Name: IRENE SATO

BEED II

Direction: Read and answer the following questions. For essay type, provide citations (2-3) to support
your discussions. (you may place this in yellow pad or bond paper, written or in type written).

What is inclusion?

-schools focus on learning and understanding as culture that is more supportive and inclusive. In this
placement, all teachers must be prepared to provide for the needs of students with disability in their
schools (McDougall, et. al. (2006).

all students with disabilities, regardless of the nature and severity of their disability and need for related
services, receive their total education within the regular classroom (DepEd, 2008).

How is inclusion different and similar to mainstreaming and integration?

Mainstreaming, Integration, Inclusion: Is There a Difference?

Lots of words are bandied about to describe people with disabilities being “in,” or “part of” ordinary
environments, such as school, community activities, work, etc. These words—mainstreaming,
integration, and inclusion—are often used interchangeably. But do they mean the same thing? Let’s
examine the issue and explore what difference it all makes . . .

In the adult arena, human service agencies across the country attempt to ensure community integration
of adults with disabilities. Weekly “community outings” to the mall, bowling centers, grocery store, and
other locations are the norm. Similar routines are followed in many public schools, when teachers take
“special ed students” on “community outings” to grocery stores and other locations.

This practice is an unfortunate and useless relic of the institutional era of the 19th and 20th centuries
when many children with disabilities were abandoned by their parents and grew up in institutions. At
that time, it was believed that before an institutionalized person could successfully re-enter the
community, she would need these “life-skills” experiences. But how is an outing to the grocery store
relevant or meaningful to today’s students who are not growing up in institutions . . .
Our society is enriched by the diversity of its people. Individuals with disabilities can and should
contribute to this richness, and inclusion is the way to make it happen.

the country attempt to ensure community integra-tion of adults with disabilities. Weekly “community
outings” to the mall, bowling centers, grocery store, and other locations are the norm. Similar routines
are followed in many public schools, when teachers take “special ed students” on “community outings”
to grocery stores and other locations. pregnancy: you either are or are not. There’s no such thing as
“partial inclusion.” We can ensure inclusion for all if we can answer “yes” to these questions:

• Is the person in an age-appropriate, ordinary (not special) environment?

• Does the person have the needed accommodations, assistive technology,

• Does the person feel that he belongs?

• Is the person viewed by others as a member of the group?

How do EFA Goals 2, 3 and 6 relate to inclusion?

The Six EFA Goals

1. Expanding and improving comprehensive early childhood care and education, especially for the
most vulnerable and disadvantaged children;

2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities, have access to a complete free and compulsory primary education of
good quality;

3. Ensuring that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life skills programmes;

4. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women,
and equitable access to basic and continuing education for all adults;
5. Eliminating gender disparities in primary and secondary education by 2005, and achieving
gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and
achievement in basic education of good quality;

6. Improving all aspects of the quality of education, and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and
essential life skills.

Are the principles of inclusion aligned to your personal beliefs in teaching and learning?

Principle of Social Justice and Human Rights

All Children Can Learn

The “Least Restrictive Environment”

Normalization

Age Appropriateness

e. What are the initiatives of the DepEd and the Aquino Administration which are aligned to the
principles of inclusion? Point out some of these. Then, be prepared to share your ideas to the class.

The K to 12 Program is one of the initiatives of the DepEd and Aquino administration that is aligned to
the principles of inclusion.

Restructuring the Philippines’s basic educational system through the K to 12 Program is a tough but
strategic move by the government to ensure that it produces competent graduates who can serve as the
backbone for a highly skilled and employable work force. Introduced in 2011 by the Department of
Education (DepEd), headed by Secretary Armin Luistro, FSJ, the K to 12 Program made kindergarten a
pre-requisite to basic education. It lengthened basic schooling to include a two-year senior high school
and offered technical and vocational courses to students not planning to go to college, thus giving them
more chances of getting employed in blue-collar work.

The program replaced the 10-year basic education curriculum, which consisted of six years in grade
school and four years in high school that concentrated on the English language and Filipino, the sciences,
arithmetic and mathematics, and the social sciences.
f. Give meaning of the following terms aligned with Inclusion or SPED:

Curriculum

It can be the content, what is learned and what is taught; how it is delivered (teaching-learning
methods); how it is assessed (exams, for example); and the resources used (e.g., books used to deliver
and support teaching and learning).

Curriculum modification

Generally means “changing” the curriculum by adding, substituting courses or content to meet individual
needs. Alquraini and Gut (2012) refers to it as the adaptation and interpretation of the formal
curriculum in school of the teacher in the form of learning objectives and activities, which he or she
deems appropriate for a specific learner.

Curriculum accommodation

For CSN means anything done to support their access to the general curriculum or assist in their overall
education, which according to Janney & Snell (2006) under usual circumstance they cannot accomplish.

Curriculum adaptation Curriculum

It takes place within the context of the curriculum, which all students access. It is altering the quantity of
curriculum content, vocabulary and assessment provided to students, to ensure that they are presented
with material that they can access (Foreman, 2007). It is another type of modification of the general
curriculum for students with severe disabilities.

Effective Teaching Strategies

There are many practical strategies that are effective in the classroom. It is up to the classroom and
special education teacher to ensure that appropriate strategies are being used to assist individual
learning styles and allow all students with special needs to succeed. It is recommended that a multi-
modal approach be used: visual, auditory, kinesthetic and tactile for optimum success.

Cooperative Learning.
This is often referred to as team learning method. Students with a wide range of ability work together to
achieve learning outcomes through a process of planned interdependence. Variations of this method are
Jigsaw, Student Teams Achievement Divisions and Think-Pair-Share. This method promoted inclusion of
CSNs with emphasis on the social process, positive learning outcomes and relevance to a wide variety of
students’ needs.

Peer-mediated Approach.

This approach, which involves a tutor and a tutee, provides individualized support. As peer-mediated
approach promotes individualized support, improvements on affective and skills became evident to both
the tutor and tutee. Arthur-Kelly, 2007 stated that Peer tutoring and peer-centered strategies are
examples of this approach.

Cognitive and Metacognitive Approaches.

Teachers must facilitate learning such that cognitive (thinking) and metacognitive (thinking about
thinking) processes take place in the classroom. Examples of this approach are process-based
instruction, reciprocal teaching and strategy training.

Self-directed Learning.

The provision of opportunities for the student to explore knowledge in their own way and at their own
speed is the distinctive character of this approach. In this approach, the teacher only provides scaffolded
support to the learner, and constant monitoring student engagement is important.

Direct Instruction.

This approach involves highly structured and explicit teaching of content and strategies to students. It
provides emphasis on the clear transmission of information to the learner, and student success on the
learning tasks.

g. Give the similarities and dissimilarities between UN Convention on the Rights of Persons with
Disabilities and the United States - Individuals with Disabilities Education Act (IDEA).

CONVENTION ON THE RIGHTS OF PERSONSWITH DISABILITIES

Preamble

(a) Recalling the principles proclaimed in the Charter of the United

(b) Recognizing that the United Nations, in the Universal Declaration

of Human Rights and in the International Covenants on Human Rights,

(c) Reaffirming the universality, indivisibility, interdependence and interrelatedness of all human rights
and fundamental freedoms and the need for persons with disabilities

(d) Recalling the International Covenant on Economic, Social and

Cultural Rights, the International Covenant on Civil and Political Rights,

(e) Recognizing that disability is an evolving concept and that disability results from the interaction
between persons with impairments

(f) Recognizing the importance of the principles and policy guidelines contained in the World
Programmed of Action concerning Disabled with disabilities,

(g) Emphasizing the importance of mainstreaming disability issues as Recognizing also that
discrimination against any person on the basis of disability is a violation of the inherent dignity and
worth of the human person,

(i) Recognizing further the diversity of persons with disabilities,

(j) Recognizing the need to promote and protect the human rights of

all persons with disabilities, including those who require more intensive

support,

(k) Concerned that, despite these various instruments and undertakings, persons with disabilities
continue to face barriers

(l) Recognizing the importance of international cooperation for improving the living conditions of person

(m) Recognizing the valued existing and potential contributions made by persons with disabilities to the
overall well-being and diversity
(n) Recognizing the importance for persons with disabilities of their individual autonomy and
independence, including the freedom to make their own choices,

(o) Considering that persons with disabilities should have the opportunity to be actively involved in
decision-making processes

(p) Concerned about the difficult conditions faced by persons with disabilities who are subject to
multiple or aggravated forms of discrimination

(q) Recognizing that women and girls with disabilities are often at greater risk, both within and outside
the home, of violence, injury

enjoyment of all human rights and fundamental freedoms on an equal basis

h.Provide the equivalent environment for inclusive classroom as it will be transformed into inclusive
classroom:

Traditional classroom

Inclusive classroom

Relationships

Distant (the teacher addresses students with her back towards them)

Friendly and warm. The teacher sits next to and smiles at the child with hearing impairment. The parent-
helper praises this child and assists other children.

Who is in the

classroom?

The teacher, as well as students with quite similar abilities.

The teacher, students with a wide range of backgrounds and abilities, and others like the parent-helper
Seating

arrangement

Identical seating arrangements in every classroom (example: all children seated at desks in rows; girls on
one side of the room, boys on the other)

Different seating arrangements, such as girls and boys sitting together on the floor in two circles or
sitting together at tables

Learning

materials

Textbook, exercise book, chalkboard for teacher

Variety of materials for all subjects such as math materials made from newspapers, or posters and
puppets for language class

Resources

The teacher is interacting with children without using any additional teaching materials

The teacher plans a day in advance for the class. She involves the children in bringing learning aids to the
class, and these aids do not cost anything.

Evaluation
Standard written examinations

Authentic assessment; Observations; Samples of children’s work over time such as portfolios

I.Use the following grid to consider the adjustments that could be made to assist CSNs in your school or
class.

Area

What needs to be done?

Who should be involved?

What resources (people or materials) can be used to assist?

Staff attitudes/knowledge

Good managers

School heads, staffs ,teachers

Training, support from a team of experts, support in the classroom

Students attitudes

Manage them according to their behavior

Teaches,students

Any materials that suit to their interest e.g puzzle, videos and coloring book

Physical characteristics of school/classroom

Developing a classroom condusive to learning

Teacher

Layout and arrangement of the desks or tables, the placement of computers, bulletin boards and walls.

Timetable

Scheduling

Teachers, students and parents

Time chart

Curriculum

Students’ progress

Teachers

Experience of the teacher through seminar.

Available resources and equipment

Modify lessons in a manner that helps children with learning difficulties.

Teacher

Individualized lesson plan.

Teaching/Learning Arrangement

Classroom seating arrangement

Teacher

Learning resources are texts, videos, software and other materials

J. Collect a sample of an Individualized Lesson Plan (ILP) and create your own ILP on specific disability
and level of your choice.

Individualize Lesson Plan

Prepared by:Irene Sato

Objective:

at the end of the lesson pupil should be able to;

a.idetify different seasons of the year spring, rain fall, and winter.

b.observe seasons of the year spring, summer,fall winter.

c.demonstrate different seasons of the year spring, summer,fall winter.

Topic: different seasons of the year spring, summer,fall winter

Material: construction paper,arts and crafts supplies calendar, photos of each season,four children's
books

Procedure:

12:00-12:15- show different picture of each season start with spring and progress all the way to winter,
explaining the weather in each season and using the pictures as a visual aid

12:15-12:30-read four short children's books, each telling a story about a different season this will give
the students something familiar to associate with each season.

12:30-12:45- put the children at different tables,and hand out art supplies. Demonstrate to them what
the project is a large piece of construction paper split into fourth.In each corner,the students will be
doing art that reflects each season.

12:45-1:45- Give the students ample time to complete this project. Go around and label them construct
this piece of art and label each of the seasons includes, for example. Summer is a time to go to the
beach, while winter is a time to wear coats, mittens and scarves.

1:45-2:00 – have a final wrap-up with the children with a question and answer period about each
season. Ask them what kinds of things they associate with each season, including things like weather and
also personal memories this will solidify that they understand the lesson completely.
Homework: Have them draw a practice at home including something from a specific season of their
choice. They will have to come in the next day and show the class their drawing and explain why it fits
into one particular season.

Student Name

Interest

Things to do

Jean

(speech or language impairment)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Mary

(normal child)

Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.

John

(emotional disturbance)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Sara

(normal child)
Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.

Kerby

(speech or language impairment)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.
Henry

(emotional disturbance)

Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.

Charis

(normal child)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Independent
Children will draw a season he/she wants and color it on her/his favorite color.

Ana

(speech or language impairment)

Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.

Kristel

(normal child)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Ben

(emotional disturbance)

Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.

Jhem

(normal child)

Small group

Children’s will draw different seasons with the group mates.

Art

Children’s will color the drawing book.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Rose

(normal child)

Small group

Children’s will draw different seasons with the group mates.

Independent

Children will draw a season he/she wants and color it on her/his favorite color.

Art

Children’s will color the drawing book.