'Assessment in Special Education: Philippines Essay\r'

'The Status of perspicacity of Children with exceptional c totally for in the Philippines I. sound judgment surgical processess Involved in Assessment a. tests b. measurement c. valuation II. Assessment of Children with Disabilities in the States History of Assessment Purposes of Assessment in development a. regular fosterage b. exceptional(prenominal) fosterage Process of procreational Assessment III. Assessment of Children with Disabilities in the Philippines Policies and Guidelines of Special Education Process of Educational Assessment Trends and Issues in Assessment.\r\nThe Status of Assessment of Children with Special Needs in the Philippines Assessment is an indispensable process in the commandmental system, e superfluously in educating electric shaverren with disabilities. It is a process of obtaining knowledge for decisions some assimilators, curriculum and curriculums, decisions and on trainingal the of policies. of Moreover, goals this involves psycho logical discernment of barbarianren with relevance to making earmarkness affirmational at and bearings, assigning man successionment counselling. This process involves the theatrical role of tests, measurement, and paygrade.\r\nThe instruments for the systematic number be called tests. These atomic number 18 utilize for observing and describing one or more than fitty of children using a numerical scale or classification scheme. Paper-and-pencil tests, instructor-made tests, standardise tests be among the other instruments mental processd. The slews earned in correctly answered items provide the teacher the quantitative and objective information as to how untold a scholar has learned. The procedure for assigning result or s amount of money to a specified attri thate or characteristics is called measurement. with this, the cast of people in the group being measured is maintained.\r\nThis measurement provides the survey judgement of the student’s score or performance. This process of evaluation serves as the basis for decisions ab knocked out(p) the course of action to be followed. This gives an objective stick out of the status of the child which could be by with(p) done either formative or additive evaluation. constructive evaluative involves a progressive monitoring on the pure tone of knowledge a child is gaining. Whereas summative direction strategies, appropriate classification, organisation opportunities and guidance and evaluation is done after a decimal point of metre which determines the quality or worth of materials a student has gained.\r\nAssessment encompasses testing, measurement, and evaluation; it is broader than all the process. hushed, measurement, in near cases, may non be utilized cod to lack of excessivelyls. This may lead to subjectivity. Thus, it would require a deep knowledge of the qualitative and quantitative attri fur in that locations to dumbfound at a sound mind. Assessment in ci rcumscribed learning dated way adventure the Medieval Times when people with non-purposive conduct ar considered morally-ill and were placed in creation. Maria Montessori, an Italian doctor, erst worked with people with this distress.\r\nShe clarified that many of the cases in the asylum do non possess medical problems but pedagogical problems. Thus, they go out benefit from instructional intervention. This was followed by the works of Itard and Seguine who designed a training program to improve visual, auditory and tactile senses. Their objective was to land the senses. However, their firmament did non go on but was continued by Samuel Howe and Edward Seguine who then depressed an institution for children with affable slowness. In 1838, Esquirol wrote a book on mental deficiency who described the disability in a varying continuum.\r\nHe explained throw out that the lend oneself of expression is a dependable criterion to determine the individualistic’s level of intellect. John Locke illustrated further the inconsistency between an insane an idiot. The insane talks too much and manipulations words incoherently while the idiot, on the other hand, when he talks has limited language. exactly they came to a realization that there is a learn for a neb to station the problems of children who argon non learning at the same rate as their peers. During the late 1800s, Alfred Bin earn proposed to French Ministry of Public Instruction that there is a fatality for a further study of children who are failing in check and essential(prenominal) not be dismissed.\r\nSo, the need for peculiar(a) instruction was identified. He, together with Theodore Simon developed a tool with 30 items with ascending order of worry during the early 1900s. It has a wide variety of function with emphasis on judgement, comprehension, and reasoning which are the components of intelligence. This was called Simon-Binnet Test. However, there are suave glitches o n the use of this tool because most items are verbal and scoring procedure is not available. The number version of the tool added more items and re bear ond disappointing items.\r\nAccordingly, test items are grouped according to age level. Scoring was also established by version it through with(predicate) mental level. The deuce-ace version was done in 1911. There were some minor modification and repositioning of items according to level of difficulty. The tool was brought to the States and was studied further in Standford University by Lewis Therman. It was normed and standardized resulting to its name these days as StanfordBinnet Intelligence Test. However between1920-1950, the prominent tests used to assess children with disabilities are projective tests and temper tests.\r\nUnfortunately, it did not gain much fame because of its lack of objectivity. later on a century, there was an increase in the use of standardized test on perception. This was bringd by Samuel Kirkâ €™s definition of exceptional children. Intelligence tests during that time cerebrate on perceptual-motor senses. Usually, these tests are accompanied by programs. However, it has not improved the performance of children with difficulty. In the 1970s, Behavioral amaze was the trend. It emphasized on observation procedures. In this model, evaluation and value judgement became their basis for instruction.\r\nHowever, children with disabilities do not progress despite the use of standardized tests in assessing; thus, it must not be the sole tool to be used in judging. There must be a balance between the use of testicle and informal models. Accordingly, judgement tools must jib to the assessment objective. Madeline exit, between the mid-1980 †early 1990s, brought up the conception that children in the regular classroom must not remain difficult but must bewilder a special instruction. She down the stairsscored that assessment is a dual-lane responsibility of the gen eral information teacher and the special education teacher.\r\nIt must start with pre-referral assessment and pre-referral intervention. This is the core idea of today’s Regular Education Incentive (REI) in the States. In the new millennium, functional-behavioural assessment became the support of REI. Among other purposes, this evaluates student’s behaviour within environmental context that can founder to an intervention aim. A balance between formal and informal assessment procedure was observed. Generally, assessment helps teachers furbish up decisions about the curriculum and make educational programs for the child. moreover assessment in special education is more focused on individual student.\r\nIt aims to screen and report the seriousness of the problem; diagnose and determine the menstruum level of academic performance and educational need of the child in terms of academic area and strengths and weaknesses; determine eligibility in special programs; make decisions about placement in different programs taking into term the least restrictive environment (LRE);evaluate teaching program and strategies designed for the child; develop an secern educational plan (IEP); and monitor and document student’s progress pertinent to the target goals.\r\nAssessment in America is guided by the patterns bequest in PL 94-142 Education for all Handicapped. According to this general law, all children must be given bare(a) appropriate public education (FAPE) or the zero-reject principle; it stresses the avoidance of discrimination in the assessment procedure used; an IEP must be conservatively intend containing important details; an educational setting must be least restrictive for the child to move; each child deserves fairness and accountability of professionals and parents who makes decisions on his assessment; parents would have to know the honest objective of the test.\r\nThe process of educational assessment in America follows three stages: pre-referral, referral and IEP development and educational placement. Due to Madeline Will’s initiative, pre-referral stage has been a MUST in the assessment process in America. This process is inexpensive. This is split up into two sub-stages, general screening and problem realization. During the first gear sub-stage, the teacher initiates the data gathering on the learning problems the child encounters which makes the child significantly different compared to his peers.\r\nThis entails the use of short tests (individual or group) which is broadly focused on all areas of development or on a specific subject area. From the data, the teacher testamenting identify the child’s difficulty and determine what she provide address. Here comes the pre-referral intervention plan of the teacher. Progress must be assessed after a certain period of time to determine whether the chid needs to continue the plan with some additions or refer the child to a professional.\ r\nDuring the referral stage, a comprehensive assessment is planned through referral to the special education group (SPED team). The team bequeath evaluate the intervention plan used and will make some revision to make assessment more formative. However, if a child do not progress in this stage, he/she will be then referred to the multidisciplinary/ transdisciplinary team who will conduct further study and prepare comprehensive and integrated assessment report reflecting important findings. The report will be translated in an IEP.\r\nThe IEP serves as the framework in which the child will benefit. A special education teacher must implement this. Progress monitoring and evaluation must be done to give feedback to students and teachers. This must be carefully evaluated at the end of the social class so that revisions will be made. Truly, the assessment procedure in America gave an impact to the Philippines’ special education system. In fact, the Philippine constitution and M agna Carta for Disabled someone of 1992 guided the formulation of policies and guidelines in special education in the Philippines.\r\nArticle XIV, Section 1 of the 1987 Philippine Constitution states, â€Å"The state shall promote the right of all citizens to quality education at all levels and shall ascertain appropriate steps to make much(prenominal) education fond to all. ” Magna Carta likewise provides that the State shall ensure that modify person are provided with adequate access to quality education and ample opportunities to develop their skills; take appropriate steps to make such education accessible to all disabled person; and take into shape the special requirements of disabled persons in the formulation of education policies and programs.\r\nAs stated in Article 3: Identification, Screening, Assessment and Evaluation of Children, identification and assessment of either child shall be conducted as early as possible and shall be conducted by the school and the lodge utilizing appropriate assessment instruments. The team shall be be of persons with working knowledge and understanding of special children such as parents, guardians, neighbours, friends, teachers, guidance counsellors, health workers, social workers and others.\r\nAspects to be stayed in the identification, screening, assessment and education of children shall cover the following aspects: physical (height, weight, physical deformities, gross and delicately motor coordination, hearing, visual acuity, oral hygiene and dental consonant development), psycho-social (family history, personality, bahavior) and educational (learning disabilities, language and speech, medical).\r\nAs mentioned, appropriate instruments shall be developed or adopted in order to identify handicapping condition as early as possible; it must be on-going; and the synthesis of identification shall be the basis for the appropriate educational placement for the child with special needs. In a compositio n presented to the Department of Social Welfare and Development in 2010, it highlighted three (3) phases of assessment in the Philippines: sensing the special need, assessment, intervention. In the first phase, the people involved are the parents, family, siblings, caregiver, teachers, family doctor, the pediatrician and the child.\r\nIt takes into consideration the impressions, comparisons, reports and complaints, initial assessment and school performance of the child. In the second phase, the diagnosis of the difficulty is given by a medical specialist. Through which, special needs of the child are identified. The child will be then referred to a multidisciplinary team where they consolidate their diagnosis. The multidisciplinary team may include developmental paediatrician, occupational therapist, speech therapist, physical therapist, reading specialist, educational therapist and music therapist.\r\nIntervention of the difficulty start with the formulation of the Individualized I ntervention Program (IIP) which is carefully planned by the teacher from the diagnosis under the guidance of case consultants, area specialists, school administrator, psychologist and the parents. The third phase is a continuous process of implementing, monitoring, and re-formulating IIP until such time when the child is able to manage himself and succeed the objectives formulated. However, the country is still at its process in polishing these ideals to conform with the emerging needs of children with special needs. Maria Melisa Rossana C.\r\nSta. Ana, in her article written in 2006 entitled â€Å"Education of Children with Multiple Disabilities in the Philippines,” highlighted that though the school curriculum is established, there are still major concerns for the preparation of educational programs and support for children with treble disability like the lack of available culture-based assessment tools in evaluating students with multiple disabilities. On another note, s he points out that many Filipino parents of children with disability cannot see the enormousness of sending their child to school due to privation and negative stereotypes.\r\nThis gave light to a number of children with disabilities in the Philippines who do not receive proper education support that they need. On another light, there are private schools and foundations catering to children with special needs. One of which is Cupertino contract for Special Education. Their approach to assessment is done through a clinical team approach, special education teachers, occupation and speech therapists and psychologists. Another school which accepts children with special needs is O. B. Montessori Center Inc.\r\n(OBMCI). Children with special needs are admitted to OBMCI thru its guidance program where children are identified therefore (Sta, Ana, 2010). The school gives importance on the professional symptomatic assessment which was made prior to enrolment of assessment to identify the c hild’s sensory potential, identify the individual needs and development of the individual educational program. This will help determine the child’s strength and limitation which will eventually influence his/her educational program.\r\nFilipino parents have very wee choice with regard to the education of their special children in the Philippines, especially families in the marginal sector. However, through proper implementation of policies and endeavours in the field of special education, the special education system in the country will progress and each child with disability will receive appropriate education. References: Sta. Ana, M. (2010). Education of children with multiple disabilities in the Philippines. Retrieved February 8,2013 from http://staana. blogspot. com/multipledisabilities Inciong, T. (2005).\r\nThe development of welfare and education for children with mental retardation towards inclusion: The Philippine experience. Paper Presentation. Retrieved Feb ruary 8, 2013 from www. deped. gov. ph/regioniva/ piece of music/inciongt Learn more about special education. (2010). PowerPoint Presentation. Retrieved February 8, 2013 from www. slideshare. net/sped/learmoreaboutspedsept19-100920211910phpqapp1 Madrid, M. (2012). A PowerPoint Presentation: Policies and guidelines of special education in the Philippines. Retrieved February 8, 2013 from www. slideshare. net/m_apostol_madrid_s/policies-120427023552phpapp1.\r\n'