Prelim Module 3

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
Week 3:

Class discussion
Answer the following questions:
What is the meaning of IDEA?

What are the terminologies used in studying Special and Inclusive
Education?
What will students learn from this topic?
• Understand the reasons behind IDEA
• Familiarize themselves with the terminologies used in teaching Inclusive and special
Education
What is IDEA?
It is a part of an overall strategy designed to deliver needed services appropriate to the

individual preschooler and toddler students.
A reauthorization of Public Law 94-142 which is known as the “Education for All
Handicapped Children Act”.
Why replaced “handicapped children” to “individuals with disabilities”?
*IDEA guaranteed all children and youth regardless of the severity of their disability to free
and appropriate public education.
*Focused on both early childhood special education and the transitional needs of the
individuals with disabilities.
1990 Individuals with Disabilities Education Act (IDEA) (Public Law 101-476)
 Renames and replaces R L. 94-142 (E HC )
 Establishes "people first" language for referring to people with disabilities
 Extends special education services to include social work and rehabilitation services
 Extends provisions for due process and confidentiality for students and parents
 Adds two new categories of disability autism and traumatic brain injury
 Requires states to provide bilingual education programs for students with disabilities
 Requires states to educate students with disabilities for transition to employment, and
to provide transition services
 Requires that all students with disabilities must continue to receive services, even if
they have been expelled from school
 Allows states to extend their use of the developmental delay category for students
through age 9
AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

 Requires schools to assume greater responsibility for ensuring that students with
disabilities have access to the general education curriculum
 Allows special education staff who are working in the mainstream to assist general
education students when needed
 Requires a general education teacher to be a member of the IEP team
 Requires students with Disabilities to take part in state- and district-wide
assessments
(Taken from google images)

TERMINLOGIES USED IN SPECIAL EDUCATION
These are the proper use of language in dealing with persons with special needs:

The following are the terms used in the study of Special and Inclusive Education
A. Individualized Instruction – the child’s characteristics rather than the prescribed

academic content provide the basis for teaching techniques.
A. Intervention is a general name for all efforts in behalf of individuals with disabilities
B. Remedial Programs
Remediation and rehabilitation- Teaching a person with disabilities basic skills for
independence – may be academic or even personal also thru Vocational
rehabilitation
D. Compensatory Efforts
- Giving a kind of substitute skill or device to rely on to compensate for a person’s
disability
- Aims to give an individual asset to be able to use tools and techniques for meeting
learning needs
E. Exceptional students include both the handicapped and the gifted children.
Exceptional child refers to the child who deviates from the average or normal child in:
- Mental characteristics
- Sensory abilities
- Neuromuscular or physical characteristics
- Social or emotional behavior
- Communication abilities
- Multiple handicaps to such an extent that he requires modification of
school practices, or special educational services, to develop to his maximum
capacity.
F. Disability – refers to the reduced function or loss of a body part or organ. It is

sometimes used
interchangeably with the term impairment.
G. Handicap – refers to a problem with disability or impairment encounters in
interacting with the environment. A disability may pose a handicap in one
environment but not in another
H. At risk – refers to children who, although not currently identified as having a
disability, are considered to have greater-than-usual chance of developing a
disability.
I. Labeling implies more than simply identifying children who need special
education services.

Labeling has been viewed as demeaning, stigmatizing, and discriminatory,

especially with regard to the potential to exclude children based on poverty or
membership in ethnic and culturally diverse groups.
Those with disabilities were prevented full participation in the activities in the
community.
J. Normal- is someone who conforms to the ideals of society. This can be for any
number of reasons, ranging from the positive (genuine admiration for and
acceptance of society's standard, for example) to the negative (fear of
humiliation, fear of rejection, fear of being thought mad).
K. Abnormal- is subjectively defined characteristic, assigned to those with rare or
dysfunctional conditions.
Performance Task 2: Comparative Analysis on DepEd Order 21 series 2019 and IDEA
Performance Standards
Content 50%
Originality 25%
Timeliness 25%
Total 100

List of References:
Accardo, P. & Whitman, B. (1997). Dictionary of developmental disabilities terminology.

Sydney: MacLennan & Petty
Behan, Dawn. (2015). Taking sides: clashing views in special education.
Bowden, W. & Bowden, J. (Undated). Me too…the child with special needs in the regular
classroom. Callan Services, PNG.
Convention on the Rights of the Child UN Standard Rules on the Equalization of

Opportunities for persons with Disabilities 1993
Christensen, C. A., (1992). Social justice and the construction of disability in schools
Australian Association of Special Education Newsletter, 3, 6-8. Cited in Dempsey, I.
Principles and policies for integration and inclusion, in Foreman, P. (Ed.). (2001). Integration
and inclusion in action. Sydney: Harcourt.
Dakar Framework for Action 2000 Millenium Development Goal2. Universal primary
Education by 2015
DepEd Inclusive Education Policy Framework Differentiation and Enrichment Strategies for
Gifted Students
Department of Education (1993). National special education plan and policy and guidelines
for special education. PNG Government publication.
EFA Fast Track Initiative 2002 UN Convention on the Rights of Persons with Disabilities
Escowitz S. (n.d.) Multiple Disabilities in Your Classroom: 10 Tips for Teachers . The Special
Ed Wiki. Sped.wikidot.com/emotional-behavioral disorder-disorders.
Fliess, S. D. (n.d.) Twice exceptional children .

http://www.education.com/magazine/article/Ed_Twice_Exceptional/?page=2
Foreman, P. (2000). Disability, integration and inclusion: Introductory concepts. In P. Foreman

(Ed.), Integration and inclusion in action (2nd ed.). Sydney: Harcourt
Foreman, P. (2001). Disability, integration and inclusion: Introductory concepts. In Foreman,

P. (Ed.). Integration and inclusion in action. 2nd edition. Sydney: Harcourt.
Gargiulo, Richard M. (2015).
Griffin, (2015). Handbook of Learning Disabilities .
Imray, Peter. (2013). Curricula for Teaching Children and Young people with severe or
profound and multiple learning disabilities
Kelley, P. & Gale, G. (1998). Towards excellence: Effective education for students with
vision impairments. Sydney: Royal Institute for Deaf and Blind Children
Lansingh, V. & Buzolic, G. (2000). Eyes. Wewak: Callan Services

McGraw-Hill. Clark, B. (2010). Characteristics of gifted children with disabilities, excerpt from
Growing Up Gif ted: Developing the Potential of Children at Home and at School . 2008 ed,
p.362-364.
National Department of Education, Papua New Guinea. (1993). National special education
plan and policy and guidelines for special education.
Nirje, B. (1970). The normalization principle: Implications and comments. British Journal of
Mental Subnormality, 16, 62-70.
Special Education in Contemporary Society: An Introduction to Exceptionality . Los Angeles:

SAGE Publications.
Salend, S. & Duhaney, G. (1999). The impact of inclusion on students with and without
disabilities and their educators. Remedial and SpecialEducation, 20 (2).
Saunders, C. & Miles, S. (1990, updated 2001). The uses and abuses of surveys in service
development and planning for disabled people: The case of Lesotho. Enabling Education
Network at www.eenet.org.uk
Rule 6 UNESCO- Salamanca Statement and Framework for Action 1994 Education for All
World Forum,
PNRTCQ Prototype Syllabus
PNG Department of Education (1998). Special education: Teachers resource book. Trial
edition.
PNG Department of Education (1993). National special education plan and policy and
guidelines for special education
PNG Department of Education (1993). National special education plan and policy and
guidelines for special education.
The Guilford Press.(D)
Vaughn, S., Bos, C. & Schumm, J. (2000). Teaching exceptional, diverse and at-risk
students in the general education classroom. Boston: Allyn & Bacon Practical classroom-
based advice
Vaughn, S., Bos, C. & Schumm, J. (2000). Teaching Exceptional, Diverse and At-Risk
Students in the General Classroom. Boston: Allyn & Bacon)
Werner, D. (1987). Disabled village children. Palo Alto: Hesperian Foundation.
Westwood, P. (1997). Commonsense methods for children with special needs. London:
Routledge Falmer.
Wright, J. & Kersner, M. (1998). Supporting children with communication problems. London:
Fulton

Werner, D. (1987) Disabled village children. Palo Alto: Hesperian Foundation Good practical
information, mainly about identification, rehabilitation, prevention, and medical therapy
World Health Organization (1980). International classification of impairments, disabilities, and

handicaps. Geneva: WHO

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FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

What is the meaning of IDEA?

It is a part of an overall strategy designed to deliver needed services appropriate to the

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

(Taken from google images)

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

A. Individualized Instruction – the child’s characteristics rather than the prescribed

F. Disability – refers to the reduced function or loss of a body part or organ. It is

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

Labeling has been viewed as demeaning, stigmatizing, and discriminatory,

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

Accardo, P. & Whitman, B. (1997). Dictionary of developmental disabilities terminology.

Behan, Dawn. (2015). Taking sides: clashing views in special education.

Convention on the Rights of the Child UN Standard Rules on the Equalization of

Fliess, S. D. (n.d.) Twice exceptional children .

Foreman, P. (2000). Disability, integration and inclusion: Introductory concepts. In P. Foreman

Foreman, P. (2001). Disability, integration and inclusion: Introductory concepts. In Foreman,

Gargiulo, Richard M. (2015).

Griffin, (2015). Handbook of Learning Disabilities .

Lansingh, V. & Buzolic, G. (2000). Eyes. Wewak: Callan Services

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

Special Education in Contemporary Society: An Introduction to Exceptionality . Los Angeles:

PNRTCQ Prototype Syllabus

The Guilford Press.(D)

Werner, D. (1987). Disabled village children. Palo Alto: Hesperian Foundation.

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

World Health Organization (1980). International classification of impairments, disabilities, and

AUTHORED BY: PABLITO P. GANTAN JR., LPT, Ed.D.

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