Comparing SPED and regular classes

TEACHER TESS SAYS By TERESITA DE MESA December 13, 2010, 12:45pm Question: Good day! I just want to ask the difference in terms of admissions, teachings, curriculum, class setup and materials used in the SPED Class as compared to a regular class. Thank you! Sarah Each child has a right to an education. The purpose and goals of education are essential for all children, while the techniques required to helping children with special needs to progress are different and designed according to their unique characteristics. Admissions, teaching, curriculum, class setup and materials for SPEd classes are not very different from regular schools. But they are usually modified for children with special needs through accommodation, adaptation, augmentation and alteration. The information below is for selected children with special needs and will let you visualize why and how special education is designed for them. (Handbook on Special Education and Policies and Guidelines for Special Education) Admission: Child with special needs (CSN) shall enjoy equality of access to formal and nonformal education. Among the salient points are the following: 1. All schools at the preschool, elementary, secondary and tertiary levels shall admit children and youth with special needs 2. The school entrance age of a child with special needs to formal academic shall follow the current regulation of the Department of Education. The child may be admitted any time during the school year, if circumstances warrant such admission. Neither age requirement nor time limitation shall be imposed for attendance to nonformal education programs. 3. An assessment test to determine proper grade placement shall be administered to special students who cannot present school credential. Their admission shall be subject to the approval of the proper school administrators. 4. Overage students assessed by the Philippine Educational Placement Test (PEPT) but found deficient in communication and other skills shall be admitted provided that they shall undergo remedial instruction in the areas of deficiency. 5. Adaptations in the administration of college entrance tests and other examinations given by DepEd and other agencies shall provide to meet the needs of special students. Teaching strategies: The methods of teaching utilized in the education of children with special needs are determined by their needs, abilities and interests with present curriculum as guide: Blind Individualization, use of concrete objects and experiences, unified multisensory instruction approach, additional stimulation, self-activity, orientation and mobility, Braille reading Deaf Strategies for teaching communication skills are: oral-aural method, manual method: pantomime, natural gesture, sign language, manual alphabet or finger spelling, simultaneous methods or combined method using both oral-aural and manual method, cued speech, total communication. Approaches for teaching language: natural approach, Tadoma method or vibration method, multi-sensory approach, grammatical approach called Barry Five Slate system, Fitzgerald Key CSN with Intellectual Disabilities Unit teaching approach, clinical teaching, task analysis, diagnostic-prescriptive teaching, behavior modification, learning disability approach, arts and crafts approach, Montessori approach, differentiated teaching, self-directed teaching, chaining and shaping approach, direct instruction, experiential learning, team teaching, cooperative learning. Children with Autism, ADHD, Emotional and Behavioral Disorders Picture Exchange Communication System (PECS), TEEACH, Behavior Modification Approach, Applied Behavior Analysis, Positive Behavior Support,

Functional Behavior Analysis. The teaching strategies for children with mental/intellectual disabilities can also be adopted. Learning Disability Reading Strategies: Bloomfield Approach, Fries Approach, The Gibson-Richards Linguistic Approach, Alphabetical Approach, Phonic approach, Phonovisual method, semantic webbing Gifted and Talented Multiple Intelligence Techniques, Brainstorming, Semantic Webbing, Research method, Creative Reading Technique, Writing Book Report, Value Strategies. Curriculum Adaptation of the General Curriculum the objectives in the Basic Leaning Competencies in the different subject areas may be adapted in the curriculum for all CSN: Basic Learning Competencies for Children with Intellectual Disabilities a specially adapted curriculum with emphasis on the acquisition of the life skills and the skills of self-maintenance. It covers the following special learning areas: 1. Language is designed to develop effective oral and written language among CSN: listening, speaking, reading and writing 2. Mathematics systematic and sequential activities are included to enable pupils to acquire number skills 3. Motor skills and physical education motor proficiency through structure and adapted physical education programs include the development of the gross and fine motor skills through games, rhythmic activities, dances, music, art, etc. 4. Prevocational competencies activities to prepare the children for increased occupational awareness and the development of entry level job skills are included. 5. Social Competencies the personal- social skills curriculum include those abilities necessary for personal care, satisfactory interpersonal relationship such as achieving awareness of the social self and others. Vocational /school to work transition education the right to vocational education and training is tied up with the right to work and to be educated. It is often necessary to break down prejudice among members of society, employers and fellow workers who are afraid to accept people with disabilities. Functional Skills Curriculum is child-centered not curriculum-centered. It is a process where the teacher makes decisions and selects experiences for the student to gain the skills he will need to become as competent as possible in the regular environment as an adult. Educational programs, placement management of children with special needs Here are some of the delivery systems of special education: 1. Itinerant teacher program the child is sent to regular school with seeing children. The regular teacher gets information, special instruction and materials from the itinerant. This includes teaching, Braille reading, Braille writing, and providing specialized equipment and materials. 2. Resource room plan is provided in the school where specially trained teacher assists the CSN in all the subjects where he needs help in order to keep up with the work in the regular classroom. 3. Special class the children are grouped together in a self-contained class. academic instruction is given by the special education teacher 4. Special day school the children go to school and is allowed to return home after school hours 5. Residential school in this boarding school, children live, study and learn vocational skills

6. Homebound instruction for children who cannot go to school due to chronic diseases or those who are too young for individual integration into regular classes. The special education teacher visits the child in the home for individualized instruction. 7. Full Integration the child is enrolled in a regular class with or without supplementary services. 8. Mainstreaming/Partial integration the child attends classes in basic subjects: communication arts, math, physical education, work educ., music and art. *The author is a registered professional educator with 35 years of teaching profession as a SPED and as regular classroom teacher. She is a full-time professor, teaching special education courses in the Special Education Department of the College of Education, Philippine Normal University and the Directress/Principal of St. John Ma. Vianney Special Education Learning And Resource Center. For questions on SPED, send e-mail to youth@mb.com.ph