Foundation of Special and Inclusive Education

First Semester Ed 106

Individualized Education Program (IEP) children through speech reading, sign

(for other countries) include services, language and gestures.
speech/ language therapy, counseling,
occupational or physical therapy, or other 8. Orientation and Mobility Instructor who
services necessary to enable her to benefit teaches independent travel techniques to
from special education blind children.
IEP is a written statement of the
educational program designed to meet a Assistive Devices:
child's individual needs. >specialized instructional and learning
Every child who receives special education materials and equipment that enable
services must have an IEP. children with special needs to function
At other times, the special needs child may efficiently:
be studying in a resource room or "self-
contained classroom." In that environment 1. For blind students: braille writer, braille
the student has access to more one-on-one slate and stylus, braille books, braille watch,
time with special education teachers and braille ruler and tape measure, braille
aides. calculator, arithmetic slate, computer with
voice synthesizer, embossed materials,
LESSON 2: SUPPORT SERVICES FOR manipulative materials, talking books, tape
CHILDREN WITH SPECIAL NEEDS recorder, braille paper
2. For low vision students: large print
Medical and Clinical Specialists:
books, large print typewriter, magnifying
1. Clinical Psychologist, School lenses, Grade 1 lined paper
Psychologist, Psychometrician for
psychological testing. 3. For deaf students: individual hearing aid,
sign language book, speech kit, wall minor,
2. Medical Doctor and Dentist for general speech trainer, group hearing aid
check-up of all children.
4. For children with mental retardation:
3. Ophthalmologist for all children teacher- made materials specific to the
especially those with blindness and low Individual Education Plan (IEP) on the
vision. functional curriculum and adaptive
behavior skills
4. Otologist or Otolaryngologist for all
children especially those with hearing loss, 5. For children with physical disabilities:
deafness, language and speech disorders. mobility devices such as wheelchair, braces
and splints, adjustable desk, table and chair
5. Neurologist and Child Psychiatrist for
communication aids for clear speech,
children with mental retardation, learning
adapted computer system
disabilities, and emotional-behavioral
disorders. The Basic Terms in Special
6. Speech Therapist for all children with Education:
language and speech problem. > refers to a severe (levels), chronic
7. Interpreter for the deaf who (duration) disability of a child five years of
communicates verbal activities to deaf. age or older that is:
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First Semester Ed 106

1. Developmental Disability Example: child with low vision or blindness

cannot read the regular print of textbooks.
> attributable to a mental or physical Thus, read books that are published in large
impairment or a combination of mental print or transcribed into braille; child who is
and physical impairments hard of hearing or who suffers from
deafness cannot hear regular conversation-
> manifested before the person attains age
thus, uses hearing aid and reads the lips of
22
the speaker; a child with physical disability
> likely to continue indefinitely such as crippling condition cannot walk
normally- thus, uses a wheelchair, braces,
> results in substantial functional or artificial limbs
limitations in three or more of the major
areas of major life activities such as self- A person with disability may pose a
care, language, learning, mobility, self- handicap in one environment but not in
direction, capacity for independent living another
and economic self-sufficiency
4. At Risk
> reflects the person's need for a
- refers to children who have grater chances
combination and sequence of special care,
than other children to develop disability
treatment or other services that are
lifelong or of extended duration and are >CATEGORIES OF CHILDREN AT RISK
individually planned and coordinated
(Beime-Smith, 2002) 4.1 Established Risk- those with cerebral
palsy, down syndrome, and other
2. Impairment Or Disability conditions that started during pregnancy/
at birth
- refers to the reduced function or loss of a
specific body part of the body or organ 4.2 Biological Risk- those who are born
prematurely, underweight, whose mother
A person may have disabilities such as contracted diabetes or rubella during the
blindness or low vision, deafness or hard of first trimester of pregnancy (*note:
hearing condition, mental retardation, mothers who had German measles during
learning disabilities, communication pregnancy may have children with
disorders, emotional and behavioral blindness, deafness and mental
disorders, physical and health impairments retardation; mothers who consume alcohol
and severe disabilities heavily, chain smokers or take prohibited
drugs is at risk for brain injury that causes
Disabilities or impairments limit or restrict
disabilities; and if disability nuns m the
the normal functions of a particular organ
family, the fetus may inherit it)
of the body
4.3 Environmental Risk- results from
Impairment and disability are used
extreme poverty, child abuse, absence of
interchangeably
adequate shelter and medical care,
3. Handicap parental abuse, limited opportunities for
nurturance and social stimulation
- refers to a problem person with disability
or impairment encounters when
interacting with people, events, and the
physical aspects of the environment
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First Semester Ed 106

Chapter 2: TYPICAL AND ATYPICAL 'developmental milestones'. By checking a

DEVELOPMENT AMONG CHILDREN child's developmental progress at
particular age markers against these
I. CHILD DEVELOPMENT AND IT'S arbitrary time frames, it allows a 'check in'
IMPORTANCE to ensure that the child is roughly 'on
track' for their age.
WHAT IS CHILD DEVELOPMENT? The earliest possible detection (and early
Child development pertains to the order of intervention treatment if appropriate) of
physical, language, thought and emotional developmental challenges can be helpful in
changes that happen in a child from birth minimizing the impact these
to the beginning of adulthood. Throughout developmental hiccups can have on a
this process, a child progresses from child's skill development and subsequently
dependency on their parents/guardians to their confidence, or serve as an indicator of
increasing independence. a possible future diagnosis.
Child development is strongly predisposed Developmental milestone checklists or
by genetic factors (genes passed on from charts are used as a guide as to what is
their parents) and events during prenatal 'normal' for a particular age range and can
life. be used to highlight any areas in which a
Child development covers the full scope of child might be delayed.
skills that a child masters over their life
span including development in: II. CHILD DEVELOPMENT THEORIES
1. Cognitive
Child development theories focus on
Solve day-by-day problems; explore & figure explaining how
things out
children change
2. Social interaction and emotional and grow over
regulation the course of
Exposing the child in the environment; childhood. Such
interacting with peers; starts to learn self-control theories center
on various
3. Speech and Language - understanding
aspects of
and using language, reading and
development including social, emotional,
communicating
and cognitive growth.
Starts to learn how to speak
4. Physical skills - Fine motor and Gross A. PSYCHOSOCIAL DEVELOPMENT
motor skills THEORY OF ERIK ERICKSON
Erikson's theory described the impact of
Knows how to work using their fine and gross
social experience
motor skills
across the whole
5. Sensory awareness lifespan. He was
Gather information using sensory motors interested in how
social interaction
and relationships
WHY IS CHILD DEVELOPMENT played a role in
IMPORTANT? the development
and growth of human beings.
Observing and monitoring child
development is a significant tool to make
sure that children meet their
 Foundation of Special and Inclusive Education
First Semester Ed 106
>>THE EIGHT STAGES WITH THEIR CORE - focus on contributing to society.
CONFLICTS & CENTRAL QUESTIONS: Accomplishment and productivity=Generativity

1. Trust vs. Mistrust (Infancy: 0-1 year) 8. Integrity vs. Despair (late adulthood: 65+
- Question: Can I trust the world? years)
- learning whether they can trust their - question: is it okay to have been me?
caregivers to meet their needs - reflection on their life.

2. Autonomy vs. Shame and Doubt (Early B. COGNITIVE DEVELOPMENT THEORY OF

Childhood: 1-3 years) JEAN PIAGET
- Question: Can I do things myself, or must
I rely on others?
- begins to assert independence.
Let the children do what they want to do
(Independent-Hiya, Duda)

3. Initiative vs. Guilt (Preschool: 3-6 years)

- Question: Is it okay for me to do things,
move, and act? Cognitive theory of Jean Piaget advocates
- begin to plan activities and initiate play that children undergo through four
with others. different stages of mental development.
(Kusa-Conscience)
This theory focuses not only on
Plan & initiate = Initiative ; criticism = Guilt understanding how children acquire
knowledge, but also on understanding the
4. Industry vs. Inferiority (School Age: 6-12 nature of intelligence.
years)
- Question: Can I make it in the world of >>COGNITIVE DEVELOPMENT STAGES
people and things? DESCRIBE HOW CHILDREN DEVELOP
- develop a sense of competence by THINKING, UNDERSTANDING, AND
mastering new skills. REASONING AS THEY MATURE:
(Sipag-Namamaliit) Competence=success
repetitive failure=Inferiority 1. Sensorimotor Stage (Birth to 2 years)
Key Concept: Object permanence
5. Identity vs. Role Confusion (understanding that objects continue to
(adolescence: 12-18 years) exist even when they can't be seen)
- question: who am I, and what can I be? -Uses senses
- explore their identity and roles in society. -Things tend to be repeated to stimulate specific
sense
Success=fulfillment ; Failure=uncertainty
-Assimilation & Accommodation
6. Intimacy vs. Isolation (young adulthood:
18-40 years) 2. Preoperational Stage (2 to 7 years)
- question: can I love? Key Concept: Symbolic thinking (using
- form intimate, loving relationships with words and images to represent objects)
others.
3. Concrete Operational Stage (7 to 11
7. Generativity vs. Stagnation (middle years)
adulthood: 40-65 years) Key Concept: Logical thinking (about
- question: can I make my life count? concrete events)
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First Semester Ed 106
4. Formal Operational Stage (12 years and only for communication with others but
up) also as an internalized tool for thinking and
Key Concept: Abstract thinking (thinking problem solving.
logically about abstract ideas and As adults, we know how that we can think
hypothetical situations) with words in our heads, and that helps us
to think through complex ideas.
C. SOCIOCULTURAL THEORY OF LEV Same culture, same understanding
VYGOTSKY
Vygotsky's sociocultural theory views >> THREE STAGES OF ZONE OF PROXIMAL
human development as a socially DEVELOPMENT
mediated process in which children acquire
their cultural values, beliefs, and problem-
solving strategies through collaborative
dialogues with more knowledgeable
members of society. Vygotsky's theory is
comprised of concepts such as; culturally
specific tools, private speech and zone of
proximal development.
Role of language & social interaction to human
development; dialogue is crucial for learning & >>SCAFFOLDING
growth Vygotsky defined scaffolding instruction as
the role of teachers and others in
>>(MKO) MORE KNOWLEDGEABLE supporting the learner’s development and
OTHERS providing support structures to get to that
Vygotsky assumption was that children next stage or level.
learn through interaction with others • instructional scaffolding can be used to
(adults and peers) that are highly skilled help students learn in the classroom and
and more knowledgeable than they are achieve independence.
socially. • teachers use instructional scaffolding as a
The (MKO) more knowledgeable others is tool for student growth.
simply someone that is more skilled than • scaffolding is widely used in education in
another person at a particular task, various disciplines and grade levels. It’s a
concepts or process. wonderful academic support for students.
• teachers set up problem task for students
>> PRIVATE SPEECH to solve through small challenging and
Vygotsky viewed language as a critical tool achievable steps. The teacher may be near
for cognitive development, particularly as a the learner to support them along the way.
means for internalizing knowledge.
Language helps in thought processes and D. SOCIAL LEARNING THEORY OF ALBERT
problem solving. BANDURA
Vygotsky came up with the term 'private Social learning theory, proposed by Albert
speech' to explain the self-directed speech, Bandura, emphasizes the importance of
where a child talks themselves that observing, modelling, and imitating the
typically emerges in children around ages behaviors, attitudes, and emotional
of 2 to 7 years. reactions of others. Social learning theory
As a children grow, they start to internalize considers how both environmental and
this private speech. They begin to cognitive factors interact to influence
understand that language can be used not human learning and behavior.
 Foundation of Special and Inclusive Education
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Bandura agreed with the behaviorist 3. Development takes place gradually.
learning theories of classical conditioning
and operant conditioning yet, crucially, IV. DOMAINS OF CHILD
added the following: DEVELOPMENT
>Mediating processes - take place between
1. Physical Domain- covers the
the stimuli and response
development of physical changes, which
>Behavior - is learned through observation
includes growing in size and strength, as
of the environment
well as the development of both gross
The social learning theory states that we
motor skills and fine motor skills.
acquire behaviors through a combination
of reinforcement and imitation, where
2. Socio-emotional Domain- includes a
imitation is the reproduction of learning
child's growing understanding and control
through observation.
of their emotional. They also begin to
III. TYPICAL AND ATYPICAL identify what other are feeling, develop the
ability to cooperate, show empathy, and
DEVELOPMENT
use moral reasoning.
There are certain skills and abilities that are
observed to gauge of child's development 3. Language Development- dependent of
is called development milestone. the other developmental domain. The
ability to communicate with others grows
>>TYPICAL DEVELOPMENT -refers to the from infancy, but children develop these
normal progression where children grow abilities at different rates.
by acquiring knowledge, skills, and
behavior called developmental milestones. 4. Cognitive domain- includes intellectual
Ex.: Responding to their names by 6 development and creativity. As they
months; Crawling by 12 months. develop cognitively, kids gain the ability to
Expects the child to do the skills/behaviors on process thoughts, pay attention, develop
the specific stage he/she is in memories, understand their surroundings,
Covers all domains express creativity, as well as to make,
implement, and accomplish plans.
>>ATYPICAL DEVELOPMENT -is a term used
when development does not follow the Children often experience a significant and
normal course. obvious change in one domain at a time.
Ex.: A child may have a lot of words in his For example, if a child focusing on learning
vocabulary, but may still struggle with to walk, which is in the physical domain,
articulation or pragmatics; A child may walk you may not notice as much language
to get to where he/she needs to get, but development, or new word, until they have
he/she may still take much longer than mastered walking.
other children to get to his/her destination.

THREE PRINCIPLES OF CHILD

DEVELOPMENT
1. Rate of development differs from
children.
2. Development occurs in a relatively
orderly process.