Assesing the Curriculum for Special Education

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CENTRAL PHILIPPINE UNIVERSITY
SCHOOL OF GRADUATE STUDIES
Jaro, Iloilo City

ASSESSING THE CURRICULUM FOR SPECIAL EDUCATION

A RESEARCH PAPER

In Partial Fulfillment of the Course

In

Educ. 647
Supervision of Instruction

Presented to:

Dr. Lucy B. Catalogo
Professor

Presented by:

Lori Grace A. Advincula
MAED 2 -1

March 25, 2008

Table of Contents

Chapter I. Introduction …………………………………...2
Background of the Study………………..2
Objectives of the Study ………………….2
Statement of the Problem ...……………..3
Scope and Limitation ……………………4
Hypothesis ……………………………….5
Chapter II. Review of Related Literature ……………..6

Chapter III. Methodology and Procedure …………….10
CHAPTER I
Introduction
Background
School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education. Objectives of the Study

The objectives of this research proposal are a) to assess the basic curriculum of special education; b) to identify the positive and negative effect of the integration of such curriculum with the general education in the mainstream classroom and c) to identify effective classroom and teaching styles of special education. Statement of the Problem

So many parents who have a child with special needs, particularly ADHD, have a dilemma when it comes to placing their children in public school system in the Philippines, since they are not included in the public school curriculum. And most public school teachers, if not some, may not be fully aware of the special needs of a child with ADHD and for that matter, does not have special skills in dealing with such students. Only special schools or some private schools deal with special children or include special education in their general education curriculum. On November 2005, my six-year old daughter was diagnosed with attention-deficit hyperactivity disorder (ADHD). Since she was moving up to first grade, sending her to a public school was practical and a good choice, yet 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 behavioral therapy and tutorial through a SPED School, for that matter but it was important for my child to interact with children her age in a normal classroom setting, so the plan did not push through. .

Scope and Limitation
The Department of Education often stresses the need for a good public education which is free and accessible to every child in the country, including children with special needs, particularly those with Attention-deficit hyperactivity disorder (ADHD) who came from all levels of society. It is therefore important to assess and evaluate special education curriculum to see if it can be integrated in the mainstream classroom. The special education...
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