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CAMARA'S INVERTED PYRAMID MODEL
Transcript of CAMARA'S INVERTED PYRAMID MODEL
SPED instructional materials and equipment, enrolled in a regular day class
SPED instructional Materials and equipment and educational consultative service to regular day class.
Itinerant or school-based SPED tutors: enrolled in a regular day class
SPED resources room and teachers enrolled in a regular day class
Part time special day class where enrolled receives no academic instruction in a regular day class
Self-contained special day class where enrolled; receives no academic instruction in a regular day class
Combination regular and special day school;receives no academic instruction in a regular day class.
Special Day School
Special boarding school or
PLANS 10 & 11
MOST INTEGRATED PLANS 1 & 2
Children with Special Needs
Children with Special needs
INVERTED PYRAMID MODEL IN SPECIAL EDUCATION by: Dr. Erlinda Camara
1. enrolled in the regular program(public or private schools)
2.teachers in that program have failed in teaching to such degree
special supplementary instrct.materials & equipts. made available for both teachers (reg.& SPED)
1.whom reg.teachers have failed in teaching them to such a degree that
2.they receive direct instruction from one or more special educators
3.though they continue to receive part academic instruction in the reg.school program,and
4. may be enrolled in either a regular or special class.
1. receives no academic instruction in the regular program of the public or private schools but
2. are in separate self-contained programs
1. are unable to attend any type of day-school program provided by the local school system but
2. are in special boarding school or on hospital or homebound instruction
An Inclusive Classroom:
1. establishes and maintains a warm accepting classroom community that embraces discriminating and honor differences
2. complements a multi-lateral and multi-modality classroom
3. prepares and supports teachers to teach interestingly, and
4. provides ongoing support for teachers in their classrooms and breaking down barriers of
Key Elements in Inclusive Education
1.full general education membership or the listing/inclusion of special children in all school records and activities,
2.full perception of ownership from the special and regular education or the full acceptance of special learners in special and regular education,
3.individual outcome-based decision making on the individualization of instruction; preparation of individualized educational planning for special learners who are included,
4.student-based services with team curricular design or the recognition of the importance of learning instructions by various specialists to special learners who are included and
5.site-team coordination of services and educational support and the inclusion of on-site and team support of various specialists needed by the special learners in the inclusive set-ups.
Prof. Toffer E. Logatoc, MAED-SPED