An individually planned, systematically implemented and carefully evaluated instruction to help exceptional children achieve the greatest possible

personal self- sufficiency and success in present and future environment ( Heward, 2003) individually planned instruction- in the United States, the law on Individuals with Disabilities Education Act (IDEA) requires that an individualized education program (IEP) be developed and implemented for every special education student between the ages 3 and 21. Systematically implemented and evaluated instruction- each type of children with special education needs requires particular educational services, curriculum goals, competencies and skills, educational approaches, strategies and procedures in the evaluation of learning and skills.

Personal Self-Sufficiency- an important goal of special education is to help the child become independent from the assistance of adults in personal maintenance and development, homemaking, community life, vocational and leisure activities and travel.
Present Environment- refers to the current conditions in the life of the child with a disability. Future Environment- is a forecast of how the child with a disability can move on to the next level of education, from elementary to secondary school and on to college or vocational program, and finally, to the workplace where he/she can be gainfully employed. Individually planned, specialized, intensive, goal directed instruction. Consists of purposeful intervention efforts at three different level;

Characterized by the use of research-based teaching methods and guided by direct and frequent measures of student performance Especially designed instruction to meet the unique needs of a child with disabilities. Provides learning opportunities that are not provided in standard or general school curricula or by general school services for the individual student. Typical settings fro special education programs are public schools, special classes in public schools, homes, rehabilitation hospitals, and residential schools and institutions. It includes relate instructional services such as speech, physical and occupational therapy and transportation services. Special education supports the proposition that children and youth with disabilities need to be integrated or included in normal or general educational services or programs to the extent that is reasonable.

The child who deviates from the average or normal child in 1. Mental characteristics 2. Sensory abilities 3. Neuromuscular or physical characteristics 4.Social or emotional behaviors 5. Communication skills 6. Multiple handicaps to such an extent there he requires a modification of school practices, or special education services, in order to develop to his maximum capacities. 7.An exceptional child may also be gifted intellectually or show a remarkable talent

Specific learning disabilities Speech and language impairments Mental Retardation Emotional Disturbance Other health impairments Multiple Disabilities Autism Orthopedic impairments Hearing impairments Developmental delay Visual impairment Traumatic Brain Injury Deaf-Blindness Gifted and Talented

2,879,445 1,092,105 611,878 472,932 291,474 121,954 78,717 73,011 70,662 28,863 25,927 14,829 1,318

 Not

identified a having disability, although they may be at later time. Considered to have a high probability of developing a disability Term used to some very young children who, because of negative conditions surrounding their birth, nurturing, or environment, may be expected to experience developmental problems. Students who may experience learning, socialization, and maturational difficulties in general classroom; are failing academic subjects; or at risk overall school failure and thus may become identified as candidates for special education services.

1. The Special Education Center is a service delivery system which operates on the school within a school concept. The SPED Center functions as the base for the special education programs in a school. 2. The Special Class or Self-contained class is the most popular type among the special education programs. A special class is composed of pupils with the same exceptionality or disability. 3. Integration and mainstreaming programs have allowed children and youth with disabilities to study in regular classes and learn side by side with their peers for the last forty years. In partial mainstreaming, children who have moderate or severe forms of disabilities are mainstreamed in regular subjects. In full mainstreaming, children with disabilities are enrolled in regular classes and recite in all subjects.

Regular Class a general type of class in which most students receives instruction, including most classes other than those that are composed of handicapped children. 5. Indirect Services within regular class support services to the regular class teacher to enable the handicapped child to perform in a regular classroom setting. 6.Direct Services and Instruction within the Regular Class activities concerned with the teaching-learning process that are provided to the handicapped student by special education personnel within the regular class. 7.Resource room services those activities provided in an instructional setting designed or adapted as a place where handicapped children receive a part of their schooling. 8.The special day school serves one or more type of disabilities. The special education classes are taught by trained teachers.
4.

9. Private

day school a school that is controlled by an individual or by an agency other than local, state or federal government, and usually is supported by other than public funds. 10.Special public day school a nonresidential school attended by handicapped children where a program of special education is provided. 11.Public residential school facility an educational institution in which students are boarded and lodged as well as taught. 12. Private residential school facility an educational institution in which students are boarded and lodged as well as taught. 13. Hospital program formal instructional activities provided in a hospital 14..Homebound Instruction individual instruction by a teacher usually at the home of students who is unable to attend classes.

Inclusion describes the process by which a school accepts children with special needs for enrollment in regular classes where they can learn side by side with their peers. What are the salient features of inclusive education? Inclusion means implementing and maintaining warm and accepting classroom communities that embrace and respect diversity of differences. Inclusion implements a multilevel, multimodality curriculum. Inclusion prepares regular teachers and special education teachers to teach interactively. Inclusion provides continuous support for teachers to break down barriers of professional isolation.

a) Assesses the childs intellectual level, psychological and emotional status and level of adaptability b) Classifies and diagnose the child based on the results of a formal assessment. c) Administering psychological and educational tests, and other assessment procedures. d) Interpreting assessment results; e) Evaluate concept development, verbal, perceptual, socio-emotional, selfhelp and motor skills f) Obtaining, integrating and interpreting information about child behavior and conditions relating to learning. g) Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, and behavioral evaluations; and h) Planning and managing a program of psychological services including psychological counseling for children and parents.

a) Focus on the developmental stages of childhood, learning theories, and methods of instruction. b) Help determine appropriate developmental goals and intervention strategies. c) Help solve behavior management goals

focuses on the childs health condition and assesses the psychological state that may affect the childs rate of development. b)Provides information about the benefits and side effects of prescribed medication
a)

a)Conducts screening, diagnosis and treatment of brain and central nervous system
a) Conducts screening, diagnosis and treatment of psychological, emotional development or organic problems. b) Prescribes medication c) Alert to physical problems that may cause nervous disorder.

a) Services provided by a licensed physician to determine a childs medically related handicapping condition which results in the childs need for special education and related services.

a)Ophthalmologist- screening, diagnosis and treatment of diseases, injuries or birth defects that limit vision. b)Optometrist- advises the selection of frames and fits the lenses based on eye examinations and visual aids.

a)For all children especially those with hearing loss and deafness

a) Screens, identifies, assesses and diagnose disorders of fluency, language, articulation, voice, oral-pharyngeal functions, and cognitive/communicative disorders. b) Evaluates & provides therapy for different areas of communication expressive, receptive, linguistic & oralmotor skills. c) Referral for medical or other professional attention necessary for the habilitation of speech or language disorders; d) Provisions of speech and language services for the habilitation or prevention of communicative disorders; and e.) Counseling and guidance of parents, children, and teachers regarding speech and language disorders.

a) Provides treatment to increase muscle strength, mobility and endurance. b) Focus on gross-motor skills that rely on large muscles of the body involved in movement and range of motion. c) Helps to improve the childs posture, gait and body awareness d) Services provided by a qualified physical therapist. e) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation. f) Improving ability to perform tasks for independent functioning when functions are impaired or lost; and g) Preventing through early intervention, initial or further impairment or loss of function.

a) Concentrates on assessing and treating the children with disabilities that impair their daily functioning such as eating and dressing. b) School and work skill c) Motor treatment to strengthen the fine motor functions. d) Improves the childs ability to perform tasks like chewing, swallowing, eye-hand coordination a) Communicates verbal activities to deaf children through speech reading, sign language and gestures.

a)Teaches independent travel techniques to blind children.

a) Identification of children with hearing loss. b) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing; c) Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation and speech conservation. d) Creation and administration of programs for prevention of hearing loss e) Counseling and guidance of pupils, parents, and teachers regarding hearing loss; and f) Determination of the childs need for group and individual amplification, selecting and fitting an appropriate aid, and evaluation the effectiveness of amplification. a) Services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.

a) The implementation of a formal plan for identifying a disability as early as possible in a childs life. a) Assisting parents in understanding the special needs for their child and providing parents with information about Child development.

a) Assessment of leisure function; b) Therapeutic recreation services c) Recreation program in schools and community agencies; and d) Leisure education

a)Services provided by a qualified school nurse or other qualified person.

a) Preparing a social or developmental history on a handicapped child; b) Group and individual counseling with the child and family; c) Working with those problems in a child's living situation that affect the childs adjustment in school; and d) Mobilizing school and community resources to enable the child to receive maximum benefit from his or her educational program.

a) b) c) d) e) f) g) h) i)

Conducts screening & informal assessment to plan IEPs Works with specific types of disabilities. Teaches Observes the students behavior Formulates curriculum & lesson Plan Creates an appropriate learning environment Monitors and evaluates the childs progress Educates parents and caregivers Case manager or case coordinator

a) Functions much as teachers do b) Often supervise many of the classroom activities but do not conduct assessments and not responsible for writing IEP reports.

a)Receives training on the typical stages of development b)Prepared to create a least restrictive environment c) Lesson planning d)Coordinates with SPED teacher and other professionals. a)Travel to and from the school and between schools; b)Travel in and around school buildings; and c) Specialized equipment, if required to provide special transportation for a handicapped child.

Assistive Devices are specialized instructional and learning materials and equipments that enable children with special needs to function efficiently.

For Blind students: Braille writer, Braille slate and stylus, Braille books, Braille watch, Braille ruler and tape measure, Braille calculator, arithmetic slate, computer with voice synthesizer, embossed materials, manipulative materials, talking books, tape recorder, Braille paper For low vision student: large print books, large print typewriter, magnifying lenses, Grade I lined pad paper For deaf students: individual hearing aid, sign language book, speech kit, wall mirror, speech trainer, group hearing aid.

For children with mental retardation: teacher-made material specific to the Individual Education Plan (IEP) on the functional curriculum and adaptive behavior skills; and For children with physical disabilities: mobility devices such as wheelchair, braces and splints; adjustable desk, table and chair; communication aids for clear speech, adapted computer system