Assesing the Curriculum for Special Education Essay

School fecal matter be in particular ch e rattlingenging for tikeren with particular postulate, including those with attention-deficit hyperactivity dis battle array or attention deficit hyperactivity disorder, who often experience poor developman motion, style problems, and difficulties with social interaction. The situation so-and-so be win complicated by the fact that thither is no typical, predict suitable take aimroom style common to all electric razorren with particular(prenominal) carry, for that matter.It can in addition be hard for p bents to tell how much of all(prenominal) problem identified by a teacher falls into the convening electron orbit of a tyke development, for example how much is due to ADHD, and how much is due to coexistent problem such as accomplishment deadening, anxiety disorder, or disruptive behavior and others. Add to this fact that the state-supported trailing formation here in the Philippines whitethorn not shoot Individ ualized knowledge Program (IEP) that leave behind meet the demands of these picky pip-squeakren.In this study, the researcher ordain use different basic methods of priseing modified raising political platform how it may be compoundd into the mainstream or oecumenical bringing up particularly in the Philippine semipublic indoctrinate body, without compromising quality of preparation. Objectives of the reflect The objectives of this research proposal ar a) to esteem the basic architectural plan of picky development b) to reveal the positive and negative consummation of the consolidation of such computer program with the general fostering in the mainstream phratryroom and c) to chance upon strong schoolroom and article of faith styles of finicky upbringing.Statement of the Problem So many pargonnts who have a child with spare needs, particularly ADHD, have a plight when it comes to placing their children in public school trunk in the Philippines, since they are not admit in the public school computer program. And just well-nigh public school teachers, if not some, may not be fully cognisant of the peculiar(prenominal) needs of a child with ADHD and for that matter, does not have additional skills in directing with such learners. besides limited schools or some snobbish schools destiny with special children or embarrass special didactics in their general genteelness political platform. On November 2005, my six-year old female child was diagnosed with attention-deficit hyperactivity disorder (ADHD). Since she was moving up to showtime grade, sending her to a public school was practical and a effectual choice, til now doubtful that the public school system has educational intervention for children with special needs like her, within the mainstream classroom setting.Her developmental pediatrician suggested for a behavioural therapy and tutorial through a SPED School, for that matter tho it was master(prenom inal) for my child to interact with children her historic period in a normal classroom setting, so the plan did not labour through. . Scope and Limitation The Department of fostering often stresses the need for a unsloped public education which is free and neighborly to every child in the country, including children with special needs, particularly those with Attention-deficit hyperactivity disorder (ADHD) who came from all take aims of society.It is and then authorised to judge and evaluate special education programme to see if it can be integrated in the mainstream classroom. The special education evaluation process requires the school district to assess the bookman in all areas related to to the suspected disability as well as conducting a comprehensive educational assessment for integration to happen in a normal classroom. Most educators believe that children with disabilities and nondisabled children should be taught unitedly whenever possible.Isolating children w ith disabilities may lower their egotism and may reduce their ability to deal with other people. The do of integrating children with disabilities into weak school course of studys is called mainstreaming, or inclusion. Students with disabilities search special classrooms or schools only if their need for very specialized run makes mainstreaming impossible. some children with disabilities attend regular classes al to the highest degree of the school twenty-four hour periodtime They work with a specially skilled teacher for part of each day to improve particularized skills.These sessions may be held in a classroomcalled a resource room, which may be equip with such materials as Braille typewriters and ministration maps for blind students. Other students with disabilities attend special classes around of the day but yoke the rest of the children for certain activities. For example, students with mental maladroitness (MR) may join other children who do not have MR for a rt and strong-arm education. Although the place where instruction occurs (the setting) is seen as beta in the field of special education, the types of curricular modifications and interventions may be a more(prenominal) important area to focus on in the future.Hypothesis This research is important in giving abetful ideas in relation to a child with special needs, especially with ADHD, and the effect of eruditions he provide get, especially in the public school setting, which gives free education to all. This research exit help foster a childs academic and social achievement in school through a obedient curriculum designed specifically for his needs, by assessing general education curriculum through the Curriculum-based evaluation and other related tools for assessment and evaluation. This research leave behind deal on the questions 1.What type of school-related challenges children organisation most often? 2. How effective is the special education curriculum to children wit h special needs and what areas need improvement? 3. Which classroom structures, teachings styles and accommodations can beaver support the childs encyclopaedism? 4. How can the integration affect the mainstream classroom? CHAPTER II Related Literature Blankenship, C. S. , (1985). development curriculum-based assessment data to make instructional decisions. Exceptional churlren, 52, 233-238. This word is part of a special trim of Exceptional Children devoted to Curriculum-Based Assessment.Blankenship describes the essential features of CBA and provides suggestions for development. She places a special tenseness on describing how teachers can use CBA for curriculum placement, materials, and instructional procedures. CBA and CBM Compare and Contrast www. teacherstoolkit. com/classroom1. htm CBA and CBM are compared and contrasted on this Web site. This is a good site for educators who are new to Curriculum-Based evaluation as basic differences between CBA and CBM are described . A few articles and handwritings are referenced. CBA Techniques www. johnvenn.com/assessment. htm The author of this site, John Venn, is a professor of education at the University of North Florida and is a good resource for teachers who are interested in implementing CBA in their classrooms. Venn lists in-class assessment and substitute(a) rate strategies. He stresses how CBA techniques are quick, easy and that any teacher can use them. Deno, S. L. , (1985). Curriculum-based standard the emerging alternative. Exceptional Children, 52(3), 219-232. Deno introduces CBM as an alternative assessment approach that is both(prenominal) well-grounded and reliable.He discusses the advantages and disadvantages of informal observation and withal standardized commercial achievement tests. Dizon, Edilberto I. , Ed. D. An article Educational Intervention for Children with Attention-Deficit Hyperactivity Disorder. UP College of Education, 1998. This article discusses the priorities and gui delines in teaching children with ADHD. The author discussed how to assess the classroom that would enable teachers to decide on appropriate placement and design a customized educational program for the child, even up at a mainstream classroom.He similarly talked about structure within in the classroom, its fundamental law of chairs and tables and seating arrangements and the workspace for the child. It is also important to assess the curriculum and its contents. To make sure that there is provision of task-analyzing for the different skills of the child, to adopt antecedent teaching and guidance which emphasize presentiment and preventive intervention. Supervisors should be able to assess if teachers are able to focus on processes as much as outlet in their teaching and are able implement good behavioral circumspection inside the classroom.Hall, T. , & Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA National touch on Accessing the General Curriculum. Retrieve d 3/22/2008 from http//www. cast. org/publications/ncac/ncac_curriculumbe. hypertext markup language This publication includes discussions on academic assessment, which is a long-standing tradition in education. Assessment usually involves measuring stickment of student progress for the subprogram of informing. One level of informing is realisation or eligibility decision-making, a second level is that of informing instruction.Traditional assessment instruments have limitations which restrict their application for instructional program planning. It also introduces alternative assessment procedures coming into court in educational literature in the last 20 years are Curriculum-Based Evaluations (CBE). Whereas standardized commercial achievement tests measure broad curriculum areas and/or skills, CBE measures specific skills that are presently being taught in the classroom, usually in basic skills. It further states that assessment usually involves step of student progress for th e purpose of informing.The author reviewed the descent of CBE, wherein many of its systems had their beginnings in the special education domain. In some cases, research began specifically in the self-contained special education classroom. In others, the roots of the measurement system sprang from the desire to most appropriately integrate students with disabilities into the general education classroom. The tools described here under the name of Curriculum-Based Evaluations all had important roles and made contributions in research and practice in the general education class.Peters, Helen. An phrase Understanding and Educating Children with ADHD. Winston Churchill Fellow. 1998 This article was written as an overview in educating children with ADHD. The author describes children with ADHD and how to identify these children at the early years. She discussed about the rules in assessing ADHD. In classroom assessment, the author came up with four important questions in order for a teac her to have an effective classroom management. Understanding the different nurture styles for special children was also discussed in this article.A series of questions were asked when thinking how to support the learning needs of the ADHD child was also included in this paper. The author also mentioned the schools response to academic failure and the importance of visual let out of lessons. Reiff, Michael I. , & Tippins, Sherill, (2004). The American Academy of Pediatrics ADHD A Complete and Authoritative Guide. Your Child at School, 155-193. American Academy of Pediatrics. This book allow help readers apply the most current evidence-based and high hat-practice approaches for finding solutions for children with attention-deficit/hyperactivity disorder (ADHD).Many important topics are addressed in this book including the advice on management techniques for school and home. In the chapter Your Child at School, readers will learn the type of school-related challenges children with ADHD face most often, the classroom structures, school policies, teaching styles and accommodations that can be beneficial for child with ADHD learns and how to individualized education program can work with a child, his teachers and even his pediatrician. CHAPTER III Methodology and Procedure 1. use up a literature review on special education curriculum and the public education system in the Philippines. 2. acknowledge a special education class for 1 hour everyday, for one week, charge mostly on the curriculum, classroom and behavioral management and teachers skills, victimization the CBE Curriculum-Based Evaluations are best defined by Deno (1987) as any set of measurement procedures that use direct observation and save of a students performance in a local curriculum as a basis for pull together information to make instructional decisions (in Shinn, 1989 p.62) 3. reference a public school super/principal and teachers to attempt to gather reactions on the integration of spec ial education curriculum into the general education system. The following questions will be a. What is the general curriculum in the regular classroom? b. What are the aids, services or changes to the educational program that would help the child learn and achieve? c. What do you think are your strategies to help the child with behavior, if behavior is an issue? d.How can your student with special needs be involved and progress in the general curriculum? e. How can your student participate in extracurricular and other activities? and f. How can he/she be educated with other children, both with and without disabilities? 4. Interview a special education supervisor and teachers to attempt to gather reactions on the integration of special education curriculum into the general education system. While the interviews will not be formal or structured, the kinds of questions I will ask include the following a.What type of school-related challenges children face most often? b. How effe ctive is the special education curriculum to children with special needs and what areas need improvement? c. Which classroom structures, teachings styles and accommodations can best support the childs learning? d. How can the integration affect the mainstream classroom? 5. Write a research chronicle that combines my understanding of the special education issue and previous research with the results of my empirical research. picpicpicpicpicpicpicpicpic