimulation during
infancy and early childhood.
 Disease of the mother during
infancy may also result in mental
retardation.

9. OTHER CAUSES OF
MENTAL
RETARDATION

10. Sexually transmitted diseases
such as
• Syphilis ,
• gonorrhea
• AIDS,
• Toxoplasmosis (blood poisoning) and
• rubella.
Maternal rubella-
most likely to cause retardation,
blindness and deafness when
the disease occurs during the
first trimester of pregnancy.

11. LEARNING AND
BEHAVIOR
CHARACTERISTICS
•Deficits in Cognitive Functioning
•Deficits in Memory
•Deficits in Adaptive Behavior

12. DEFICITS IN
COGNITIVE
FUNCTIONING
 SUB-AVERAGE INTELLECTUAL SKILLS- below average
mental ability as measured by standardized tests.
 LOW ACADEMIC ACHIEVEMENT- mentally retarded are
likely to be slower in reaching levels of academic
achievement equal to their peers.
 DIIFFICULTY IN ATTENDING TO TASKS- distracted by
irrelevant stimuli rather than those that pertain to the lesson.
 difficulties in remembering and generalizing newly learned
lessons and skills.

13. DEFICITS IN MEMORY
DIFFICULTY WITH THE GENERALIZATION
OF SKILLS.
often have trouble in
Transferring their new
knowledge and skills.
 LOW MOTIVATION-
• lack of interest in learning their lessons.
 Develop learned helplessness where
they continue to fail in doing certain tasks.
 To avoid failure, people tend to set very
low expectations for oneself.

14. DEFICITS IN ADAPTIVE
BEHAVIOR
SELF- CARE AND DAILY LIVING SKILLS-
Direct instruction, simplified routine, prompts and
task analysis, hygiene, grooming, eating,
toileting, communication.
SOCIAL DEVELOPMENT- limited cognitive
processing skills, poor language development.
Making friends and sustaining personal
relationships.

15. BEHAVIORAL EXCESS
AND CHALLENGING
BEHAVIOR-
difficulties in accepting criticisms
 limited self- control,
aggression or self- injury.

16. PSYCHOLOGICAL
CHARACTERISTICS-
slower psychological development
(toilet training, walking)
POSITIVE CHARACTERISTICS-
Friendliness and kindness.

17. ASSESSMEN
T
PROCEDURE
S

18. A.INITIAL ASSESSMENT
Assessed by regular teacher
(CHECKLIST OF THE LEARNING AND
BEHAVIOR characteristics )
B.FINAL ASSESSMENT
Assessed by guidance counselor or
sped teacher
PROCESS:
1. More intensive observation and
evaluation of the child’s cognitive and
adaptive skills.
2. Analysis of medical history

19. c. DIAGNOSTIC ASSESSMENT
A. Informal and standardized
tests
B. Home visit
C. Interview
D. Observation
E. Evaluation report
F. Inclusion and participation of
family

20. MODELS OF
ASSESSME
NT
A.TRADITIONAL ASSESSMENT
B. TEAM-BASED ASSESSMENT
Approach
C. ACTIVITY- BASED ASSESSMENT

21. A. TRADITIONAL
ASSESSMENT
- Parents fill in a pre-referral
form
- Referred to a team of clinical
practitioners
- Members of team are
 developmental psychologist, early childhood
special educator,early childhood educator,
 speech/language pathologist(SLP), occupational
therapist, physical therapist,

22. B. TEAM-BASED
ASSESSMENT APPROACHES
a. MULTIDISCIPLINARY ASSESSMENT-
independently assessed the child and
report results without consulting or
integrating their findings with one
another.
b. INTERDISCIPLINARY
ASSESSMENT- the members conduct
an independent assessment and
evaluation individually the findings are
integrated together with the
recommendations.

23. c. TRANSDISCIPLINARY
ASSESSMENT
- Allows other team members as
facilitators during the
assessment process. A natural
extension of this approach is
the involvement of the family in
the decision making process

24. C. ACTIVITY- BASED
ASSESSMENT
- The assessment materials have a
curriculum and evaluation components
and do not require specialized materials or
test kits.
- CRITERION REFERENCED
ASSESSMENT TOOLS-ARE;
- Assessment evaluation and
programming system for infants and
children(AEPS)
- Infant preschool Assessment Scale(IPAS)

25. Cognitive/Developmenta
l Assessment Tools
1. Differential Ability Scales(DAS)

26. Wechsler preschool and Primary Scale
of Intelligence- revised(WPPSIR)

27. Wechsler
Intelligence
Scale for
Children-III(WISC-III)
Stanford- Binet :
Fourth edition

28. ADAPTIVE BEHAVIOR
ASSESMENT TOOLS
1. Vineland Adaptive Behaviour
Scale
2. AAMR Adaptive Behaviour
Scale- School
3. Scales of Independent
Behaviour revised(SIB-R)

29. EDUCATIONAL
PROGRAMS

30. Early Intervention Program
Provision of an early intervention
program to children with
developmental delays .
The skills that are normally learned
during early childhood are taught at the
time they are still young and more
malleable than when he or she would
have grown old and less flexible.

31. Early Intervention Program
Staff members of Early Intervention
Program
have formal training in early childhood
education and special education
- Participate in in-service training programs
and agencies, conferences and workshops.
Intervisitation among programs and
agencies.

32. RATIONALE FOR EARLY
INTERVENTION
1. During intervention secondary disabilities can
be observed.
2. Prevent the occurrence of secondary
disabilities,
3. Lessen the chances for placement in a
residential school.
4. Family gains information
5. Hasten the child’s acquisition of the desirable
learning and behaviour characteristics.

33. MODELS OF
EARLY
INTERVENTION

34. 1. HOME-BASED
INSTRUCTION PROGRAM
Its goal is to provide a continous
program of instruction both school and
home.
Utilizes the Filipino adaptation of the
Portage Project (NCR, REGION V,
DAVAO).
Monitoring and evaluation of the
program show positive results.

35. 2. HEAD START PROGRAM
Head start program in Manila City schools
division addresses preschool education for the
socially and economically deprived children four
to six years old.
The program operates on the principle of early
intervention as a preventive measure against
behaviour problems among young children
The participants are siblings of youth offenders,
slum dwellers, street children and other
preschool age.
 Adopted by the Special education centers of manila,.

36. 3. COMMUNITY- BASED
REHABILITATION(CBR) SERVICES
 World Health Organization ,defines community based
rehabilitation as measures taken at the community level
 Use to build on the resources of the community
 Assist in the rehabilitation of those who need
assistance(disabled and handicapped person)
- Acclaimed as the answer to the rehabilitation needs in poverty-
stricken areas were institution-based rehabilitation programs
are not available.
- Piloted by National Commission for the Disabled
persons(NCWPD) in Bacolod
- Expanded to selected communities in Luzon, Visayas,
Mindanao
- Employed and maximized in providing rehabilitation programs
to urban and rural communities.

37. 4. URBAN BASIC SERVICE
PROGRAM
An early intervention scheme based on
the principle of home based instruction
was adopted by the urban basic service
program as its education component.
Utilized the Filipino adaptation of the
Portage Guide to Early Intervention

38. 4. URBAN BASIC SERVICE
PROGRAM
Twelve(12) barangays or villages
identified as depressed and
underserved
Twenty two parents are trained yearly to
early intervention
Minimizing the effects of the disabilities
and increasing the children’s readiness
and response to rehabilitation programs.

39. EDUCATIONAL
APPROACHES

40. THE CURRICULUM
Students with mental retardation
needs a functional curriculum that will
train them on the life skill.
It goal is toward self- direction and
regulation and the ability to select
appropriate options in everyday life
Fosters independent living
Enjoyment of leisure and social
activities
Improved quality of life

41. Curriculum programs for
children with
developmental
disabilities
Implemented in United
states and western
coutries

42. Cognitive Curriculum For
Young Children (CCYC)
 is a major curriculum effort based on
Piaget’s theory of cognitive development,
Vygotsky’s Zone of Proximal Development, and
Feuerstein’s concept of mediated learning.
 CCYC builds its instructional program around the
child’s deficits in cognition where mediated learning is
applied.
Estimates of a child’s maximum learning potential are
derived from his zone of proximal development that is
determined by comparing the child’s actual level of
performance to his performance under the teacher’s
direct supervision

43. INSTRUMENTAL
ENRICHMENT PROGRAM
- The child is trained to
develop a sense of
intentionality and a feeling of
competence as a result of
structured mediated learning
environments
Another intervention program
Is

44. Montessori Method
Aim to develop the child’s :
sense of self mastery,
mastery of the environment and
independence by focusing on his/her
perceptual and conceptual
development as well as in the
acquisition of skills in self care and
daily living activities.

45. Ypsilante Perry Preschool
Project
 Used in teaching disadvantaged children with mild mental
retardation who are three to four years old.
Portage Project
 Parents are trained to teach their children using behavior
modification procedures.
Carolina’s Abcedarian Project
 Includes parent training, social work services, nutritional
supplement, medical care and transportation.

46. Methods of
instruction

47. (ABA) Applied
Behavioral Analysis
One such method of teaching (ABA)
Applied Behavioral Analysis
Is derive from the theory and principles of
behavior modification and effect on the
environment on the learning process.

48. Task analysis
Process of breaking down complex or
multiple skills into smaller, easier-to-
learn subtask.
Active student response
Or the observable response made to an
instructional antecedent is correlated to
student achievement.

49. Systematic feedback
Through positive reinforcement is
employed whenever needed by rewarding
the student correct responses with simple
positive comments, gestures or facial
expression. Meanwhile incorrect
responses are immediately corrected
(error correct technique) by asking the
student to repeat the correct responses
after.

50. Student with Mental
Retardation in Inclusive
Education
The Educational placement is called
Inclusive education because the regular
class has student with a disability a who
has been assessed to be capable of
learning side by side with normal students

51. Suggestions for
SPED and regular
teachers who
classes student
with mental
retardation are
mainstreamed

52.  together study, the student’s IEP and agree
on the teacher’s roles and responsibilities
Set regular meetings with each other
Encourage acceptance of the student by the
classmates
Use instructional procedures
Abstract concepts, provide multiple concrete
examples.
Supplement verbal instructions
Assign a peer tutor to assist

53.  Vary the tasks in drills and practice activities
 Encourage the use of computer- based tutorials
 Utilize the lecture-pause technique
 Have a volunteer tape- record reading assignments if
the student is unable to read.
 Use cooperative learning strategies involving
heterogeneous group of students.
 Use multilayered activities involving flexible learning
objectives to accommodate the needs of students
with diverse abilities.
 Pair students with mental retardation
 Encourage regular students to assist students with
mental retardation as they participate in class
activities

54. Transition service-
 Provide the bridge to life after
school and help individual in
both community, adjustment and
employment.

55. Thank
you!!