Final Requirement in Sped 601

Republic of the Philippines
CEBU TECHNOLOGICAL U NIVERSITY

MAIN CAMPUS
M. J. CuencoAvenueCor.R. PalmaStreet,CebuCity,Philippines
Website: http://www.ctu.edu.p h E-mail: [email protected]
Phone: +6332 402 4060 loc. 11 35
COURSE CODE: SPED 601 (Introduction to Special Education)
FINAL EXAMINATION
INSTRUCTION:
Answer directly.
QUESTIONS:
1. What exactly is Special Education, and how does it differ from regular
classroom instruction?
➢ Special education is defined as an 'education designed to facilitate the

learning of individuals who, for a wide variety of reasons, require
additional support and adaptive pedagogical methods in order to
participate and meet learning objectives in an educational programme.
➢ Special education differs from regular education in two ways: Different
instructional methods are used, and. Additional specialists (specialized
teachers, speech therapists, occupational therapists, physical
therapists, aides, social workers, etc.) are involved beyond regular
classroom teachers.
2. Why is it so important to provide specialized support for students with

disabilities? What are the potential benefits for these students?
➢ By giving equal opportunities and the corresponding respect, we grow
a sense of confidence in the persons with disabilities and cultivate a
sense of belonging. This makes for positive growth attitudes, and
despite any disability, a person will pursue and work on their goals,
thus contributing positively to society.
➢ Special education supports students with special needs by maximizing
learning opportunities through curriculum modifications and
remediation. It employs trained teachers, provides extra resources and
services, and enables interaction with peers. Teachers address
individual learning needs, ensuring effective education for all students.
3. Can you share some real-life examples of how Special Education services
have helped students succeed?
➢ A student with a speech delay had difficulty communicating effectively,
which impacted their ability to participate in classroom activities.
Through Special Education services, the student received speech and
language therapy tailored to their specific needs. The therapist worked
on articulation, vocabulary development, and social communication
skills. Over the course of the school year, the student made significant
progress, enabling them to express themselves more clearly and
participate in group activities.
4. What are some common types of disabilities that might qualify a student for
Special Education?
The text discusses the various types of disabilities that can qualify a
student for Special Education services. The common disabilities
mentioned include:
➢ Autism Spectrum Disorder (ASD)

➢ Intellectual Disability (ID)
➢ Speech or Language Disorders
➢ Learning Disabilities (LD)
➢ Attention Deficit Hyperactivity Disorder (ADHD)
➢ Visual Impairments
➢ Hearing Impairments
➢ Physical Disabilities
➢ Emotional Disabilities
➢ Traumatic Brain Injury (TBI)
➢ Multiple Disabilities
➢ Orthopedic Impairments
These disabilities can affect a student's ability to learn, communicate,

and access information. The text emphasizes that each student's needs
and circumstances are unique, and the Individualized Education
Program (IEP) process is designed to identify and address the specific
needs of each student. Additionally, the text notes that Special
Education services are not limited to these specific disabilities, and any
disability that significantly affects a student's ability to learn and access
information may qualify them for Special Education services.
5. How do schools determine if a student needs Special Education services?

What kind of assessments are involved?
➢ The process of determining if a student needs Special Education
services involves five steps: referral, initial screening, comprehensive
evaluation, eligibility determination, and IEP development. The
evaluation team assesses the student's academic performance,
behavior, and social skills, and develops an Individualized Education
Program (IEP) outlining goals, objectives, and accommodations.
Parents and students can participate in these meetings.
6. What is an IEP, and why is it so crucial for a student's education?
➢ An Individualized Education Program (IEP) is a written plan tailored to

a student's disability, identifying strengths and weaknesses, setting
goals, providing accommodations, ensuring equal access, involving
parental participation, and regularly reviewing and updating. It includes
performance levels, annual goals, accommodations, related services,
and progress monitoring, ensuring a high-quality education for
students with disabilities.
➢ An Individualized Education Program (IEP) is crucial for a student's
education as it identifies strengths and weaknesses, sets SMART goals,
provides accommodations, ensures equal access to education, offers
support services, involves parental participation, and is regularly
reviewed to meet needs. It is a vital tool for students with disabilities
to prepare for life success.
7. Who are the key players involved in creating and implementing an IEP?
➢ An Individualized Education Program (IEP) is a collaborative effort
between a general education teacher, a special education teacher,
related service providers, parents/guardians, a school administrator, an
IEP team member, and the student. The IEP aims to provide a tailored
education plan for the student, addressing their unique needs and
addressing their communication, occupational, physical, and social
skills. The IEP team members may include a school psychologist, social
worker, or adapted physical education teacher. The student, if applicable,
is also involved in the process.
8. What does "Least Restrictive Environment" mean in the context of Special

Education? Why is it important for students with disabilities to be included
with their non-disabled peers as much as possible?
➢ The Less Restrictive Environment (LRE) is an educational setting that
provides a typical learning environment for students with disabilities,
meeting their individual needs. It is rooted in the Individuals with
Disabilities Education Act (IDEA) and aims to ensure that students with
disabilities receive an education similar to their non-disabled peers.
LRE principles include educating students in the regular classroom,
receiving instruction and support from general education teachers,
having access to the same curriculum, instructional methods, and
assessments, and providing accommodations and modifications.
Examples of LRE include students with physical disabilities, learning
disabilities, and speech or language impairments. The LRE principle
promotes inclusion, equity, and accessibility for students with
disabilities while providing necessary support and accommodations.
➢ Inclusion of students with disabilities in general education classrooms
is crucial for various reasons. It promotes social inclusion, fosters
friendships and relationships, enhances academic performance,
improves communication skills, boosts confidence and self-esteem,
provides role models and mentors, reduces stigma and stereotypes,
and supports the transition to post-school life. By fostering a sense of
belonging and inclusion, students with disabilities can develop strong
communication skills, become more confident and self-esteemful, and
learn to appreciate their unique contributions. Inclusion also helps
prepare students for successful transitions to employment, education,
and community participation.
9. Can you describe a few strategies or tools that teachers use to make learning
more accessible for students with disabilities?
➢ Teachers use various strategies and tools to make learning more
accessible for students with disabilities. These include Universal Design
for Learning (UDL), Text-to-Speech Software, Speech-to-Text
Software, Assistive Technology, Multisensory Instruction,
Accommodations for Visual and Hearing Impairments, Adaptive
Technology, Modified Assignments, Visual Aids and Graphic Organizers,
and One-on-One Support. UDL provides multiple means of
representation, expression, and engagement, while Text-to-Speech
Software reads aloud digital texts, while Speech-to-Text Software helps
with writing difficulties. Assistive Technology devices like tablets and
laptops can help students with physical disabilities. Multisensory
Instruction uses visual, auditory, and kinesthetic activities to help
students retain information. These strategies aim to create an inclusive
learning environment that allows all students to succeed and reach
their full potential.
10. What are some of the challenges that schools and educators face when
trying to create truly inclusive learning environments for students with
disabilities? How can these challenges be addressed?
➢ Inclusive learning environments for students with disabilities can be
challenging due to factors such as lack of training, limited accessibility,
stereotypes, inadequate accommodations, integration into general
education classrooms, language barriers, social and emotional
challenges, and parental involvement. To address these challenges,
schools and educators should provide ongoing training and professional
development, assess and address physical barriers, foster positive
attitudes and relationships, develop individualized education plans
(IEPs), collaborate with general education teachers, use assistive
technology, provide social-emotional support, and engage parents and
caregivers. By addressing these challenges and taking a proactive
approach to creating inclusive learning environments, schools and
educators can ensure that all students, including those with disabilities,
have the opportunity to succeed academically, socially, and
emotionally. By fostering partnerships with parents and caregivers,
they can help ensure that all students, including those with disabilities,
have the opportunity to succeed.
SUBMITTED BY: MARY VIER S.HINOTAN

SPED 601, SECTION 7

Final Requirement in Sped 601

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Republic of the Philippines

CEBU TECHNOLOGICAL U NIVERSITY

COURSE CODE: SPED 601 (Introduction to Special Education)

➢ Special education is defined as an 'education designed to facilitate the

2. Why is it so important to provide specialized support for students with

➢ Autism Spectrum Disorder (ASD)

These disabilities can affect a student's ability to learn, communicate,

5. How do schools determine if a student needs Special Education services?

6. What is an IEP, and why is it so crucial for a student's education?

➢ An Individualized Education Program (IEP) is a written plan tailored to

8. What does "Least Restrictive Environment" mean in the context of Special

SUBMITTED BY: MARY VIER S.HINOTAN

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