Archie S. Policarpio Topic: INTRODUCTION TO SPECIAL EDUCATION
In this topic, I learned that Special Education is governed by federal law. Individulas with Disabilities Education Act (IDEA) defined Special Education as: "Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Moreover, I was able to learn on how to differentiate Disability from Impairment which I believe that these two things are commonly used by those people who are not studying this specific field.
Topic: WHO ARE STUDENTS WITH DISABILITIES? IDEA officially named 13 specified categories of disability. By knowing what categories are covered under IDEA you will be able to understand if the learner has a disability that makes him/her eligible for special education services. Also, there are series of qualifications before you can categorize a learner to a specific disability/disabilities. Once tagged, expected teaching strategies are given to the teachers to assure effectivity of teaching these learners. I was also able to watchj the PECS Video and it amazed me. That was cool and indeed the process of learning is smooth, effective and child-friendly.
Archie S. Policarpio Topic: WHY DO WE INCLUDE STUDENTS WITH SPECIAL NEEDS?
Students with special needs are not only given special attention by the law, Also they are entitled of basking the appropriate education they all deserve. To include students with special needs in a real classroom and school environment is indeed not an easy task. There are so much things to consider before realizing this for accommodation. We technically follow the law of IDEA and stress the fact that attitudes and beliefs of the teachers and students, instructional methods, school support and services offered, parental programs/goals, and collaboration of all important people involved ARE SIGNIFICANT to obtain a fair and acceptable outcome for the students with special needs and their families once inclusion promulgated.
There have been non-stop argumentation in comes to INCLUSIVE Education. There are a lot of issues arise whenever this topic is thrown on the table. Considering reality check here in the Philippines, there are already schools and institutions practicing mainstreaming or inclusion. However, there are also loopholes for that since the support from the the families and government are not really constant. We are still challenged with this concern.
Topic: WHY DO WE INCLUDE STUDENTS WITH SPECIAL NEEDS?
Students with special needs are not only given special attention by the law, Also they are entitled of basking the appropriate education they all deserve. To include students with special needs in a real classroom and school environment is indeed not an easy task. There are so much things to consider before realizing this for accommodation. We technically follow the law of IDEA and stress the fact that attitudes and beliefs of the teachers and students, instructional methods, school support and services offered, parental programs/goals, and collaboration of all important people involved ARE SIGNIFICANT to obtain a fair and acceptable outcome for the students with special needs and their families once inclusion promulgated.
There are a lot of students at risk nowadays. Main factor of this problem is the lack of family involvement. A child has a capability to sense and know if he/she is important for his/her family. The child may start being deliquent if he/she doesn’t feel any care and love from his/her family. These children are tend to do things that are unruly to catch the attention of their parents. It is indeed significant to keep an eye to oue children otherwise, their future will be yet compromised. Most common effect of this issue are the following: Teenage Pregnancy, Drop-out from school and Alcohol Abuse.
I was so surprised when I learned from this topic that one of the causes of ADHD is also Food additives and sugar. I fully understand that there are tratment for ADHD however, it talkes a lot of time and patience though. I cant imagine hadling learners who are all having ADHD, probably the entire classroom will be a real mess. I was thankful that still there bunch of teaching strategies as well as to handle this kind of matter.
Teaching learners who are hearing impaired is indeed challenging. The goals must always be to integrate the child into the family and into society and to enable the growth and development of a healthy, confident child who is deaf or hard of hearing. To meet these goals, teachers should use any communication strategy and equipment that is best suited for the individual child and his or her family.
I got this information from the internet too as additional input. A child exhibiting one or more of the following characteristics to a marked degree for a long duration of time that adversely affects their education: 1. Difficulty to learn that cannot be explained by intellectual, sensory, or health factors. 2. Difficulty to build or maintain satisfactory interpersonal relationships with peers and teachers. 3. Inappropriate types of behavior or feelings under normal circumstances. 4. A general pervasive mood of unhappiness or depression. 5. A tendency to develop physical symptoms or fears associated with personal or school problems.
Also, the following educational recommendations for teaching strategies for these students should be based on changing the behavior itself. 1. Specifically identify the behavior which needs to be changed. 2. Create a baseline of the observed behavior. 3. Closely examine the information in the baseline and evaluate what has been observed and documented 4. Develop short and long term goals for the student. In the plan create a reward system to be used. Such as: give student a check mark for every 15 minutes behavior is appropriate. When the student receives 8 checks they may have 10 minutes of computer time. 5. Revaluate the plan for effectiveness. Has the behavior reduced occurrence in a variety of settings? 6. Make modifications in the behavior plan to reinforce the desired outcome.
Children with Autism: Many other facts are then discovered including the different effects of autism and the way it can be treated. Children with autism will mostly always experience language problems, restricted interests and activities, as well as sensory and intellectual problems. Autism is not a disease, but a developmental disorder of brain function. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication and imagination, and unusual or severely limited activities and interests. Educating autistic children can be a challenge in the best of circumstances. Autism is a developmental brain disorder that affects social and communication skills so teachers are indeed anticipated to provide their utmost best to be patient and thoughtful.
Communication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders. Teachers should : • Maintain contact with student. • Allow students to tape lectures. • Provide and interpreter (signed English or American Sign Language) to those who require another form of communication. • Encourage and assist in facilitation of participation in activities and discussions. • Be patient. • Be a good listener.
Mental Retardation or now we call Intellectual disability is characterized both by a significantly below-average score on a test of mental ability or intelligence and by limitations in the ability to function in areas of daily life, such as communication, self-care, and getting along in social situations and school activities. Intellectual disability is sometimes referred to as a cognitive disability or mental retardation. Children with intellectual disability can and do learn new skills, but they develop more slowly than children with average intelligence and adaptive skills. There are different degrees of Intellectual disability, ranging from mild to profound. A person's level of Intellectual disability can be defined by their intelligence quotient (IQ), or by the types and amount of support they need
A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. A learning disability, or learning disorder, is not a problem with intelligence. Learning disorders are caused by a difference in the brain that affects how information is received, processed, or communicated. Children and adults with learning disabilities have trouble processing sensory information because they see, hear, and understand things differently. The following lists are the strategies teachers should follow to achieve effective education among students with learning disabilities. This information is coming from the internet : • Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions. • Use an overhead projector with an outline of the lesson or unit of the day. • Reduce course load for student with learning disabilities. • Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies. • Provide students with chapter outlines or study guides that cue them to key points in their readings. • Provide a detailed course syllabus before class begins. Ask questions in a way that helps the student gain confidence. • Keep oral instructions logical and concise. Reinforce them with a brief cue words. Repeat or re-word complicated directions. • Frequently verbalize what is being written on the chalkboard. • Eliminate classroom distractions such as, excessive noise, flickering lights, etc. • Outline class presentations on the chalkboard or on an overhead transparency. Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.) • Establish the clarity of understanding that the student has about class assignments.
The IEP process is meant to be deliberate and equitable, and the individualized program plans that it generates are the means by which the educational concepts outlined in the law are guaranteed to each student and that student's family. The formation of an individualized program involves seven steps, beginning with pre-referral and ending with evaluation of a youngster's program. These steps are:
Step 1: Pre-Referral Step 2: Referral Step 3: Identification Step 4: Eligibility Step 5: Development of the IEP Step 6: Implementation of the IEP Step 7: Evaluation and Reviews
Many factors influence the success of interagency collaborations. No two collaborative progresses in exactly the same way or in the same time frame. In the final analysis, each interagency effort must proceed in a way that is consistent with its unique circumstances and composition. Nevertheless, the literature on collaboration offers some guidelines that have wide applicability:
1. Involve all key players so that collaborative decisions and activities receive widespread support and recognition. 2. Ensure that the collaborative has leadership that is visionary, willing to take risks, and facilitates change. 3. Establish a shared vision of how the collaborative should progress and of the expected outcomes for children and families served by the collaborative partners. 4. Build ownership at all levels. Commitment to change must be mobilized at all organizational levels of member agencies and among community members involved in the collaborative. 5. Establish communication and decision-making processes that recognize disagreement among actors as a part of the process and establish ways to deal with conflict constructively. 6. Institutionalize change by encouraging member agencies to include collaborative goals in their institutional mandates and by earmarking funds for collaborative activities.
Finally, and perhaps most importantly, remember that change begins with individuals, not institutions. Agency representatives must be allowed to take time from routine responsibilities to meet and interact with each other so that trust and respect on an individual level can be generated. It is through personal interactions that the trusting relationships across agencies that sustain the growing pains associated with systemic change are nurtured.
::::::SOURCE::::: Collaboration: The Prerequisite for School Readiness and Success Kunesh, Linda G. - Farley, Joanne 1993
Topic: Use of Integrated Technology and Media to SPED
access to variety of learning resources immediacy to information anytime learning anywhere learning collaborative learning multimedia approach to education authentic and up to date information access to online libraries teaching of different subjects made interesting educational data storage distance education access to the source of information Multiple communication channels-e-mail, chat, forum, blogs, etc. better accesses to children with disabilities
Information technology has brought drastic changes in the life of disabled children. IT provides various software and technique to educate these poor peoples. Unless provided early with special training, people profoundly deaf from birth are incapable of learning to speak. Deafness from birth causes severe sensory deprivation, which can seriously affect a person's intellectual capacity or ability to learn. A child who sustains a hearing loss early in life may lack the language stimulation experienced by children who can hear. The critical period for neurological plasticity is up to age seven. Failure of acoustic sensory input during this period results in failure of formation of synaptic connections and, possibly, an irremediable situation for the child. A delay in learning language may cause a deaf child's academic progress to be slower than that of hearing children. The academic lag tends to be cumulative, so that a deaf adolescent may be four or more academic years behind his or her hearing peers. Deaf children who receive early language stimulation through sign language, however, generally achieve academically alongside their hearing peers.
Archie S. Policarpio
ReplyDeleteTopic: INTRODUCTION TO SPECIAL EDUCATION
In this topic, I learned that Special Education is governed by federal law. Individulas with Disabilities Education Act (IDEA) defined Special Education as: "Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. Moreover, I was able to learn on how to differentiate Disability from Impairment which I believe that these two things are commonly used by those people who are not studying this specific field.
Topic: WHO ARE STUDENTS WITH DISABILITIES?
ReplyDeleteIDEA officially named 13 specified categories of disability. By knowing what categories are covered under IDEA you will be able to understand if the learner has a disability that makes him/her eligible for special education services. Also, there are series of qualifications before you can categorize a learner to a specific disability/disabilities. Once tagged, expected teaching strategies are given to the teachers to assure effectivity of teaching these learners. I was also able to watchj the PECS Video and it amazed me. That was cool and indeed the process of learning is smooth, effective and child-friendly.
Archie S. Policarpio
ReplyDeleteTopic: WHY DO WE INCLUDE STUDENTS WITH SPECIAL NEEDS?
Students with special needs are not only given special attention by the law, Also they are entitled of basking the appropriate education they all deserve. To include students with special needs in a real classroom and school environment is indeed not an easy task. There are so much things to consider before realizing this for accommodation. We technically follow the law of IDEA and stress the fact that attitudes and beliefs of the teachers and students, instructional methods, school support and services offered, parental programs/goals, and collaboration of all important people involved ARE SIGNIFICANT to obtain a fair and acceptable outcome for the students with special needs and their families once inclusion promulgated.
Topic: INCLUSIVE EDUCATION
ReplyDeleteThere have been non-stop argumentation in comes to INCLUSIVE Education. There are a lot of issues arise whenever this topic is thrown on the table. Considering reality check here in the Philippines, there are already schools and institutions practicing mainstreaming or inclusion. However, there are also loopholes for that since the support from the the families and government are not really constant. We are still challenged with this concern.
Topic: WHY DO WE INCLUDE STUDENTS WITH SPECIAL NEEDS?
ReplyDeleteStudents with special needs are not only given special attention by the law, Also they are entitled of basking the appropriate education they all deserve. To include students with special needs in a real classroom and school environment is indeed not an easy task. There are so much things to consider before realizing this for accommodation. We technically follow the law of IDEA and stress the fact that attitudes and beliefs of the teachers and students, instructional methods, school support and services offered, parental programs/goals, and collaboration of all important people involved ARE SIGNIFICANT to obtain a fair and acceptable outcome for the students with special needs and their families once inclusion promulgated.
Topic: STUDENTS AT RISK
ReplyDeleteThere are a lot of students at risk nowadays. Main factor of this problem is the lack of family involvement. A child has a capability to sense and know if he/she is important for his/her family. The child may start being deliquent if he/she doesn’t feel any care and love from his/her family. These children are tend to do things that are unruly to catch the attention of their parents. It is indeed significant to keep an eye to oue children otherwise, their future will be yet compromised. Most common effect of this issue are the following: Teenage Pregnancy, Drop-out from school and Alcohol Abuse.
Topic: ATTENTION DEFICIT HYPERACTIVITY DISORDER
ReplyDeleteI was so surprised when I learned from this topic that one of the causes of ADHD is also Food additives and sugar. I fully understand that there are tratment for ADHD however, it talkes a lot of time and patience though. I cant imagine hadling learners who are all having ADHD, probably the entire classroom will be a real mess. I was thankful that still there bunch of teaching strategies as well as to handle this kind of matter.
Topic: HEARING IMPAIRMENT
ReplyDeleteTeaching learners who are hearing impaired is indeed challenging. The goals must always be to integrate the child into the family and into society and to enable the growth and development of a healthy, confident child who is deaf or hard of hearing. To meet these goals, teachers should use any communication strategy and equipment that is best suited for the individual child and his or her family.
Topic: EMOTIONAL AND BEHAVIORAL DISORDER
ReplyDeleteI got this information from the internet too as additional input.
A child exhibiting one or more of the following characteristics to a marked degree for a long duration of time that adversely affects their education:
1. Difficulty to learn that cannot be explained by intellectual, sensory, or health factors.
2. Difficulty to build or maintain satisfactory interpersonal relationships with peers and teachers.
3. Inappropriate types of behavior or feelings under normal circumstances.
4. A general pervasive mood of unhappiness or depression.
5. A tendency to develop physical symptoms or fears associated with personal or school problems.
Also, the following educational recommendations for teaching strategies for these students should be based on changing the behavior itself.
1. Specifically identify the behavior which needs to be changed.
2. Create a baseline of the observed behavior.
3. Closely examine the information in the baseline and evaluate what has been observed and documented
4. Develop short and long term goals for the student. In the plan create a reward system to be used. Such as: give student a check mark for every 15 minutes behavior is appropriate. When the student receives 8 checks they may have 10 minutes of computer time.
5. Revaluate the plan for effectiveness. Has the behavior reduced occurrence in a variety of settings?
6. Make modifications in the behavior plan to reinforce the desired outcome.
Topic: AUTISM
ReplyDeleteChildren with Autism: Many other facts are then discovered including the different effects of autism and the way it can be treated. Children with autism will mostly always experience language problems, restricted interests and activities, as well as sensory and intellectual problems. Autism is not a disease, but a developmental disorder of brain function. People with classical autism show three types of symptoms: impaired social interaction, problems with verbal and nonverbal communication and imagination, and unusual or severely limited activities and interests. Educating autistic children can be a challenge in the best of circumstances. Autism is a developmental brain disorder that affects social and communication skills so teachers are indeed anticipated to provide their utmost best to be patient and thoughtful.
Topic: Communication Disorder
ReplyDeleteCommunication Disorders involve a wide variety of problems in speech, language, and hearing. For example, speech and language disorders include stuttering, aphasia, dysfluency, voice disorders (hoarseness, breathiness, or sudden breaks in loudness or pitch), cleft lip and/or palate, articulation problems, delays in speech and language, autism, and phonological disorders. Teachers should :
• Maintain contact with student.
• Allow students to tape lectures.
• Provide and interpreter (signed English or American Sign Language) to those who require another form of communication.
• Encourage and assist in facilitation of participation in activities and discussions.
• Be patient.
• Be a good listener.
Topic: Mental Retardation
ReplyDeleteMental Retardation or now we call Intellectual disability is characterized both by a significantly below-average score on a test of mental ability or intelligence and by limitations in the ability to function in areas of daily life, such as communication, self-care, and getting along in social situations and school activities. Intellectual disability is sometimes referred to as a cognitive disability or mental retardation.
Children with intellectual disability can and do learn new skills, but they develop more slowly than children with average intelligence and adaptive skills. There are different degrees of Intellectual disability, ranging from mild to profound. A person's level of Intellectual disability can be defined by their intelligence quotient (IQ), or by the types and amount of support they need
Topic: Learning Disabilities
ReplyDeleteA child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. A learning disability, or learning disorder, is not a problem with intelligence. Learning disorders are caused by a difference in the brain that affects how information is received, processed, or communicated. Children and adults with learning disabilities have trouble processing sensory information because they see, hear, and understand things differently.
The following lists are the strategies teachers should follow to achieve effective education among students with learning disabilities. This information is coming from the internet :
• Always ask questions in a clarifying manner, then have the students with learning disabilities describe his or her understanding of the questions.
• Use an overhead projector with an outline of the lesson or unit of the day.
• Reduce course load for student with learning disabilities.
• Provide clear photocopies of your notes and overhead transparencies, if the student benefits from such strategies.
• Provide students with chapter outlines or study guides that cue them to key points in their readings.
• Provide a detailed course syllabus before class begins.
Ask questions in a way that helps the student gain confidence.
• Keep oral instructions logical and concise. Reinforce them with a brief cue words.
Repeat or re-word complicated directions.
• Frequently verbalize what is being written on the chalkboard.
• Eliminate classroom distractions such as, excessive noise, flickering lights, etc.
• Outline class presentations on the chalkboard or on an overhead transparency.
Outline material to be covered during each class period unit. (At the end of class, summarize the important segments of each presentation.)
• Establish the clarity of understanding that the student has about class assignments.
Topic: IEP Procedure
ReplyDeleteThe IEP process is meant to be deliberate and equitable, and the individualized program plans that it generates are the means by which the educational concepts outlined in the law are guaranteed to each student and that student's family. The formation of an individualized program involves seven steps, beginning with pre-referral and ending with evaluation of a youngster's program. These steps are:
Step 1: Pre-Referral
Step 2: Referral
Step 3: Identification
Step 4: Eligibility
Step 5: Development of the IEP
Step 6: Implementation of the IEP
Step 7: Evaluation and Reviews
Topic : Guidelines for Effective Collaboration
ReplyDeleteMany factors influence the success of interagency collaborations. No two collaborative progresses in exactly the same way or in the same time frame. In the final analysis, each interagency effort must proceed in a way that is consistent with its unique circumstances and composition. Nevertheless, the literature on collaboration offers some guidelines that have wide applicability:
1. Involve all key players so that collaborative decisions and activities receive widespread support and recognition.
2. Ensure that the collaborative has leadership that is visionary, willing to take risks, and facilitates change.
3. Establish a shared vision of how the collaborative should progress and of the expected outcomes for children and families served by the collaborative partners.
4. Build ownership at all levels. Commitment to change must be mobilized at all organizational levels of member agencies and among community members involved in the collaborative.
5. Establish communication and decision-making processes that recognize disagreement among actors as a part of the process and establish ways to deal with conflict constructively.
6. Institutionalize change by encouraging member agencies to include collaborative goals in their institutional mandates and by earmarking funds for collaborative activities.
Finally, and perhaps most importantly, remember that change begins with individuals, not institutions. Agency representatives must be allowed to take time from routine responsibilities to meet and interact with each other so that trust and respect on an individual level can be generated. It is through personal interactions that the trusting relationships across agencies that sustain the growing pains associated with systemic change are nurtured.
::::::SOURCE:::::
Collaboration: The Prerequisite for School Readiness and Success
Kunesh, Linda G. - Farley, Joanne 1993
Topic: Use of Integrated Technology and Media to SPED
ReplyDelete access to variety of learning resources
immediacy to information
anytime learning
anywhere learning
collaborative learning
multimedia approach to education
authentic and up to date information
access to online libraries
teaching of different subjects made interesting
educational data storage
distance education
access to the source of information
Multiple communication channels-e-mail, chat, forum, blogs, etc.
better accesses to children with disabilities
Information technology has brought drastic changes in the life of disabled children. IT provides various software and technique to educate these poor peoples. Unless provided early with special training, people profoundly deaf from birth are incapable of learning to speak. Deafness from birth causes severe sensory deprivation, which can seriously affect a person's intellectual capacity or ability to learn. A child who sustains a hearing loss early in life may lack the language stimulation experienced by children who can hear. The critical period for neurological plasticity is up to age seven. Failure of acoustic sensory input during this period results in failure of formation of synaptic connections and, possibly, an irremediable situation for the child. A delay in learning language may cause a deaf child's academic progress to be slower than that of hearing children. The academic lag tends to be cumulative, so that a deaf adolescent may be four or more academic years behind his or her hearing peers. Deaf children who receive early language stimulation through sign language, however, generally achieve academically alongside their hearing peers.
reduces time on many routine tasks