WHO IS SERVED?

(TYPICAL AND ATYPICAL)

DEFINE AND DIFFERENTIATE TYPICAL AND ATYPICAL

The terms "typical" and "normal" refer to children acquiring a wide range of skills and knowledge
similar to most children their age. These development similarities among most children include
similar knowledge and skills of "peers" and entail developmental milestones (significant points of
accomplishments in various skill areas), developmental sequence of skills, and age-level
expectations.

● Children who develop skills in similar patterns and at similar times like most children at
the same age.

The term "atypical" is usually used to describe children who are different in development from
others or whose development appears to be inconsistent with the normal or typical child
development.

● Children with developmental delays perform below the average rate compared to other
children of the same age.
● Children or Students who are required to receive an education that involves a least
restrictive learning environment by the Individuals with Disabilities Education Act (IDEA)

WHAT IS EVIDENCE-BASED PRACTICES?

● Cook, Smith, and Tankersley (2012) define evidence-based practices (EBP) as

practices that are shown to be effective through high-quality research to improve
student outcomes meaningfully.

● EBPs are practices supported by a strong, high-quality evidence base that has
positively affected students.

● EBPs take the guesswork out of teaching by providing specific approaches and
programs that improve student performance.

● Using evidence-based practices (EBPs), with special education students especially,

is a critical feature of improving their learning outcomes. When teachers combine
their expertise as content knowledge experts with explicit instruction and practices
and programs backed by research, the likelihood that a child will grow academically
is increased tenfold.
EVIDENCE-BASED PRACTICES IN PRESCHOOL EDUCATION

● Evidence-based practices in early childhood education are strategies shown by

science to be effective ways to teach young children new behaviors or skills.

● To be considered an evidence-based practice, an instructional strategy must be

shown to be effective in multiple high-quality

● To be considered high quality, an instructional strategy should show intervention.

WHAT ARE EVIDENCE-BASED PRACTICES IN PRESCHOOL EDUCATION INTENDED?

● Evidence-based practices can be used to teach new skills to young children. These
practices have been shown by research to be effective also for young children with
autism and other disabilities and children without disabilities.

● The practices described here may be used to teach skills to children of a wide range
of ages, but the content and examples will focus specifically on toddlers and
preschool-age children.

Evidence-based practice strategies improve the area of development in:

● Cognitive Skills

● Social-Emotional Skills

● Fine and Gross Skills

● Communication Skills
 ● Adaptive Skills

● Play Skills

EVIDENCE-BASED PRACTICES IN PRESCHOOL

EDUCATION “STRATEGIES INSIDE THE CLASSROOM”

1. Visual supports are used to enhance instruction

- Daily schedule is posted with pictures and words.

- Schedule is used as a teaching tool to enhance transitions.

- Rules are posted with pictures and words

- Class displays are child-created and/or related to instructional units.

- Additional visual supports are used to support instruction.

2. Classroom materials are sufficient and in good condition.

- Classroom areas are organized, clearly defined, and uncluttered

- Shelves, bins, and areas for each child’s items are labeled.

- Materials are sufficient quantity, interest, and variety to engage all children.

3. Evidence of lesson planning

 - Instruction is meaningful, purposeful, and addresses FL standards.

- Teachers know and can describe instructional objectives and the purpose of
activities.

- Plans and activities considered and accommodated for individual

needs, including IEP goals.

- Teachers use ongoing progress monitoring to inform group and individual plans.

- Activities match information in plan books and/or posted daily schedules.

4. Embedded instructional strategies in developmental domains

- Independent functioning and self-care skills are incorporated into daily routines.

- Gross and fine motor skills are included in daily lessons and activities.

- Social/emotional skills instruction is provided throughout the day.

- Emphasis on language and communication

5. Engagement and Responsiveness

- Adults and children are engaged in the current activity

- Conversations (child/child or adult/child) are encouraged and observed

- Adults demonstrate respect and cooperation in working together.

- Adults are interacting with or facilitating interaction between children

 - There is evidence that teachers communicate and collaborate with families.

6. Differentiated Instruction

- Teachers conduct ongoing progress monitoring to inform instruction.

- Scaffolding/Universal Design for Learning practices are demonstrated.

- Accommodations or modifications are used as needed and/or indicated on IEP’s

- All children have opportunities to participate with peers in activities.

7. Facilitation of Social Skills and Behavior Management

- Opportunities and instructions are provided for making choices and initiating

Activities.

- Teachers’ actions provide a nurturing and respectful environment.

- Teachers meet required deadlines, updates, progress monitoring, and IEP mandates.

Transition from Preschool to Elementary School

The Transition Program aims to help exceptional learners become functional despite their
special needs. It aims to make them enjoy their daily lives and empower them to become more
valuable and productive citizens. This program is not just a set of activities but an educational
equity package that includes curriculum and policies to support exceptional learners' education.
The transition program is designed for exceptional learners who have an intellectual disability
and those who are physically disabled. It is designed to meet their special needs and respond to
their interests. In the transition program, the learners will also enjoy an education that will
enable them to become functional in their everyday lives. In the Philippines, the transition
program was already part of the special education program of the Department of Education;
however, it was focused only on adult learners with special needs. The transition program was
viewed as a coordinated set of activities for a student designed within an outcome-oriented
process that promotes movement from school to out-of-school activities. The transition program
aims to realize the aim of the K to 12 basic education program of producing holistically
developed and functionally literate Filipino learners in the context of special education. This
qualifies it as an organic part of the K to curriculum by providing both academic and extra-
curricular support systems to all exceptional learners.

Quijano (2007) presented the Philippine Model of Transition that focuses on enabling every
special learner to community involvement and employment. The model envisions full
participation, empowerment, and productivity of those enrolled in the program.

These may include the following examples:

1. Transition to school life

2. Transition after post-secondary schooling

3. Transition from school to entrepreneurship

4. Transition from school to adult life

5. Transition to Functional Life

The teacher and the intervention team (developmental)

The School Board encourages the cooperation of the parent/guardian, classroom teacher,
resource personnel, and administrators in studying the needs of students having academic,
attendance, or behavioral difficulties and in identifying strategies and programs that may resolve
or alleviate these difficulties. The Superintendent will establish Intervention teams at each
school site to address the unique needs of students. The Intervention team shall consider the
special educational needs of students, including any student considered for or requesting
retention, acceleration, or early graduation.

Response to intervention (RTI) is providing high-quality, research-based interventions aligned to

student needs, monitoring progress frequently to make decisions about changes in instruction,
and using student achievement data for all critical educational choices. The RTI process is a
model used to make decisions involving all students in general education to create a fully
integrated instruction system guided by student data.

RTI can be generalized into three levels:

● Tier 1 – Level of instruction found in general education classrooms

● Tier 2 – More deliberate, direct, and explicit in how students are taught and how
feedback is modeled and details provided
● Tier 3 – Intensive instruction, including the introduction of a specialist with specific
expertise to weigh in on the situation
RTI has four components:

(1) Universal Screening- This is used to understand how students perform on critical
academic tasks in the core curriculum.

2) Teaching With Evidence-Based Practices & Curriculum- Instructional methods for

students engaged with RTI are based on those shown to work with students in the past.

3) Monitoring- Educators reassess their students, like the initial screening, to see if they absorb
the taught content.

4) Tiered Interventions- If minor adjustments fail to make a difference, educators may need to
consider more intensive delivered instruction.