Name: Jesleigh A.

Perez Date:
Subject: Introduction to Special Education Submission:
Teacher: Dr. Nina Rozanne T. Delos Reyes, Dev. Ed. D
Activity No. 1

I.
1. Define special education and explain the meaning of individually planned, systematically implemented,
and carefully evaluated instruction for children with special needs.

Special education (also known as special-needs education, aided education, exceptional

education, special ed. or SPED) is the practice of educating students in a way that addresses
their individual differences and needs. Ideally, this process involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted equipment and materials, and
accessible settings. These interventions are designed to help individuals with special needs achieve a
higher level of personal self-sufficiency and success in school and in their community which may not be
available if the student were only given access to a typical classroom education.

INDIVIDUALLY PLANNED
A special education program should be customized to address each individual student's unique needs.
Special educators provide a continuum of services, in which students with various disabilities receive
multiple degrees of support based on their individual needs. It is crucial for special education programs
to be individualized so that they address the unique combination of needs in a given student.[8]
It’s extremely important to understand that the terms you’re likely to hear in special education
come from our nation’s special education law, the IDEA (Individuals with Disabilities
Education Act). We frequently refer to this law on our website and in our publications, because it
guides how special education and related services are provided to children with disabilities in the
United States. States develop their own special education policies and procedures based on what
IDEA requires. They are allowed to go beyond what IDEA requires–and frequently do, because the
law leaves a great many things to state and local discretion–but they are not permitted to have
policies or procedures that are not consistent with IDEA’s provisions.

SYSTEMATICALLY IMPLEMENTED

Systematic change (implementation) is critical to prevent breakdowns within the

system. The concept of systematic change implies planning for timelines for the
subsystems and parts to implement their necessary steps. Once the systemic view is
clearly defined, the systematic changes must be planned for implementation and
maintenance. Too often, continuous attention to the health or needs of each aspect is not
planned and falls by the wayside. With a group of representative stakeholders to
maintain systemic view, the systematic needs become a regular detail to be considered
and discussed.
to be methodical in procedure or plan, or marked by thoroughness and regularity.”
CAREFULLY EVALUATED INSTRUCTION FOR CHILDREN WITH SPECIAL NEEDS
carefully evaluated instruction to help exceptional children achieve the readers a glimpse of terms used
in special education as defined with non-disabled peers in conjunction with the general education curriculum.

2. Enumerate and define the categories of children with special needs.

1. Dyslexia, also known as reading disorder, is characterized by trouble with reading despite
normal intelligence.[2][7] Different people are affected to varying degrees.[4] Problems may include difficulties
in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when
reading aloud and understanding what one reads.[4][8] Often these difficulties are first noticed at school.[3] When
someone who previously could read loses their ability, it is known as alexia.[4] The difficulties are involuntary and
people with this disorder have a normal desire to learn.[4]
2.
A communication disorder is any disorder that affects an individual's ability to comprehend, detect, or apply
language and speech to engage in discourse effectively with others.[1] The delays and disorders can range from
simple sound substitution to the inability to understand or use one's native language.[2]
3. Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders (ICD-
10);[1][2] refer to a disability classification used in educational settings that allows educational institutions to
provide special education and related services to students who have displayed poor social and/or academic
progress. [3]
4. A physical disability is a limitation on a person's physical functioning, mobility, dexterity or stamina.[1] Other
physical disabilities include impairments which limit other facets of daily living, such as respiratory
disorders, blindness, epilepsy[2] and sleep disorders.

5. Deaf-blindness
This refers to a student that has difficulties when it comes to both hearing and seeing what’s being said and
shown to them.

They may not be completely deaf or blind, but the combination of the two of these issues makes it harder for
them to learn at the rate of their peers.

In some cases, they have struggled so much that a school dedicated specifically to only the deaf or only the
blind did not have the resources to help them.

6. Hearing Impairment
A student with a hearing impairment may not be completely deaf, but they are hard of hearing. In some
cases, they may be deaf in one ear or deal with a hearing loss that changes and progresses with time.

In short, it’s any loss or change in hearing that isn’t defined as deafness.

7. Deafness
A deaf child has many specific needs in the classroom.

You may need to learn ASL, understand how to operate a hearing aid system, and find other ways to
communicate with deaf students.
8. Specific Learning Disability
A child with a specific learning disability, or SLD, has been diagnosed with a processing or learning issue.

They may have a single learning disability, or they may have more than one. This can make it hard for the
child to read, communicate, write, understand math, and more.

Specific Learning Disabilities can include an auditory processing disorder, Dyslexia, a nonverbal learning
disability, or Dysgraphia.

9. Autism
There are over 3.5 million Americans currently living on the Autism spectrum.

Autism means that a child may have difficulty expressing or controlling their emotions, have trouble with
communication, and even struggle to make friends.

They may also make repetitive movements, fixate on ideas, and become extremely sensitive to their sensory
surroundings (like light or sound.)

10. Other Health Impairment

This is a bit of an “umbrella term” when it comes to the types of special education available to learners today.

This can refer to conditions and illnesses that impact a child’s strength, ability to focus or stay awake, and
more.

For example, ADHD falls under the category of “Other Health Impairment.

11. Visual Impairment/Blindness

There are nearly 63,000 students who are either blind or dealing with another more severe visual impairment.

Be aware that a child who wears glasses will not fall under the category of Visual Impairment.

A student may require special accommodations, need help learning braille, or even need a guide around their
school.

12. Speech or Language Impairment

This is another blanket term in the world of special education. This means that a child has issues with
speaking or communication.

They may not speak the language of instruction, they may stutter, and they may have some sort of a voice
impairment that prevents them from speaking.

13. Emotional Disturbance

A student with an emotional disturbance deals with moderate to severe mental health issues.

In some cases, they have been diagnosed with a more severe mood disorder, like Bipolar Disorder or even
Borderline Personality Disorder. They may also have schizophrenia, extreme anxiety, or even obsessive-
compulsive disorder.

They may become angry, mean, or violent, or they may withdraw and isolate themselves to the extreme.

14. Traumatic Brain Injury

This type of special education refers to a student that has suffered from a brain injury that has impacted their
physical and/or emotional/learning development.

Usually, this happened because of an accident. In some cases, however, the brain injury could have been
sustained because of abuse.

15. Intellectual Disability

This refers to children that don’t simply have a learning disability but have an intellectual ability that is well
below average for their age range.

For example, the student may have Down Syndrome.

In some cases, this lower intellectual level can make it hard for the student to take care of themselves. It
could also impact their overall social life, and make it tough for them to communicate their needs and
feelings.

16. Multiple Disabilities

In some cases, children will have more than one of the disabilities on this list.

This means that parents may need to look into more specialized programs to ensure that their students get
the education support they need.

17. Orthopedic Impairment

Students with an orthopedic impairment deal with situations that make it difficult for them to move as easily
as children without some sort of disability can.

They may be in a wheelchair, be missing a limb, need a walker, or have a limp or another issue that makes it
harder for them to move. In some cases, they may be unable to write or fully turn their heads to read.

3. Distinguish the basic terms in special education from each other:

 Developmental disability
The Federal Definition of Developmental Disabilities
The current definition under the DD Act[9] (adopted in 2000) defines “developmental disability” as a
severe, chronic disability of an individual that:
 “(i) is attributable to a mental or physical impairment or combination of mental and physical
impairments;
 (ii) is manifested before the individual attains age 22;
 (iii) is likely to continue indefinitely;
 (iv) results in substantial functional limitations in 3 or more of the following areas of major
life activity:
o (I) Self-care.
o (II) Receptive and expressive language.
o (III) Learning.
o (IV) Mobility.
o (V) Self-direction.
o (VI) Capacity for independent living.
o (VII) Economic self-sufficiency; and
 (v) reflects the individual’s need for a combination and sequence of special,
interdisciplinary, or generic services, individualized supports, or other forms of assistance that are
of lifelong or extended duration and are individually planned and coordinated.”

 Impairment
Hearing impairments
hard hearing
loss of sensor-neural hearing
loss of conductive hearing
deafness
Hearing Impairments make it difficult or impossible to hear lecturers, access multimedia materials, and participate in
discussions. Examples of accommodations for students who are deaf or hard of hearing include:
* Interpreter, real-time captioning, FM system, notetaker.
* Open or closed-captioned films, use of visual aids.
* Written assignments, lab instructions, demonstration summaries.
* Visual warning system for lab emergencies
* Use of electronic mail for class and private discussions

Visual impairments
low vision
color blindness
blindness
Visual impairment represents a continuum, from people with very poor vision, to people who can see light but no
shapes, to people who have no perception of light at all. However, for general discussion it is useful to think of this
population as representing two broad groups: those with low vision and those who are legally blind. There are an
estimated 8.6 million people with visual impairments (3.4% of the U.S. population). In the elderly population the
percentage of persons with visual impairments is very high.
A person is termed legally blind when their visual acuity (sharpness of vision) is 20/200 or worse after correction, or
when their field of vision is less than 20 degrees in the best eye after correction. There are approximately 580,000
people in the US who are legally blind.
Low vision includes problems (after correction) such as dimness of vision, haziness, film over the eye, foggy vision,
extreme near-or farsightedness, distortion of vision, spots before the eyes, color distortions, visual field defects,
tunnel vision, no peripheral vision, abnormal sensitivity to light or glare, and night blindness. There are approximately
1.8 million people in the US with severe visual impairments who are not legally blind.
Many diseases causing severe visual impairments are common in those who are aging (glaucoma, cataracts, macular
degeneration, and diabetic retinopathy). With current demographic trends toward a larger proportion of elderly, the
incidence of visual impairments will certainly increase.
Skeletal impairments
joint movement limitations
small limbs, missing limbs, or abnormal trunk size
Some major causes of these impairments are:
Arthritis. Arthritis is defined as pain in joints, usually reducing range of motion and causing weakness. Rheumatoid
arthritis is a chronic syndrome. Osteoarthritis is a degenerative joint disease. 31.6 million people in the U.S. suffer
from rheumatic disease. The incidence of all forms of arthritis is now estimated at 900,000 new cases per year.
Cerebral Palsy (CP). Cerebral palsy is defined as damage to the motor areas of the brain prior to brain maturity (most
cases of CP occur before, during or shortly following birth). There are more than 750,000 in the US with CP (children
and adults), and 15,000 infants are born each year with CP. CP is a type of injury, not a disease (although it can be
caused by a disease), and does not get worse over time; it is also not "curable." Some causes of cerebral palsy are
high temperature, lack of oxygen, and injury to the head. The most common types are: (1) spastic, where the
individual moves stiffly and with difficulty, (2) ataxic, characterized by a disturbed sense of balance and depth
perception, and (3) athetoid, characterized by involuntary, uncontrolled motion. Most cases are combinations of the
three types.

Neuromuscular impairments
paralysis
weakness
interference with control, via spasticity
Neuromuscular impairments are impairments to nerves, brain, and muscles and include most speech impairments).
They may be divided into the following categories:
* paralysis,
* weakness,
* interference with control (spasticity - voluntary movement is difficult due to contracted muscles),

Speech and language impairments

Speech disorders (developmental or acquired)
Language disorders (developmental or acquired)
educational achievement and/or participation is being impacted upon by significant and permanent special needs in speech an
Education Queensland to identify the educational needs arising from a disability and to recommend the level of specialist edu
Definition of speech-language impairment
A speech-language impairment involves the neurological, cognitive and/or physical structures and functions specific to speech
student's capacity in speech/language comprehension and/or production that significantly impacts on the student's education

Cognitive impairments
Mental retardation
Includes memory, perception, problem-solving, conceptualisation and attention deficits. This may result from a range of cond
injury, Parkinson's disease, Alzheimer's disease and old age.

 Disability
Learning Disability (LD)
Means a disorder in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell,
or to do mathematical calculations. This category does not include learning problems that are primarily the result of
visual, hearing, or motor disabilities, of mental retardation, or emotional disturbance, or of environmental, cultural, or
economic disadvantage.
Intellectual Disability (ID)
Means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive
behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
Multiple Impairments (MI)
Means concomitant impairments, the combination of which causes such severe educational needs that they cannot
be accommodated in special education programs solely for one of the impairments. Multiple impairments does not
include deaf-blindness.
In order to meet the definition of Multiple Impairment,

1. the student's disability is expected to continue indefinitely; and

2. the disabilities severely impair performance in two or more of the following areas:
 psychomotor skills;
 self-care skills;
 communication;
 social and emotional development; or
 cognition.

Orthopedic Impairment (OI)

Means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes
impairments caused by a congential anomaly, impairments caused by disease, and impairments from other causes
Other Health Impairment (OHI)
Means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that
results in limited alertness with respect to the learning environment that is due to chronic or acute health problems
and adversely affects a child’s educational performance.
Speech Impairment (SI)
Means a communication disorder, such as stuttering, impaired articulation, language impairment, or a voice
impairment, that adversely affects a child’s educational performance.
Visual Impairment (VI)
Means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The
term includes both partial sight and blindness.

 Handicap
Handicap This is the result of an impairment or disability that limits or prevents the fulfilment of one or several roles regarded as
normal, depending on age, sex and social and cultural factors.

Acquired brain injuries

Acquired brain injuries result in physical disabilities. They occur after birth as a result of damage to the brain
through accidents, strokes, tumours, infections, degenerative neurological diseases, or lack of oxygen.
These occurrences can cause damage to the cognitive, physical, emotional and sensory functions of the brain
resulting in minor or profound disabilities that can be temporary or permanent.

Epilepsy
Epilepsy is a neurological condition that triggers recurring unprovoked seizures. The causes of epilepsy are not
always known, but brain trauma, strokes, brain cancer and drugs and alcohol are thought to be significant
factors.
Some people are able to treat their Epilepsy with medication, surgery and lifestyle changes. However,
unfortunately, epileptic seizures can sometimes result in brain damage, causing physical disabilities.
Cerebral Palsy
Cerebral Palsy affects the way the brain controls the body’s muscles resulting in speech, movement and posture
difficulties. In most cases it is caused by brain injury or abnormal development that occurs before birth or
before one month of age.
Cerebral Palsy is non-life threatening, however it can vary in severity, ranging from minor interference with
motor-skills, to quadriplegia.

Cystic Fibrosis (CF)

Cystic Fibrosis (CF) is a hereditary genetic condition, inherited when the gene is carried by both parents. It
affects more than one million people in Australia.
CF affects the respiratory, digestive and reproductive systems, because of a malfunction in the mucus and sweat
glands which causes mucus to thicken and build up, resulting in recurrent infections in important bodily organs.
From birth, a person with CF undergoes constant medical treatments and physiotherapy.

Multiple Sclerosis (MS)

Multiple Sclerosis (MS) is a is an autoimmune disorder causing damage to nerve cells. This results in
diminished brain and spinal cord function, manifesting in various ways. Symptoms can range from fatigue and
numbness to paralysis and vision loss.
It affects women twice as often as men and no two people will experience the same symptoms. The progress
and severity of MS can be difficult to predict.

Spina Bifida (SB)

Spina Bifida (SB) refers to a range of developmental birth defects that affect the spinal cord, leaving nerves
open to damage.
The severity of the symptoms depends on the location of opening in the spine. People with SB often develop
learning difficulties, mobility symptoms and paralysis, muscle wastage, scoliosis, and bowel and bladder
symptoms.

Prader-Willi Syndrome(PWS)
Prader-Willi Syndrome (PWS) is a rare, non-hereditary genetic disorder that affects development and growth.
Characteristics may include growth and skeletal abnormalities, eye problems, intellectual disability, emotional
instability and excessive eating, which often leads to obesity.

 At risk

At risk is a term used to describe a number of different categories of children. At risk refers to infants and young
children who are physically, medically, or psychologically in danger of failing to thrive and also includes children who
are affected by diverse economic, environmental, and geographical factors.
Risk factors are the biological or environmental causes of potential disabilities. When children are considered to
be high risk or at risk, they are seen to be more prone to developing some form of disabling condition or for adverse
effects of school learning and behaviour.

The Importance of Etiological Considerations

Etiology is the process of finding causes to explain how a particular problem came into existence. A behavioural
phenotype refers to patterns of behaviour or the specific and characteristic behavioural repertoire exhibited by
individuals with a certain condition.
A knowledge of the pathophysiology, symptomology, and treatment of exceptional conditions is important for
educational professionals because:
  the causes of disabilities cannot easily be separated from the developmental consequences;
 effective treatment requires an appropriate theoretical understanding of a problem;
 recent genetic research provides dramatic evidence that students affected by different genetic conditions
present quite different profiles;
 teachers' knowledge imparts confidence in their ability to cope;
 teachers' understanding of medical conditions aids them in becoming sensitized to the social, emotional, and
educational problems resulting from a child's disabilities;
 medical management for health problems can be a significant part of a child's daily life;
 some children with disabilities require medication on a regular basis;
 some children with disabilities have difficulty participating in certain physical activities.

Risk factors
Risk connotes a given probability but does not imply certainty, and not all children who fall within these categories of
increased vulnerability become disabled. The thousands upon thousands of risk factors can be slotted into three
major categories: established risk, biological risk, and environmental risk.
Some children seem to be more resilient than others. Resilience has been shown to be associated with a number
of factors that include good cognitive skills, curiosity, enthusiasm, and high self-esteem.

Established Risk
The established risk category refers to medical conditions and anomalies that invariably result in a disability or
developmental delay. Established risk is most often related to genetic and chromosomal problems, and includes
conditions such as Down syndrome, fragile X syndrome, and Tay-Sachs disease. Problems may range from relatively
minor through to major difficulties, called the continuum of reproductive casualty.

Genetic and Chromosomal Differences

All individuals are born with a unique combination of genes that are theirs alone from the moment of conception. One
tiny flaw in the genetic structure can have tragic results.

Chromosomal Disorders
Chromosomal problems result from chromosomal dysjunction, a malfunction in cell division. Problems occur when
there is an extra chromosome, or when pieces or parts of chromosomes attach themselves to other chromosomes.
The most common chromosomal aberration is Down syndrome. Fragile X syndrome is second only to Down
syndrome among genetic abnormalities associated with intellectual disabilities.

Genetic Disorders
There are a large number of confirmed or suspected dominant genetic disorders that can result in mental retardation
and other disabilities. Congenital abnormalities, or hereditary abnormalities, are present at birth.
Patterns of inheritance may be dominant, recessive, or multifactorial. Some disorders are linked to the genes on
the twenty-third pair of chromosomes. In X-linked inheritance, the sons have a fifty-fifty chance of inheriting the
condition through the mother.

Inborn Errors of Metabolism

Metabolic problems due to heredity are termed inborn errors of metabolism. Most inborn errors of metabolism are
the result of the action of a single pair of genes. Many result in missing or defective enzymes. The absence of, or
defect in, one of the enzymes means that the normal chemistry of a cell is altered by the inability to provide or
dispose of a critical chemical or protein, which leads to unusual levels of particular chemicals in the body.

Tay-Sachs Disease
Tay-Sachs results from an enzyme deficiency caused by a single autosomal recessive gene. Infants appear normal at
birth, but the nervous system is gradually destroyed because of the missing enzyme, hexosamidose A. Death is
inevitable, usually occurring between four and six years of age.

Phenylketonuria
PKU is a problem with modifier genes-genes that act on other genes and determine how the other genes express
themselves. In PKU, the condition is marked by an inability to normally oxidize the amino acid phenylalanine, which is
found in fish, dairy products, and most protein sources. Early screening and a special diet eliminates or diminishes the
effects of PKU.
Deletion Syndromes
In these rare diseases, is it not a case of aberrant genes. Rather, there is too little genetic material or there is at least
one gene missing.

Syndromes with Abnormal Chromosome Numbers

In a relatively high number of births (1 in 400), a disorder can be caused by an abnormal number of X or Y
chromosomes. The most common variation is Klinefelter syndrome, which is found in 1 in every 700 male births.

Biological Risk
Children who are at biological risk have a history of developmental events, such as prematurity, that place them in
the at-risk category.

Prenatal Period
From the moment of conception until delivery nine months later, the human being is more susceptible to the
environment than at any other time. The opening third of pregnancy, the first trimester, is the most important to
development. Potentially dangerous prenatal factors include infections and intoxicants as well as chromosomal and
genetic aberrations.

Infections and Intoxicants

Many agents act deleteriously on the developing fetus. Teratogens are environmental agents that can cause damage.
Rubella. Rubella is a potential source of a variety of disabilities; when the mother contracts the virus in the first
trimester of pregnancy, approximately 70 percent of fetuses are damaged. The fetal organs likely to be affected by
rubella are those whose development is underway when the mother contracts the virus. The eye, ear, nervous
system, and heart are especially vulnerable.
Syphilis. Syphilis affects the fetus after the sixteenth or eighteenth week of gestation. It does not affect the
developing organs as does rubella, but produces destructive lesions (abnormal changes in structure) on already
developed organs.
Drugs. Drugs include over-the-counter drugs, prescription drugs, hard drugs, and alcohol and nicotine. In terms of
children's development, researchers are unable to conclusively identify a set of characteristics that represent prenatal
drug exposure. Not only is it difficult to attribute specific characteristics to certain drugs, but caregiving of the infant
serves to strengthen or mitigate unfortunate outcomes.
Prescription Drugs. Prescription drugs have been shown to have an adverse effect on fetal development.
Cocaine. Some neurochemical studies on cocaine in utero suggest that if it is present during gestation it may affect
developing fetal neuromotor systems, which could have a significant impact on the developing nervous system.
Heroin. Heroin passes through the placenta so that infants of addicted women are born addicted. Withdrawal
symptoms can prove fatal to the tiny infant. Survivors suffer a number of difficulties, but it is not known whether
these extend beyond infancy.
Fetal Alcohol Syndrome. A syndrome is a constellation of findings similar from patient to patient. A proportion of
children of drinking mothers are born with Fetal Alcohol Syndrome (FAS). In children affected by FAS, intellectual
disability is a major characteristic.
FAS exists on a continuum ranging from the full-blown syndrome to minor developmental defects. Full-blown FAS
affects the whole body system, causing malformations and anomalies in the nervous system, the musculoskeletal
structure, and internal organs, especially the heart and urinogenital tracts.
Maternal Smoking. Very heavy smoking in mothers may have a severe enough cumulative effect to contribute to
spontaneous abortions, bleeding during pregnancy, premature rupture of the amniotic sac, fetal deaths, and deaths of
newborns.
Maternal Nutrition. Inadequate prenatal nutrition can affect the relationship between the body's biochemistry and
the functioning of the brain. Severe malnutrition can stunt brain growth and produce a significant lowering of
intellectual ability. Postnatal nutrition, especially during the first six months of an infant's life, is also a critical factor in
brain development.
Unknown Prenatal Influence. There are a number of conditions present at or before birth for which there is no
known cause. Microcephaly is a rare phenomenon in which brain development is impaired by an abnormally small
cranium. Macrocephaly refers to an enlargement of the head, most frequently caused by hydrocephalus, a build-up
of cerebrospinal fluid in the brain.

Birth and Neonatal Development

Birth can be dangerous for the child or the mother.

Neological Impairments
Neological impairments can occur pre-, peri-, or post-natally. Sometimes, inadequate uterine environments pose
additional risks. If the child is overly deprived of oxygen, the condition is called anoxia; most birth injuries result in
deprivation of oxygen to the immature brain, which then leads to abridgment of nervous system function. If supplies
of oxygen to the nerve cells of the brain are too greatly reduced, brain damage or death can result.

Preterm and Low-Birth-Weight Infants

Prematurity occurs in ten or twelve births per hundred. Preterm or premature babies are generally defined as those
born before the completion of thirty-seven weeks, a full week short of the full thirty-eight-week term. Research has
clearly established that preterm infants have a higher incidence of developmental problems in childhood than do full-
term infants.
An abnormal length of pregnancy can also be problematic. Infants born two weeks or more beyond the expected
due date are said to be postmature. These children are somewhat more at risk than children born at the normal 266
to 270 days.

CMV and Herpes

Two potentially harmful or fatal conditions transmitted to the baby at the time of delivery are cytomegalovirus (CMV)
and herpes.

Pediatric AIDS
Pediatric AIDS. AIDS contracted by children under thirteen years of age is a cause of developmental and physical
disabilities and death among infants and children in North America. The vast majority of children with pediatric AIDS
obtain their infection during birth from the mother who used intravenous drugs or was sexually active with an infected
partner. AIDS in children may also be the result of tainted blood transfusions. Rarely, it may be contracted through
the mother's milk.

Postnatal Development
Infections. In the postnatal period, infections such as meningitis and encephalitis can present dire sequelae. Child
abuse and child battering are further potent causes of childhood handicapping conditions.

Environmental Risk
Both heredity and environmental factors are crucial to child development. A child's growth factors will be seriously
hampered by environmental risks. These are conditions that occur when a child is biologically normal but does not
develop age-appropriate behaviour at the normal rate. In this grouping, at risk refers to students who have
characteristics, live in an environment, or have experiences that make them more prone to developing some form of
disabling condition and/or more likely to fail in school.

Family Structures
Teachers must be aware that today's child population is different from earlier generations. One factor is
destabilization of the institution of the family, shown in mounting divorce rates and increases in the number of single-
parent families. As families change, new problems emerge.

Poverty
Lower socio-economic status (SES) negatively correlates with eight adverse socializing factors-harsh discipline, lack of
maternal warmth, exposure to aggressive adult models, maternal aggressive values, family life stresses, mother's
lack of social support, peer group instability, and lack of cognitive stimulation.

Cultural and Linguistic Differences

To live and develop in two culturally different systems is sufficiently challenging for students without exceptional
conditions. The difficulties multiply for students who are culturally and linguistically diverse, and also disabled.

Culturally Different Students with Special Needs

Culturally diverse students are represented in all categories of exceptionality and can experience any disability that is
found in other children. Disability and cultural and linguistic concerns are not unrelated phenomena; rather, they play
interconnected and complementary roles in children's development and progress. Programs must address the
interacting influences of all student variables.

Prevention
The prevention of disabling and potentially disabling conditions is usually classified as primary, secondary, and
tertiary.
Primary prevention is concerned with removing the factors that account for the occurrence of disorders as well
as strengthening the well-being of individuals in the population. Genetic counselling and educational programs on
conditions such as Down syndrome are part of primary prevention.
Secondary prevention refers to ascertaining, as early as possible, the evidence of disorders that may cause
disabilities as well as allied attempts to reduce, remove, or reverse complex aspects of disabilities. Secondary
prevention includes prenatal screening measures such as amniocentesis and chronic villi sampling.
Tertiary prevention consists of intervention strategies after a negative outcome has occurred. The object of
tertiary prevention is to minimize residual disabling conditions and maximize future potential.

4. Summarize 2 stories of successful persons with disabilities and write the moral lessons of the story.

5. What is the status of special education program in the Philippines? How does the Department of
Education sustain its special education programs in the country?
Introduction The growth of special education in the Philippines has been given a relatively good support all these years both by the
government, non-government organizations and stakeholders in response to the needs and challenges of the times. The level of
awareness of both the government and the private sector in providing equal opportunities to children with special needs have
considerably increased. One positive development in special education is the implementation of Republic Act 7277, otherwise known
as the Magna Carta for Disabled Persons, an Act providing for the rehabilitiation, self-development and self-reliance of disabled
persons and their integration into the mainstream of society. In support of this legislation, the Department of Education has directed
all school divisions in the country to establish Special Education Centers to help provide effective delivery of special education
services nationwide. Although special education in the country started 94 years ago, in many respects, the demands and needs of this
program have not changed. The advent of the 21 st century requires new perspectives and directions in special education to meet the
needs of the disadvantaged children against the persistent challenges and demands of the new millenium.
Special education policy Children and young people with special needs should have equitable access to educational opportunities and
should have an education of high quality. Legislation The regulations covering general education are deemed to apply to children and
young people with special educational needs. No children are excluded by legislation from the public education system. Primary,
secondary and tertiary education for special educational needs are covered by legislation. The main legislative provisions are
contained in the Education Act of 1982 which governs all levels of education, both public and private, in the country and has specific
provisions for special education. A further document, Policies and Guidelines for Special Education, discusses special educational
provision in more detail. There is also a Magna Carta for Disabled Persons which provides for the rehabilitation of persons with
disabilities and their integration into the mainstream of society; it has a section dealing specifically with special education. Nine
categories of special educational needs are defined: emotional and behavioural disturbance; mental retardation/severe learning
difficulties; physical/motor disabilities; visual impairment; hearing impairment; language disorders; learning disabilities; gifted and
talented; and neglected, dependent and abandoned. Special education is the responsibility of the Ministry of Education (Department of
Education, Culture and Sports), but some responsibilities are shared with the Ministry of Social Welfare. There are currently four bills
before the Senate relating to special educational provision. All are concerned with expanding and improving the provision being made
at the moment.

Department of Education sustain its special education programs in the country

1. Establishment of a SPED Center which will function as a Resource Center to: 1.1 support children with special needs enrolled in
regular schools' 1.2 assist in the conduct of in-service trainings for regular teachers, administrators and prospective SPED teachers;
1.3 conduct continuous assessment of children with disabilities and their referral; and 1.4 produce appropriate teaching materials.
－125－ 2. Information, Dissemination and Education 2.1 Explanation of the concepts of integrated education and inclusive schools
to parents and family members, administrators, supervisors and the community 2.2 In-Service trainings in special needs education for
all Classroom (Receiving) Teachers 2.3 Continuous orientation of the school personnel and pupils in inclusive schools 3.
Strengthening the Support Services which include the following: 3.1 Hiring of trained SPED teachers to serve as Resource
Teacher/Itinerant Teacher/ Consulting Teacher 3.2 Continuous in-service training of SPED teachers and administrators 3.3 Provision
of specialists like physical therapist, speech therapist and other specialists whenever available 3.4 Hiring of teacher-aides from trained
parents, community-based rehabilitation workers, community volunteers and others with specialized trainings 3.5 Implementation of
the "buddy" system where a trained classmate can be paired with a pupil who has disability 3.6 Provisions of instructional materials,
assistance devices and essential equipment 4. Parent and Community Involvement 4.1 Provision of parent education 4.2 Involving
families, people with disabilities and the community in the decision-making process 4.3 Linkage with other Gos and NGOs working
for children with disabilities 5. Utilization of the Team Approach to Mastery (TAM) (DedeJohnston, Will Proctor and Susan Corey)
In TAM classrooms, students with disabilities are educated alongside their nondisabled peers throughout the entire school day' there is
an average ratio of two nondisabled children to each child with disability.
6. List the significant events that have shaped the history of special education in the last century:
 In the early 1900s until 1949
 The History of Education 1900- 1950 KATHERINE BURNS , KEISHABRISON, GRETA SAMUELS, PAULA
CARRENO AND ERICA ROGERS
 3. 1900sChildren in Schools Children at Work
 4. Higher Institutions of Learning Established Association of American  Joliet University founded in
Universities founded in 1900 1901 in Joliet, Illinois Goal to promote higher  Nations 1st Public Community
standards for universities College in the U.S. U.S. Universities become equal  Founders J. Stanley Brown
and partners with European William Rainey Harper Universities
 5. Mary McLeod Bethune• African American educator,• 1904 founded the Daytona Educational and
Industrial Training School for Negro Girls in Daytona Beach, Florida• 1923 it merges with the Cookman
Institute and becomes a coeducational high school, which becomes - Bethune-Cookman College, now
Bethune-Cookman University.
 6. Ivan Pavlov 1903 CLASSICAL CONDITIONING INTRODUCED AT THE1 4 TH I N T E R N A T I O N A L M E
D I C A L C O N V E N T I O N I N M A D R I D AUTOMATIC OR REFLECTIVE RESPONSES AND NOT
VOLUNTARY BEHAVIORBEHAVIORISM- INDIVIDUALS RESPONSE TO DIFFERENT ENVIRONMENTAL
STIMULI SHAPES OUR BEHAVIORS
 7. The Binet-Simon Scale 1905 Alfred Binet and Theodore Simon Created a measurement instrument
that would identify students with mental retardation.
 8. The Carnegie Foundation for the Advancement of Teaching Founded in 1905 by Andrew Carnegie
chartered in 1906 by Congress Established a standard system for ―seating time‖ turning time spent into
High School credit Responsible for: Flexner Report GRE – Graduate Record Examination Educational
Testing Service  Motivation Approach builds on the scholarship of teaching and learning, where they:
Learn from each other Improve on what they know works Continuously create new knowledge Take
what they have learned and make it usable by others
 9. Ella Flagg Young 1909 1st Female Superintendent of Chicago Public Schools
 10. PROGRESSIVE ERA JOHN DEWEY 1859 – 1952 FATHER OF PROGRESSIVISM AUTHOR THE SCHOOL
AND SOCIETY 1899 THE CHILD AND THE CURRICULUM 1902 DEMOCRACY AND EDUCATION 1916
EDUCATIONAL PHILOSOPHY INVESTIGATION PROBLEM SOLVING PERSONAL AND COMMUNITY
GROWTHCURRICULUM DEVELOPED BY BOTH STUDENTS AND TEACHERS
 11. John Dewey - INFLUENCESFriedrich Froebel Johan Heinrich Pestalozzi Educating the ―whole 
Children need an child‖ emotionally secure environment for Father of Kindergarten successful learning
Use of practical work  Sensory Learning and direct material  Children should arrive Engage with the
world at answers themselves you gain and use their understanding hands, heart and head.
 12. Progressive Education MovementThe belief that education is based on theidea that humans learn best in
real-lifeactivities with people
 13. Montessori SchoolsIn 1911 the first Montessori school in the U.S. opens in Tarrytown, New York.Two
years later (1913), Maria Montessori visits the U.S., and Alexander GrahamBell and his wife Mabel found the
Montessori Educational Association at theirWashington, DC, home
 14. The Smith-Lever Act of 1914 1914 - THE SMITH-LEVER ACT ESTABLISHES A SYSTEM OF
COOPERATIVE EXTENSION SERVICES CONNECTED TO LAND GRANT UNIVERSITIES AND PROVIDES
FEDERAL FUNDS FOR EXTENSION ACTIVITIES.
 15. Seven Cardinal Principles of Secondary Education1. Health2. Command of fundamental principles3.
Worthy home membership4. Vocation5. Civic education6. Worthy use of leisure7. Ethical character
 16. 1916Louis M. Terman and his team ofStanford University graduate studentscomplete an American
version of theBinet-Simon Scale. The StanfordRevision of the Binet-Simon Scalebecomes a widely-used
individualintelligence test, and along with it, theconcept of the intelligence quotient (orIQ) is born. The Fifth
Edition of theStanford-Binet Scales is among themost popular individual intelligencetests today.
 17. Working Conditions of TeachersThe American Federation of Teachers addressed manyissues for
teachers in 1916. They wanted to improveteaching conditions, increase pay, and provide benefitsfor
teachers.
 18. Deweyseducationphilosophyhelped forwardthe progressiveeducationmovement, andspawned
thedevelopment ofexperientialeducationprograms andexperiments
 19. John Dewey & ProgressivismJohn Dewey, considered as one of the greatest thinkers ofthe 20th century,
contributed greatly to the field of earlyeducation and changed the structure of classroom. Deweybelieved
educators had a duty to move beyond rigid andtraditional instruction to a more progressive approach
tolearning. This approach included encouraging students toask questions, work in teams, and engage in
dialogue in theclassroom. Dewey also thought this would help childrendevelop socially and encourage their
overall participation.Instructors observed the interests of students and assistedthem and essentially the
instructors and students learnedtogether. Dewey’s invaluable contribution to learning is thereason he is
known as the father of modern education.
 20. Nursery SchoolsThe Bureau of Educational Experiments is founded inNew York City by Lucy Sprague
Mitchell with thepurpose of studying child development and childrenslearning. It opens a laboratory nursery
school in 1918and in 1950 becomes the Bank Street College ofEducation. Its School for Children is now
"anindependent demonstration school for Bank StreetCollege." This same year (1916), Mrs. Frank R.
Lilliehelps establish what would become the University ofChicago Nursery School.
 21. 1917Implementation ofintelligence testingfor the UnitedStates Army pavedthe way
foreducationalstandardizedtesting
 22. 1919The Progressive All states have lawsEducation Association is providing funds forfounded with the
goal of transporting children toreforming American school.education.
 23. The Progressive Education Association Doctrine Inspired by John Dewey1. The conduct of the pupils
shall be governed by themselves, according to thesocial needs of the community.2. Interest shall be the
motive for all work.3. Teachers will inspire a desire for knowledge, and will serve as guides in
theinvestigations undertaken, rather than as task-masters.4. Scientific study of each pupil’s development,
physical, mental, social andspiritual, is absolutely essential to the intelligent direction of his development.5.
Greater attention is paid to the child’s physical needs, with greater use of theout-of-doors.6. Cooperation
between school and home will fill all needs of the child’sdevelopment such as music, dancing, play and other
extra-curricular activities.7. All progressive schools will look upon their work as of the laboratorytype, giving
freely to the sum of educational knowledge the results of theirexperiments in child culture.Novack, 2005
 24. Classical Conditioning of ChildrenIN 1920 JOHN B. WATSON AND HISASSISTANT ROSALIE RAYNER
CONDUCTTHEIR EXPERIMENTS USING CLASSICALCONDITIONING WITH CHILDREN. OFTENREFERRED
TO AS THE LITTLE ALBERTSTUDY, WATSON AND RAYNERS WORKSHOWED THAT CHILDREN COULD
BECONDITIONED TO FEAR STIMULI OFWHICH THEY HAD PREVIOUSLY BEENUNAFRAID. THIS STUDY
COULD NOT BECONDUCTED TODAY BECAUSE OFETHICAL SAFEGUARDS CURRENTLY INPLACE.
 25. Progressive Education 1921 - 1930
 26. Lewis M. Terman Lewis M. Terman was a psychologist who developed some of the earliest and most
successful measures of individual differences. He joined the faculty of Stanford University in 1910, he revised
the Binet-Simon intelligence scale and published the Stanford-Binet IQ test (1916), which soon was adopted
in the U.S. During World War I. Terman developed group intelligence testing for the U.S. Army, and in 1921
he launched a long-term program of ―intellectually superior‖ which were studies on gifted children. He
wrote The Measurement of Intelligence (1916) and coauthored Genetic Studies of Genius.
 27. Lewis M. Terman cont’d ―Intellectually Superior‖ Hermans "Termites" as they are known were chosen
to test the early ripe-early rot myth. High IQ children had intellectual success or failure as adults.
According to Terman, unusually precocious children were more likely to turn out well than poorly in their
later lives. Terman found that the gifted were taller, healthier, physically better developed, superior in
leadership and social adaptability, dispelling the often held contrary opinion. Termans points of view
regarding gifted youth include: They are the top 1 percent in intelligence They should be identified as
early as possible in childhood They should be accelerated through school They should have a
differentiated curriculum and instruction They should have specially trained teachers They should be
viewed as a national resource for the betterment of society They should be allowed to develop in whatever
directions their talents and interests dictate
 28. Council for Exceptional Children (CEC) Founded at Columbia University’s Teachers College (1922)
Elizabeth Farrell was unanimously elected president at that first meeting, and the Council adopted what it
called its three "aims": To unite those interested in educational problems of "special children." To
emphasize the education of "special children" rather than his/her identification. To establish professional
standards for teachers in the field of special education.
 29. Abigail Adams  Establishes the Ruggles Street Nursery along with help from Mrs. Henry Greenleaf
Pearson. Ruggles nursery is one of the first educational nurseries in the U.S. , which later becomes Eliot-
Pearson’s Children’s school and is now affiliated with Eliot- Pearson Department development at Tufts
University.  Elizabeth Pearson established the Ruggles Street Nursery School in Boston to serve children
living in poverty in 1922.  Dedication to the study and wellbeing of children, families, and their
communities.
 30. Max Wertheimer Gestalt Theory(1924): Emphasis on learning through insight and grasping the whole
concept, which becomes important in the 20th century with development of cognitive views of learning and
teaching. Gestalt is a psychology term which means "unified whole". It refers to theories of visual
perception. These theories describe how people tend to organize visual elements into groups or unified
wholes when certain principles are applied. These principles are:
 31. Functionalism “Essence or shape of an entitys complete form" The Gestalt Principles Similarity Is
when objects look similar to one another. People often perceive them as a group or pattern.
 32. Functionalism Cont’d Continuation Continuation occurs when the eye is compelled to move through
one object and continue to another object. Closure Closure occurs when an object is incomplete or a
space is not completely enclosed. If enough of the shape is indicated, people perceive the whole by filling in
the missing information. Proximity Proximity occurs when elements are placed close together. They tend
to be perceived as a group. Figure and Ground The eye differentiates an object form its surrounding area.
a form, silhouette, or shape is naturally perceived as figure (object), while the surrounding area is perceived
as ground (background).
 33. Tennessee VS John Scopes(Monkey Trial) In 1925 John Scopes a High school Biology teacher was on
trial and charged with the crime of teaching evolution(Darwin). The religious creationists adopted the age-
old tactic of ridiculing their opponents position. John Scopes was convicted. Traditionalists worried that
everything valuable was ending. Younger modernists no longer asked whether society would approve of
their behavior, only whether their behavior met the approval of their intellect. Intellectual experimentation
flourished. Americans danced to the sound of the Jazz Age, showed their contempt for alcoholic prohibition,
debated abstract art and Freudian theories. In a response to the new social patterns set in motion by
modernism, a wave of revivalism developed, becoming especially strong in the American South.
Controversy of evolution versus creationism still continue today.
 34. The Scholastic Aptitude Test (SAT) First administered in 1926. Based on Army Alpha test. First
called the Scholastic Aptitude Test, then the Scholastic Assessment Test, and now SAT. Test is intended to
assess a students readiness for college. SAT assesses how well the test takers analyze and solve problems—
skills they learned in school that they will need in college.
 35. Jean Piaget In 1929 Piaget’s book is published ―The Child’s Concept of the word‖ He becomes an
important influence in Cognitive Developmental psychology and education. The Childs Conception of the
World explores the ways in which the reasoning powers of young children differ from those of adults. He
has studies on what conceptions of the world does the child naturally form at the different stages of its
development. The extent that the child distinguishes the external world from an internal or subjective
world and what limits does he or she draw between the self and objective reality.
 36. Piaget’s Stages of Development and Cognitive theory
 37. The Great Depression Economic depression which followed World War II and is commonly used as an
example of how far the worlds economy can decline. The depression originated in the U.S., after the
collapse in stock prices that began around September 4, 1929, and became worldwide news with the Stock
Market Crash of October 29, 1929( Black Tuesday). Economy is down leaving people homeless, hungry,
layoffs. Schools are closed, teachers laid off and lower salaries.
 38. The Great Depression cont’d Teachers and the education of children suffered: Children dropped out
of school to sell newspapers and shine shoes. Students were also forced to wear worn out, mended clothes
and were too embarrassed to go to school. People couldnt pay their property taxes so school districts were
 lacking funds. Few teachers were hired and there wasnt enough money to buy books and supplies. Students
were forced to use worn textbooks which sometimes had pages missing. Students were forced to bring
their own supplies to school. Since many parents couldnt afford to buy these supplies, students dropped
out. Schools were forced to drop classes like home economics, physical education, art, and foreign
languages. Just the basic courses of reading, writing, and arithmetic were taught.
 39. Alvarez vs. The Board of Trustees of the Lemon Grove School.• 1931• San Diego, CA• Lemon Grove
school creates a segregated building for Mexican students. The building is old and not suitable for these
students.• Board of trustees do this because they said Mexican students were slower learners, and needed
special education.• Mexican students refused to go this ―new building‖ everyone called ―La Caballeriza‖
(the barnyard)• The Mexican community took the school to court where the judge concluded: ―I
understand that you can separate a few children, to improve their education they need special instruction;
but to separate all the Mexicans in one group can only be done by infringing the laws of the State of
California. And I do not blame the Mexican children because a few of them are behind (in school work) for
this segregation. On the contrary, this is a fact in their favor. I believe that this separation denies the
Mexican children the presence of the American children, which is so necessary to learn the English
language."

 1950 to 1975
 1976 to 2000
 2000 to present

7. Enumerate the Legal Bases of Special Education

II. READING (Print)

1. Submit at least 5 related studies, related literatures, articles or any topics related to special education.
Write your insights, reflections or comment.