Ed247 – Trends and Issues on Special Education

Narrative Report on the Implementation of Special

Education in Mawab Central Elementary School
SPEd Center

I – Questionnaire on Special Education

II – Objectives

III – Narrative Report on the Implementation

of Special Education in Mawab Central
Elementary School SPEd Center
I – Questionnaire on Special Education
1. How were you recruited as a Special Education Teacher?
Not just educational qualification but also experience and trainings
is a must in order to be chosen as Special Education Teachers.
2. Does your school provide the materials and facilities for special
children?
Yes, Mawab Central Elementary School SPEd Center program with
adaptations retains the learning outcomes of the regular curriculum, and
is provided so the student can participate in the program. Adaptations are
teaching and assessment strategies made to accommodate a student’s
special needs, and may include alternate formats (e.g, bookson-tape),
instructional strategies (e.g., use of interpreters, visual cues and aids) and
assessment procedures (e.g., oral exams, additional time, assistive
technologies). Students with education programs that include adaptations
are assessed using the standards for the course/program.
3. Do administrator conduct constant visits / revisions on the special
education curriculum?
Yes, in fact continue trainings and seminars headed by the division
office curriculum implementation division headed by Dr. Arlyn Lim have
taken into account in order to look at ways ensure that certain standards
are met when in IEPs. Teacher were require to have observations
including anecdotal records, checklists and inventories; records of
students achievements including assignments, portfolios, grades and
outstanding talents, interests and accomplishments; nominations by
educators, parents or peers; interviews of parents or students; and formal
assessments of cognitive ability, achievement, aptitude and creativity.
4. Does the mainstreaming effectively addresses the needs of a
special student? Why?
Yes, because each Special pupils learned differently according to
their respective peculiarity. An important part of the IEP is making sure
the participants who deal directly with the student have a clear
understanding of their role. The direct participants in most cases are the
teacher, class teachers and special education assistants. The class
teacher know any adaptations or modifications which have been made to
the program. Routine adaptations for exams may include: the student
being provided with additional time, no penalty for spelling, reduced
number of questions and no essay type questions. It is also necessary
that teachers have proper resources and are provided with proper in-
service to provide students with, “evidence informed teaching strategies,”
5. How often do you conduct trainings and seminars?
Our division aside from monthly monitoring also conduct specific
trainings and seminars quarterly.
6. Does your class program cater the diversity of your learners?
Yes, the school accepts Special Pupils SOWA, MI, HI and
Downsyndrome.
7. How convenient your class program to you and to your learners?
Now we accept student who prepare to have their class in the
morning or afternoon. Also Special Education program has well ventilated
classroom, fully air-conditioned.
8. Did this student receive any assistive technologies? What are
those?
Yes, aside from the classroom with DLP and LED TV in partnership
with the LGU and the Department of Education program, the local
government also sponsored hearing aids.
On the other hand, the office of the Municipal Mayor make sure that
all involved parties understand their role in supporting or implementing the
IEP. From time to time discussion of school SpEd Program has been
broughtout during their session. Often times during the session
responsibilities as extended parties, and discuss their roles in the process.
A complex IEP for a student with physical and mental disabilities
may include: case manager, teachers, special education assistants,
physiotherapists, occupational therapists, speech and language
specialists and other support agencies outside the school system which
the MOOE cant afford to provide will be shoulder by the LGU funds as the
Hon. Mayor Roperto S. Gonzaga III have pledge his comments to the
children under the SpEd program.
9. Did this student receive any formal individual evaluations for
purposes of developing IEP goals? What are those?
Yes, they also receive formal individual evaluation. Like the regular
student they also have quarterly examination. Upon giving this the school
firmly believe that this will enable pupils to make major transitions during
their lives – from home or pre-school to school; from class to class; from
school to school; from school district to school district; and from school to
post-secondary, community or work situations. On the other hand,
MCESSC also do adaptations which retains the learning outcomes of the
regular curriculum, and is provided so the student can participate in the
program. Adaptations are teaching and assessment strategies made to
accommodate a student’s special needs, and may include alternate
formats (e.g, bookson-tape), instructional strategies (e.g., use of
interpreters, visual cues and aids) and assessment procedures (e.g., oral
exams, additional time, assistive technologies). Students with education
programs that include adaptations are assessed using the standards for
the course/program. Furthermore, although they have modified
educational program, learning outcomes that are substantially different
from the regular curriculum, and specifically selected to meet the student's
special needs. For example, a Grade 9 student in a modified math
program could be focusing on functional computational skills in the context
of handling money and personal budgeting. Or, in language arts, a Grade
5 student could be working on recognizing common signs and using the
phone. In these examples the learning outcomes are substantially
different from those of the curriculum for most other students. To enable
achievement, a student's program may include some courses that are
modified and others that have adaptations.
10. Is the supervisor of special education assisting with your
questions, problems, and concerns? How often?
The school is very prevalage to have the district office situated
inside the school. This assist us whenever we have questions, problems,
and concerns related to special education. Also Dr. Arlyn Lym, EPS from
time to time visits the school aside from her quarterly monitoring.
II – Objectives
Involve IEP process as a Special Education Teacher, has led to
questioning its effectiveness.
Identify important components for an effective Special Education
Program. This will argue that the Mawab Central Elementary School SPEd
Center has implemented the Special Education Program effectively. This
argument suggests more training for teachers handling SOWA, HI, MI,
and Downsyndrome. To address the need for trainings, important
components for an effective IEP process will be examined.
Model Mawab Central Elementary School SPEd Center as ideal
learning evoronment for special education across the Division of
COmpostela Valley.
III – Narrative Report on the Implementation of Special Education in
Mawab Central Elementary School SPEd Center
It all started last 2003, Mawab Central Elementary School SPEd
Center previously known as Mawab Central Elementary School on its
humble beginning of Special Education catered only Hearing Impaired
Students. Yet no qualified teacher in the municipality to teach the course
only invited teachers from neighboring city, Tagum City. In order to serve
the students with special needs the school by the authority of the
Department of Education of Compostela Valley, since the HI class will be
done in the morning and Tagum City National High School previously
known as Mangga National High School Teachers of Division of Tagum
City class schedule both parties signed a memorandum of agreement and
memorandum of understanding to pilot their teachers, while waiting
Department of Education of Compostela Valley Special Education Item
who were currently under thorough training in Laguna Manila.
During its humble beginning the school as well as the division
recognized that individualized education program is the foundation of
instruction for individuals with disabilities. That is why since were not yet
around and the program was already on the run the MOA and MOU have
taken into account in order to develop foundation for instruction of
individuals with disabilities in an effective manner.
The MOA and MOU took six months before finally the school stand
on its own. Consequently, it is important, therefore, that Mawab Central
Elementary School with its Division office support were able to find ways
to improve the quality of the IEP from the very start.
Along the way, continue trainings and seminars headed by the
division office curriculum implementation division headed by Dr. Arlyn Lim
have taken into account in order to look at ways ensure that certain
standards are met when in IEPs.
Furthermore, the school now accept more Special Students. They
are being identified by observable disabilities prior to starting school.
Students who have not been identified enter in to a process where they
are hopefully identified early in their educational life. Typically a student is
identified through parental or teacher concerns as a candidate for further
assessment. The time it takes to identify students may vary depending on
the severity of the disability. Concerns are normally discussed with
parents and special education teachers, and this typically starts the
process. The school now has a school based team which is comprised of
the school counselor, administration and special education trained
teachers. Information about the student is gathered through examination
of the student’s file, discussions with prior teachers and counselors, or
through current teachers. This information is brought to a school based
team meeting. This information provides the basis for starting to make a
plan to address the student’s needs. Academic concerns often lead to
further testing. Behavioral concerns may lead to medical assessments.
The school base team can provide: “Extended consultation on possible
classroom strategies; planning for and coordination of services for the
student; access to additional school, district, community or regional
services and planning for and coordination of services within the school”.
Along the way, the school preparation, implementation and
evaluation provide the special pupil the skill to enable students to make
major transitions during their lives – from home or pre-school to school;
from class to class; from school to school; from school district to school
district; and from school to post-secondary, community or work situations.
From that point up to present, Mawab Central Elementary School
SPEd Center program with adaptations retains the learning outcomes of
the regular curriculum, and is provided so the student can participate in
the program. Adaptations are teaching and assessment strategies made
to accommodate a student’s special needs, and may include alternate
formats (e.g, bookson-tape), instructional strategies (e.g., use of
interpreters, visual cues and aids) and assessment procedures (e.g., oral
exams, additional time, assistive technologies). Students with education
programs that include adaptations are assessed using the standards for
the course/program.
As of the Today we already have numerous number of students in
each program HI Section 1 morning session 5 boys and 9 girls, section 2
afternoon session 4 boys and 6 girls, Down syndrome 5 boys and 9 girls,
SOWA 2 boys and 4 girls, and MI 3 boys and 2 girls. The program through
the leadership of Mrs. Resurrection F. Angelo Master Teacher II, School
SIC with trhe Help of Mr. and Mrs Casimina is on its pinnacle of success
in providing basic and compensatory education to our beloved special
pupils.