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SPED > Lesson 1 > Flashcards

Lesson 1 Flashcards

1
Q

is known to many as SPED or Special Ed.

A

Special education

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2
Q

It is a set of educational programs or services designed to meet the unique needs of learners with disabilities that cannot be sufficiently met using traditional educational programs or techniques.

A

Special education

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3
Q

may be provided one-on-one or in a group with other learners with similar educational needs.

A

Special education program

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4
Q

is in one sense of profession, with its own tool, techniques and research efforts all focused on improving instructional arrangements and procedures for evaluating and meeting the learning needs of children, youth and adults with special needs.

A

Special education

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5
Q

Who define SPED at a more practical level , as the individually planned and systematically monitored arrangement of physical settings, special equipment and materials, teaching procedures, and other interventions designed to help exceptional children

A

Heward and Orlansky (1988

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6
Q

is the practice of educating students in a way that addresses their individual differences and special needs.).

A

Special education

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7
Q

, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. (

A

Special education

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8
Q

provides students with identified disabilities specialized instruction designed to meet their unique learning needs, giving them the opportunity to develop to their fullest potential.

A

Special education

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9
Q

In the United States, _____ is delivered, free of charge, through the public education system, thanks to the Individuals with Disabilities Education Act (IDEA

A

special education

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10
Q

some insights to elaborate:

A

Individual planned instruction
Systematically implemented and evaluated instruction
Personal self sufficiency
Present environment
Future environment

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11
Q

. The US 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.

A

Individual planned instructions

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12
Q

. Each type of children with special education needs requires particular educational services, curriculum goals, competences and skills, educational approaches, strategies and procedures in the evaluation of learning and skills.

A

Systematically implemented and evaluated instruction

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13
Q

. An important goal to SPED 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..

A

Personal self sufficiency

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14
Q

. This refers to the current conditions in the life of a child with a disability.

A

The present environment

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15
Q

includes the family, the school, the community where he lives, the institutions in society that extend assistance and support to children and youth with special needs such as the government, non-government organizations, socio-civic organizations and other groups.

A

The present environThement

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16
Q

. It is a forecast of how the child with a disability can move to the next level of education, from elementary to secondary school and on to college or vocational programs onto the workplace where the child can be gainfully employed.

A

The future environment

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17
Q

helps the child in the transition from a student wage earner so that s/he can lead a normal life even if s/he has a disability

A

SPED

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18
Q

There are four standpoints about special education by Heward (2003)
.

A
  1. Special education is a legislatively governed enterprises
  2. Special educations is a part of the country’s educational system
  3. Special education is teaching children with special needs in the least restrictive environment
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19
Q

This point of view is expressed in the legal bases of special education that are discussed in the Philippine Constitution of 1987, Chapter1, Article lV, Section 1 states that the State shall protect and promote the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education available to all. The State shall provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and other skills. The State shall adopt an integrated and comprehensive approach to health and other social services available to all people at affordable costs. There shall be priority to the needs of the underprivileged, the sick, the elderly, the disabled, women and children.

A
  1. Special education is a legislatively governed enterprise.
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20
Q

–provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into meanstream society

A

R.A. 7277: The Magna Carta for Disabled Persons

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21
Q

.
Special Education has been part of the DEPED’s basic education program through its Bureau of Elementary Education which formulates policies, plans and programs, develops standards of programs and services.

A
  1. Special education is a part of the country’s educational system
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22
Q

There are special education programs in public and private schools in all the regions of the country.

A

Special education is a part of the country’s educational system

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23
Q

In-service education programs are conducted to upgrade the competences of administrators, teachers and non-teaching personnel.

A

Special education is a part of the country’s educational system

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24
Q

Scholarship to deserving school administrators and teachers to pursue graduate degrees in prestigious universities in the country are also granted. Networks and linkages in the country and oversees are sustained.

A

Special education is a part of the country’s educational system

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25
Q

From this perspective, teaching is what special education is all about. SPED is defined in terms of the who, what, how and where of its implementation.

A
  1. Special education is teaching children with special needs in the least restrictive environment.
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26
Q

Special education may be best described as a purposeful intervention designed to overcome or eliminate the obstacles that keep children with disabilities from learning. In other words, it is about providing children with disabilities with individualized plans of instruction to help them succeed.

A
  1. Special education is purposeful intervention
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27
Q

Intervention eliminates, prevents and/or overcome the obstacles that might keep the individual with disabilities from learning, from full and active participation in school activities, and from engaging in social and leisure activities.

A

Special education is purposeful intervention

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28
Q

Intervention eliminates, prevents and/or overcome the obstacles that might keep the individual with disabilities from learning, from full and active participation in school activities, and from engaging in social and leisure activities.

A

Special education is purposeful intervention

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29
Q

.types of purposeful intervention

A
  1. Preventive intervention
  2. Remedial intervention
  3. Compensatory intervention
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30
Q
  • is designed to keep potential or minor problem from becoming a disability.Special education in this form seeks to either stop something from happening or reduce a condition that has been identified
A

Preventive intervention

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31
Q

Types of preventive intervention

A

Primary intervention
Secondary intervention
Tertiary intervention

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32
Q
  • designed to eliminate or counteract risk factors so that disability is not acquired.
A

Primary intervention

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33
Q
  • is aimed at reducing or eliminating the effects of existing risk factors.
A

Secondary intervention

34
Q
  • is intended to minimize the impact of a specific condition or disability among those with disabilities.
A

Tertiary intervention

35
Q

–attempts to eliminate the effects of disability.

A

Remedial intervention

36
Q

It is generally used to teach children with disabilities skills that allow them to function successfully and independently. It may be aimed at academic, social, personal , and/or vocational goals.

A

Remedial intervention

37
Q
  • involves teaching special skills or using special devices to improve functioning. Compensatory intervention may be best identified as teaching a child to perform a task or conquer a skillin spite ofa disability.
A

Compensatory Intervention

38
Q

It involves providing children with disabilities an asset that non-disabled children do not need

A

Cumpolsory intervention

39
Q

is a set of educational programs/services designed to meet the unique needs of children with special needs or exceptional children.

A

Special education

40
Q

focuses on the improvement of instructional arrangements/ procedures for evaluating and meeting the learning needs of CSN.

A

SPED

41
Q

It is an avenue to reach out and help CSN or exceptional children achieve the greatest possible personal self-sufficiency and confidence in his move, life in the environment.

A

SPED

42
Q

is considered a legislatively governed enterprise, an important part of educational system, teaching CSN in the least restrictive environment and as purposeful intervention.

A

SPED

43
Q

From these standpoints,_____ is the heart of SPED in which defined as the who, what, how and where of the implementation of SPED.

A

teaching

44
Q

: it eliminates, prevents, and overcome obstacles that keep the CSN and other exceptional students from learning. SPED teachers and regular teachers collaborate- help one another to counteract and minimize CSN’s conditions potential problems from becoming a disability and collegially attempts to eliminate disabilitie

A

SPED as intervention

45
Q

Children with special needs (CSN) are the exceptional children (Kirk, Gallagher and Anastasiow,2000) who differ from the average child to such an extent that they require either a modification of school practices or special educational services to develop their unique capabilities..

A

Children with special needs (CSN)

46
Q

The University of the Philippines Categories of Exceptionalities:

A
  1. The gifted and the talented
  2. Those with developmental disabilities
  3. Those with sensory, physical and health disabilities
  4. Those with behaviour disorders
47
Q

With superior cognitive abilities, specific academic aptitudes, creative and productive thinking, leadership, psychomotor abilities, multiple, emotional and other intelligences.

A
  1. The gifted and the talented
48
Q

Mental retardation, cerebral palsy, autism. attention deficit disorder(ADD)/Attention deficit hyperactive disorder (ADHD), and similar others

A
  1. Those with developmental disabilities
49
Q

Visual impairment, hearing impairment, both V1-H1, orthopaedic handicap, chronic ill health, severe and multip[le disabilities and similar others.

A
  1. Those with sensory, physical and health disabilities
50
Q

Social delinquency, substance abuse, emotional disturbance and similar others

A
  1. Those with behaviour disorders
51
Q

is adopted in the Philippines to accelerate access to education among children and youth with special needs. Inclusive education forms an integral component of the overall educational system that is committed to an appropriate education for all children and youth with special needs.

A

The policy on Inclusive Education for All

52
Q

means implementing and maintaining warm and accepting classroom communities that embrace and respect diversity or differences. Teachers and students take active steps to understand individual differences and create an atmosphere of respect.
.

A

Inclusion

53
Q

It implements multi-level, multimodality curriculum. This means that special needs students follow an adapted curriculum and use special devices and materials to learn at a suitable pace.

A

Inclusion

54
Q

prepares regular teachers and special education teachers to teach interactively. The classroom model where one teacher teaches an entire group of children single-handedly is being replaced by structures where students work together., teach one another and participate actively in class activities. Students tend to learn with and from each other rather than compete with each other.

A

Inclusion

55
Q

provides continuous support for teachers to break down barriers of professional isolation. The hallmarks of inclusive education are co-teaching, team teaching, collaboration and consultation and other ways of assessing skills and knowledge learned by all the students

A

Inclusion

56
Q

are exceptional children who experienced difficulty in learning the basics and needed modified school curriculum and services to develop their unique capabilities.

A

Children with special needs, CSN

57
Q

– An Act to Promote the Education of the Blind in the Philippines which established teacher training course and Philippine National School for the Blind.

A

Republic Act No. 3562 date June 1963

58
Q

is a form of instruction that’s designed to meet the needs of students with disabilities, so that they can learn the same skills and information as other children in school.

A

Special education

59
Q

is used interchangeably with special needs, and the disabilities may be physical, emotional, or behavioral.

A

special education

60
Q

is viewed as the most enabling environment for the student with exceptional needs because of the increased opportunity to participate with same-aged peers without exceptional needs.

A

Regular classroom

61
Q

refers not merely to setting, but to specially designed instruction and support for students with special supports and service needs in regular classrooms and community schools.

A

Inclusion

62
Q

components of special and inclusive education

A

(a) teachers,
(b) family,
(c) school staff,
(d) inclusive students,
(e) other students,
(f) supportive special education services and (g) instructional adaptations.

63
Q

provide educational services for all students including those with special needs.

A

Inclusive education programs

64
Q

These programs serve all children in the regular classroom on a full-time basis. If a student requires extra services such as speech therapy, these services are brought into the classroom

A

Inclusive education program

65
Q

is a widely accepted pedagogical and policy principle, but its genesis has been long and, at times, difficult.

A

Inclusive education

66
Q

In____ , the Universal Declaration of Human Rights included statements about rights and freedoms that have, over the decades, been used to promote inclusive educational practices.

A

1948

67
Q

The rights of every child in the Philippines to live in an environment conducive to his physical, moral, and intellectual development and the duty of the government to promote the full growth of every child.

A

Care and Protection of Disabled Children (C.A.3203)

68
Q

Requiring certain buildings, institutions, establishment and public utilities to install accessible facilities and other devices, including transportation and communication devices.

A

Accessibility Law
(Batas PambansaBlg. 344)

69
Q

Providing stricter identification of specific individuals and offices liable for violations with increased penalty and the added accessibility requirements with regard to public transportation.

A

Ammendments to the Accessibility Law

70
Q

Declared the first day of August each year as “White Cane Safety Day,” white cane being a symbol of the need of the blind persons.

.

A

White Cane Act
(R.A. 6759)

71
Q

Protects and supports CSN by addressing different areas where they can be assisted, improved and be developed to cope with life’s demands and be integrated into society to become useful citizens of the country

A

Child and Youth Welfare Code (Presidential Decree No. 603)

72
Q

Requires that all government agencies, instrumentalities and government owned and controlled corporations to source at least 10% of their supplies and equipment requirements from cooperatives of PWDs that are engaged in the manufacturing and fabrication in order to support their economic independence.

A

The Economic Independence of Disabled Persons Act (S.B. 1730)

73
Q

Affirms the full participation and total integration of persons with disabilities into mainstream of our society by giving them equal opportunities to develop their skills and potentials and affording them equal access to the basic services extended by the government.

A

The Magna Carta for Disabled Persons
(R.A. 7277)

74
Q

The State shall ensure that disabled persons are provided with adequate access to quality education and ample opportunities to develop the skills. It shall take appropriate steps to male such education accessible to disabled persons. It shall e unlawful for any learning institution to deny a disabled person admission to any course it offers by reason of handicap or disability.
The State shall take into consideration the special requirements of disabled persons in the formulation of educational policies and programs. It shall encourage learning institution to take into account the special needs of disabled persons with respect to the use of school facilities, class schedules, physical education requirements, and other pertinent consideration.
The State shall promote the provision by learning institutions, especially higher learning institutions, of auxiliary services that will facilitate the learning process of disabled persons.
To provide learners with special needs with access to basic education, learning institution shall offer integrated education. In order to ensure that quality education is accessible, the following components namely: curriculum, educational programs, teaching methods and services shall be given importance by learning institutions.

A

Section 12, Chapter 2 of R.A. 7277, Access to Quality Education

75
Q

States that children with disabilities are to be educated to the maximum extent with children who do not h ave disabilities.
.

A

The Individuals with Disabilities Education Act (IDEA) 1997

76
Q

Prohibits discrimination on the basis of disability in private sector employment; services rendered by state and local government; places of public accommodations; transportation; telecommunications relay systems

A

Americans with Disabilities Act (ADA)

77
Q

No other qualified individual with disabilities in the United States… shall solely by reason of his disabilities,” be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, or activity receiving Federal assistance…”

A

Rehabilitation Act 504

78
Q

Signed on Jan 8, 2002whic reauthorized and replaced the Elementary and Secondary Education Act of 1965, the federal framework for how public education throughout the US is provided. Its overall aim is to have all students performing at proficient levels in the two educational cornerstones, Reading and Math, by year 2014.

A

No Child Left Behind (NCLB) Act

79
Q

Outlined changes to IDEA 1997 wherein one of them states that benchmarks and short-term objectives written into IEPs are no longer required for many learners, reducing the amount of IEP paperwork

A

The individuals with disabilities education act (IDEA 2004)

80
Q

Outlined changes to IDEA 1997 wherein one of them states that benchmarks and short-term objectives written into IEPs are no longer required for many learners, reducing the amount of IEP paperwork

A

The individuals with disabilities education act (IDEA 2004)

SPED (3 decks)

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