Special Education within the 3-Pronged Model

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Transcript Special Education within the 3-Pronged Model

What If?
What if I don’t have the arms and legs?
Does it mean I can’t play?
What if I don't have the sight and the voice?
Does it mean I can’t communicate?
What if words come slow in my mind?
Does it mean I can’t learn?
What if I can’t look at you in the eye?
Does it mean I don’t care?
What if I can’t hug you like other children?
Does it mean I’m void of all emotions?
How can I tell you what I feel?
If you don’t reach out and accept what I am?
Can you give me a chance?
Can you open your heart?
Can you listen to my plea
and love me like any other child?
Dr. Edilberto I. Dizon
Good intervention focuses on the
special child as he relates with his
family, friends, neighbors, classmates
and teachers. As he grows older,
there will be a bigger space to explore
and know about: his community and
then other communities far beyond
his. As he strives to become, there
will be hardships along the way.
We, humans—with all our frailties and
limitations—cannot help him all by
ourselves. We seek God’s mercy and
love in our journey with the special
child. The path is long and dreary
but as we walk on in God’s Grace, we
will not, as a wiseman had said,
“count the number of times we fall
but the number of times we stand up
each time we fall.”
The 3-Pronged Model
Special Education as
PRO-LIFE values the
presence of a special
child and the
nurturance of his
family and significant
Special Education as
a community of
concerned individuals
who genuinely facilitate
the special child’s
Special Education as
PRO-GOD values the
presence of a Divine
Being and the power
of faith and belief in
His Providence and
SPED and Individualization
The earmark of SPED is individualization which can be
provided in varied placement programs including regular
classes. Thus, SPED can be presented in any school or
non-school program so long as individualization is
provided. Individualization refers to the provision of
customized curriculum, instruction, materials, facilities
and equipment, family linkages, and/or support services
the special child needs in any type of placement program
decided upon by SPED specialists in collaboration with
others including the family. Such individualization in any
type of placement program suitable to/best for the child is
a provision of SPED. Thus, a special child who is provided
an individualized curricular and instructional program in a
regular class is provided SPED!
Preparing teachers, administrators and other
school staff to know and understand the
special child, accept and respect him for
whatever he is, caring for him unconditionally,
helping him achieve his potential, and keeping
such commitment consistently.
Placing a special child in an appropriate
placement program that best responds to his
needs, abilities and capabilities, adopts
instructional schemes to strengthen
intervention, and prepares him to be an active
member of the community.
Designing and implementing a curricular
program that incorporates the provision of
physical necessities and psychomotor
development, cognitive and language abilities,
and emotional, social and civic skills including
relating with God positively through prayers
and constructive deeds.
Planning and implementing instructional
methodologies that draw the best in the special
child, sustain his curiosity and love for
learning, harness initiative and creativity, and
ensure mastery learning.
Referring to and collaborating with supportservice givers who are equally interested in the
special child and imbued with commitment to his
welfare. Such partnership is a confirmation that
teaching the special child cannot be a teacher’s
function alone. It requires the help of other
professionals – considering the child’s presenting
needs and concerns.
Working and collaborating with the family and
the different community sectors through
programs that inspire and ensure active and
committed participation and provide services that
redound to the quality of life of persons with
special needs.
Providing clean, safe and conducive avenues
for learning: schools, rehabilitation centers,
community day-care centers, therapeutic
centers, etc. alongside needed materials,
facilities and equipment where special children
can learn and grow happily.
Keeping trust in God that His Goodness never
fails special children as we guide them towards
the positive direction and towards HIS WAY!