SPECIAL EDUCATION PROGRAM
Fig. 1- SAnES General Education has Elementary and Kindergarten programs with Inclusive education as its allays from grades 1-3. Those pupils who are candidates of delayed and disability will be referred for assessment and placed in SPED program with the different groupings shown in the figure. The Administration, Teacher, Multidisciplinary team and community will handle the intervention process.
Sanes Sped class program was implemented during Academic year 2000-2001under the administration of Dr. Leonarda Acuyong as the school principal. The first sped class was handled by Mrs. Ellen Valencia, a grade 6 teacher in the morning and a sped class teacher in the afternoon. For twelve years she managed the program of sped until she was promoted to the Master teacher1 position. The class had only 10 pupils then and has increased its enrollees yearly with different exceptionalities. The sped classroom was located at the ground floor near the gate 2. But due to some improvement of school facilities, the building was demolished and a new spacious and modernized building was constructed.
As the school continuously improves its facilities, programs and activities in the Academic Year 2013-2015 under the Principal Mr. Gerry A. Lumaban, relocation of sped class to the kinder classroom was done. Sped class was held in the afternoon after the kinder classes were done. This was the time when Mrs. Ellen Valencia, the sped teacher was promoted to Master Teacher 1 position. She was formally assigned to be the master teacher in the grade level of regular class. The Principal, Mr. Gerry Lumaban assigned a new Sped Teacher in the person of Mrs. Ma. Fe Tolentino a kinder teacher in the morning and Sped teacher in the afternoon. She took over the class and managed it for 2 academic years. The following year 2016, Mrs.Ma. Fe Tolentino was delegated for another assignment. She was succeeded by another kinder teacher, Miss Danica Pamaran. But due to some family concerns, she took a leave of absence and later resigned as sped teacher. The responsibility of Sped class was turned- over to Mrs.Magdalena Tobias,another kinder teacher, who had served until the end of school year 2018. There were 23 enrolees and majority of them have Autism and Intellectual Disability.
In 2018-2019,the principal Mr. Gerry A. Lumaban appointed another regular teacher from grade six, Mrs. Eva G. Manangkil as a part time sped teacher. In the afternoon she handled sped and in the morning handled her grade six classes. Enrollees increased to 36 pupils, both in sped non-graded and mainstreamed. It was also the year of reshuffling of school heads and a transition to another leadership in the person of Mr. Carlito T. Adducul. His appointment in SAnES had prioritized the improvement of the sped class program, classroom facilities, educational learning materials , academics and to the different contests such as Paranaque Festival of Talents, Paragames, inclusive Tagisan ng Talino, and other national activities for PWD learners. Parents were also actively involved in the different school activities in regards to sped concern.
In 2019-2020 the sped class was finally provided with own classroom in the ground floor of building A room number 102a. Mrs. Manangkil was recognized as full time sped teacher then. It was in the same academic year when the first sped 1 position was given permanent status. The enrollees then was 40 sped non-graded and mainstreamed pupils. Due to the increase in the number of pupils, the sped class was divided and was provided with another teacher from regular class. Mrs. Rita Ogot handled the other section in the afternoon while teaching in the morning in special science class. The following Academic year 2020-2021, the sped enrollees has increased to 46 pupils with two classes from Non-graded of 27 pupils and 19 mainstreamed pupils enrolled in the different grade levels in the school. At present, Sped classes are being managed by the two full time sped teachers.
RATIONALE
Pursuant to DECS Order No. 26, s. 1997 entitled “ Institutionalized of SPED Programs in All Schools”. The establishment of the class program in SAnES, aims to provide access to basic education among children with special needs. This is aligned with the government’s goal for education for all, as stated , “A Society in which ALL persons regardless of their disabilities achieve education to live their full potential”, the institution designed a program in which the emphasis is on the given intervention to provide the learners access to quality education.
VISION
SAnES Special Education curriculum is envisioned to develop the LSEN’s an integrated persons of faith and value laden individual despite their difficulties . Thus, at the end of their stay in SAnES Sped Class, as the learning community guided them into attaining their maximum potentials they are able to mainstream in regular class and be an effective and functional members of the society.
MISSION
Guided by the Mission-Vision of Dep Ed, Special Education program of SAnES will provide a quality education and ample opportunities for the Learners with Special educational needs (LSEN). These varied learning experiences in the classroom geared towards the development of their skills and potentials.
LSEN’s will be provided and assisted by the teaching community and the multidisciplinary team in achieving their goals. The encouragements and motivations to the learners will be driven by their desire to learn new things despite their disability and developmental delayed that can be functionally participate and sustain their life in the community development.
OBJECTIVES
A.General Objectives:
Article I, Section 5 of Child Youth Welfare Code; The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community.
Specifically this program aims to:
- Provide the learners quality and attainable education.
- Give assessment to the diverse learners with special educational needs on their capability to learn new things in school.
- Plan and implement an IEP program for each learner.
- Assist learners for referral to the members of the multi disciplinary team
- Prepare the learners into transition period to inclusive education, mainstream in the class and eventually to the society.
- Involve parents in the school activities related to the sped program.
- Provide parents and caregivers with an IEP meetings and trainings in managing and handling learners with disabilities.
POLICIES OF THE SPED PROGRAM:
A. Admission of Pupils
-Students who are suspected with developmental delays and disabilities will be considered candidates for admission.
B. Requirements for Admission
– Parents are required to submit PSA Birth Certificate and assessment or diagnosis from Developmental Pediatrician etc. ( Pls see other requirements below)
C. Enrollment Procedure
-Submit the requirements to the Sped Teacher. Accomplish the student’s Personal Data Form.
-A Scheduled short interview with the parents, and observation of the learners will be conducted
D. Instruction
The curriculum is aligned to the general education curriculum and the IEP goals on the present level of performance will be modified according to the needs of the learners.
E. Functions of Teacher
-The teacher shall have the power to refer the condition of the learners to the multidisciplinary team.
-Re-evaluation assessment will be provided if needed.
-Pupils who are in mainstream class will be monitored in relation to their performance and behavior in their assigned class.
-Mainstreaming of pupils once the learners are ready for the regular program
F. Evaluation of Pupils
–Formative tests, practice exercises and quarterly tests will be administered to the class or pupils to monitor progress and achievement.
-At the end of every quarter pupils from self– contained non-graded class will receive their progress report in non- numeracy.
-Those inclusive or mainstreamed pupils will submit to the sped teacher their report card for monitoring and follow-up
G. Attendance to Parent-Teacher Conferences, Seminars and Meetings
-To improve the quality of learning and effective delivery of services, parents are expected to attend meetings, conferences, training and seminars to address the problems arises from the learners in the classroom.
COMPOSITION OF THE PROGRAM
A. Curricular offerings :
The Sped class is offering these conditions on the following categories:
- Learning Disability( LD )
- Autism Spectrum Disorder (ASD)
- Attention, Deficit, Hyperactive, Disorder (ADHD)
- Cerebral Palsy (CP)
- Intellectual Disability (ID)
- Global Developmental Delay (GDD)
- Other related conditions of Sped
B. Types of Class or Educational Placement Alternatives
- Ability Grouping
- Self-contained class
- Mainstreaming
- Inclusion with pull-out
- Integration
ASSESSMENTS
A.Informal Assessment -is more available in school. It includes gathering of information from any number of sources. A criterion –referenced tests measure how well a student is able to do specific tasks within the course study.
B. Formal Assessment– is a structured procedure conducted for specific purpose, commercially developed and standardized instruments. This is administered by some professionals ( Developmental Pediatrician and Psychologist, Speech and Language Pathologist etc)