by:

Johnferl C. Doquilo
BSED-Science
  Child Find is a legal requirement that
schools find all children who have
disabilities and who may be entitled to
special education services (IDEA, 2014).

Definition.
Components of Special and Inclusive Education by Johnferl Doquilo
  Part of a federal law called the Individual
with Disabilities Education Act (IDEA).
This law protects the rights of students
with disabilities.

Definition.
Components of Special and Inclusive Education by Johnferl Doquilo
 Inclusive Education as Strategy for Increasing
Participation Rate of Children
(DepEd Order 72 s. 2009)

Child Find. This is locating where these children are

through the family mapping survey, advocacy
campaigns and networking with local health workers. The
children with special needs who are not in school shall be
listed using Enclosure No. 1. These children shall be visited
by Special Education (SPED) teachers and parents should
be convinced to enroll their children in SPED Centers or
schools nearest their home.

Components of Special and Inclusive Education by Johnferl Doquilo

  Children with disabilities from birth
through age 21 are covered.

This includes children who are being

homeschooled or who are in private school.

covered?
Who are
Components of Special and Inclusive Education by Johnferl Doquilo
 The Individuals with Disabilities Education Act
(IDEA) requires each state to implement early
identification policies to locate and refer children
who may have a disability to that state’s Early
Intervention (EI) program.

How it
works?
Components of Special and Inclusive Education by Johnferl Doquilo
  If the school knows or has reason to
suspect your child has a disability,
then by law (IDEA) it must agree to
do an evaluation.

How it
works?
Components of Special and Inclusive Education by Johnferl Doquilo
 Inclusive Education as Strategy for Increasing
Participation Rate of Children
(DepEd Order 72 s. 2009)
 Special Education in the Philippines has only served 2%
of the targeted 2.2 million children with disabilities in the
country who live without access to a basic human right:
the right to education. Most of these children live in
rural and far flung areas whose parents need to be aware
of educational opportunities that these children could
avail of.

Components of Special and Inclusive Education by Johnferl Doquilo

 Inclusive Education as Strategy for Increasing
Participation Rate of Children
(DepEd Order 72 s. 2009)
The Department of Education (DepED) has organized the urgency
to address this problem and therefore, guarantees the right for
these children to receive appropriate education within the regular
or inclusive classroom setting. Inclusive education embraces the
philosophy of accepting all children regardless of race, size,
shape, color, ability or disability with support from school
staff, students, parents and the community.

Components of Special and Inclusive Education by Johnferl Doquilo

  In an ethnographic study conducted among
informal settlers in an urban community (Rivadelo,
2012), it was found that disability awareness was
significantly lacking at the community level, thus,
preventing early recognition and risk for disability.

Early
INTERVENTION.
Components of Special and Inclusive Education by Johnferl Doquilo
  In the proposed process, there are two levels of
screening:
 First level facilitates access to initial assessment
through the barangay Day Care Center and the
Barangay Health Center. It would require
extensively training the daycare and health workers
to screen disability.

Early
INTERVENTION.
Components of Special and Inclusive Education by Johnferl Doquilo
  If there is a child with suspected disability, the child
undergoes second-level screening with qualified
professionals to confirm initial findings.

 The barangay can organize a medical mission

headed by a Developmental pediatrician in order to
identify children who may benefit from EI.

Early
INTER VENTION.
Components of Special and Inclusive Education by Johnferl Doquilo
  Once a diagnosis of a disability has been
confirmed, the child can now apply for a PWD
identification card under R.A. 9442, an Act
Amending R.A. 7277, to entitle him/her to discounts
and public services.

Early
INTERVENTION.
Components of Special and Inclusive Education by Johnferl Doquilo
 The IDEA requires all states to have a
“comprehensive Child Find system.” Each
statewide system should include procedures for:

 screening of child health and development,

 public awareness around who to contact when a
child is suspected of having a delay or disability,
 practices around interagency coordination of
Child Find efforts,

Components of Special and Inclusive Education

 The IDEA requires all states to have a
“comprehensive Child Find system.” Each
statewide system should include procedures for:
 methods for processing referrals,
 policies for determining eligibility for services,
and
 methods of tracking which children need follow-
up once referred and later when they are
receiving services.

Components of Special and Inclusive Education

by:
Johnferl C. Doquilo
BSED-Science
 Inclusive Education as Strategy for Increasing
Participation Rate of Children
(DepEd Order 72 s. 2009)

Assessment. This is the continuous process of

identifying the strengths and weaknesses of the
child through the use of formal and informal tools for
proper program grade placement. Existing SPED
Centers in the Division shall assist regular schools in
the assessment process.

Components of Special and Inclusive Education

  In the Philippine setting, assessments
for identification of disability were
made by the developmental
pediatrician or a SPED Diagnostician.

ASSESSMENT. by Johnferl Doquilo

Components of Special and Inclusive Education
 This assessment is made through: observation,
interviews, examination of school records and history,
checklists, rating scale, tests (formal or informal),
health/ developmental history from parents, vision and
hearing prescreening, work habits, product outputs of
the student and speech/language and motor skill testing
by appropriate professionals.

ASSESSMENT.
Components of Special and Inclusive Education by Johnferl Doquilo
  Psychoeducational Assessment
 Developmental Pediatric Assessment
 Occupational Therapy Evaluation
 Psychological Evaluation
 Speech and Language Evaluation
 Physical Therapy Evaluation
 Neurological Evaluation
 Audiological Evaluation
 Psychiatric Evaluation
 Visual Training Evaluation

Components of Special and Inclusive Education by Johnferl Doquilo

Assessment

 Children to be admitted in Special Class must

submit a current assessment record made by
SPED diagnostician.

SPECIAL EDUCATION
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment

 In the absence of a current assessment report,

these children need to undergo
psychoeducational assessment to determine what
type of disability, classification and placement,
current performance level and educational need.

SPECIAL EDUCATION
PROCESS.
Components of Special and Inclusive Education
Assessment

 Parents must give their informed consent before

their child may be evaluated.
 SPED teacher must take quarterly progress
report about the performance of the admitted
child.

SPECIAL EDUCATION
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment
 These goals and objectives must be discussed
during Parent-Teacher Association.
 Based from the assessment conducted, child can
recommend to request for a possible elevation
(inclusion in regular class/ mainstreaming)

SPECIAL EDUCATION
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment

 If more intervention is needed, student would be

referred to the consultation team.
 teacher must inform the parents in advance
before doing referral.

REFERRAL
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment

 School counselor coordinates and facilitates the

consultation plan.
 It is the responsibility of the Regular Class
Teacher to sign up on the calendar and schedule
time to attend initial consultation team meeting.

REFERRAL
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment

 The Regular Class Teacher must bring work

samples to the meeting and to out a referral form.
 This consultation meeting is initially made to
discuss he necessary intervention/modification
plan to meet the needs of the student.

REFERRAL
PROCESS.
Components of Special and Inclusive Education by Johnferl Doquilo
Assessment
 Bruder (2010) identified three best-practice core
characteristics of early intervention:

1. Family-centered orientation
2. Natural and Inclusive learning environments
3. Collaborative team process

Components of Special and Inclusive Education by Johnferl Doquilo

Thank
you.
“If you cannot beat up the world with
your fist then you’ll end up crying
wiping off your tears with that fist.”