1. THERE ARE A VARIETY
OF PROGRAM OPTIONS
THAT PROVIDE SERVICES
AND INTERVENTIONS TO
INDIVIDUALS WITH
DISABILITIES AS EARLY AS
POSSIBLE IN THE LEAST
RESTRICTIVE
ENVIRONMENT.

2. 2
Service Delivery
Placement Options
• Regular Classroom
• Resource Room
• Full-Time Special Class
• Community-Based Services
• Special School
• Residential School
• Home/Hospital
2

3. 1. General Education (Only accommodations no
additional services) - Students with disabilities
are educated with students without disabilities,
to the maximum extent possible.
2. General Education (push in services) - Is a
collaborative teaching model; the Resource
Specialist or other therapists provides assistance
to students who require help accessing the
curriculum in the general education classroom.

4. 3. Resource Specialist (pull out services) - Students
are pulled out of the general education classroom
by the Resource Specialist to receive academic
instruction in a small group.
4. Special Day Class - Is an intensive educational
program designed for students who have special
needs such as Autism, Learning Disabilities or
Mental Health issues when they cannot be
appropriately educated in a general education
environment. The types of classes available
usually include mild, moderate or severe.

5. 5. Non-Public School -
•An elementary or secondary school , other than
a public school, offering education for grades
kindergarten through 12, or any combination of
thereof, wherein any child may legally fulfill
compulsory school attendance requirements
•Placement in Non-Public Schools occurs via an
IEP when the public school is not able to fulfill its
requirements to provide a free appropriate
public education

6. 6. Day Treatment Center - A program designed to
address a student’s Mental Health and Educational
needs during the school day only. It usually refers to
a licensed or certified facility which is licensed to
provide a behavioral health treatment program,
outpatient care, and treatment of mental or nervous
disorders under the supervision of physicians.
7. Residential Treatment Center - A program
designed for a student who suffers from Severe or
Chronic Emotional Disabilities in a residential
setting. Residential treatment centers generally are
clinically focused and primarily provide behavior
management and treatment for adolescents with
serious issues.

7. 8. Home and Hospital Instruction Program-
• serve students who have a disability, which
makes attendance in the regular day classes or
alternative education program impossible or
inadvisable
•The district in which the home or residential
health facility is located is responsible for
instructing and educating pupils who must be
hospitalized or remain at home due to disability
issues.

8. FACTORS to CONSIDER IN CHOOSING THE
SERVICE DELIVERY MODE :
• age of the child/individual
• Geographical considerations
• Child characteristics-type and severity of
disability
• community resources
• child and family goals and
objectives
• philosophy and beliefs of the
program and school

9. PRINCIPLES THAT GUIDE IN THE
SELECTION OF THE BEST PROGRAM:
• Placement in the LRE or most natural
setting
• family focused services
• Use of transdisciplinary service delivery
approach
• Inclusion of both developmentally and
individually appropriate practice
• inclusion of sound as well as
value driven practices (Mercado, 2002)

10. HOME BASED PROGRAMS
• Interventions are provided by primary
caregiver working cooperatively with various
professionals on implementing specific
intervention strategies
• interventions are provided in the home, the
most natural setting
• specialists make regular and frequent visits to
work directly with the child/individual to assist
and monitor
• forming meaningful partnerships

11. CENTER-BASED PROGRAMS
• Programs that are located away from the
child/ individual’s home- setting may be
child-care centers, preschools, public schools,
church-based schools, etc.
• common settings for children with special
needs who are over 2 years of age
• Professionals from a variety of disciplines
share their information and expertise while
working cooperatively as a team
• primary service provider is the teacher
• Parents are also part of the team

12. INCLUSIVE SETTINGS
Providing services to children with
special needs in normalized
settings- mainstreaming and full
inclusion

13. MAINSTREAMING
•The placement of children with disabilities into
educational programs whose primary purpose in
to serve typically developing individuals
•Must provide the student with an appropriate
education based on the unique needs of the child
• meant to enhance the child’s education through
provision of a normalized social context for
learning

14. FULL INCLUSION
•The belief that children with
disabilities should be taught in
regular classrooms
•Most likely require curricular
modifications along with
professional collaboration and
teaming between regular and
special educators

15. KEY ELEMENTS OF FULL INCLUSION
•Natural proportion at school site (2 to 3 children with
disabilities in class)
• zero rejection (all students are accepted including those
with severe impairments; pupils are not screened or
grouped separately because of their disability
• age/grade appropriate placement- children grouped
accdg to chronological age rather than academic ability
or mental age
• site based management – principal or administrator
plays a large role in planning and administering
programs for children in the school
• use of cooperative learning and peer instruction -

16. Elements considered when initiating or
evaluating a program
• high adult to child ratio (1:4 or 5)
• well defined program and philosophy with staff;
commitment to approach
• extensive and cooperative planning for instruction
• high level of family involvement
•Implementation of definite plants to improve parenting
and offer support services to families
• interdisciplinary involvement
• individualized instructional objectives and continuous
evaluation and revision when necessary

17. •Experimentation and evaluation in a variety of
techniques to determine those most effective in meeting
the individual objectives
• strong emphasis on language development
• provision of positive reinforcement and effective use of
principles of behavior management, task analysis and
modeling
•Continuous in service training program and evaluation

18. REFERENCES:
Teaching Filipino Children with Autism (Revised
Edition), Edilberto Dizon, Editor
Early Intervention for Exceptional Children, Lecture
Handouts compiled by Ricci A. Mercado, College of
Education, University of the Philippines
Inclusive Early Childhood Education
David Dean Richey & John Wheeler