EDUCATION 204 – SPECIAL AND INCLUSIVE EDUCATION

LEARNING ACTIVITY NO. 1

Philosophies and Theories of Special and Inclusive Education

Objective: The pre-service teacher is expected to

 demonstrate understanding of philosophies and theories of special and inclusive
education including its application by doing the activity below:

Highlights of the Theory Application to Special and

Psychological Bases Relative to Special and Inclusive Education in the
Inclusive Education Philippines
Piaget’s Cognitive
Development
Albert Bandura’s Social
Learning Theory
Lev Vygotsky’s Scaffolding
Jean Lave’s Situated Learning

LEARNING ACTIVITY NO. 2

Objective: At the end of the activity, the pre-service teacher shall

 Demonstrate knowledge of policies, guideline and procedures that provide safe and
secure learning environments for learners with special needs by doing the activity
below:

In the context of the

promulgation of Inclusivity Equality

UN International Declaration
of Children’s Rights
Education for All
IDEA
UNESCO
Department of Education

LEARNING ACTIVITY NO. 3

Historical/Sociological Bases of Special and Inclusive Education

Objective: At the end of the activity, the pre-service teacher shall

 Create a historical timeline of special and inclusive education from the international
to local/Philippine context in bullet presentation.
 LEARNING ACTIVITY NO. 4
Legal Bases of Special and Inclusive Education

Objective: At the end of the activity, the pre-service teacher shall

 Given the law, thresh out highlights relevant to special and inclusive education.
 Write insights on the various laws.

Legal Bases Highlights Insights

The 1987 Constitution, Art VIX,
Sec. 1 & 2
RA 10533 Enhanced Basic
Education including ALS
RA 8371 Indigenous People’s
Right Act
PD 603
RA 7610 Special Protection
Against Child Abuse and
Exploitation
RA 9344 Juvenile Justice &
Welfare Act
RA 9442 Magna Carta for
Disabled Persons
RA 10665 Open High School
System Act
RA 7277 Rehabilitation and
integration of Disabled Persons
in Mainstream Society

LEARNING ACTIVITY NO. 5

Principles, Policies and Dimensions of Special and Inclusive Education

Objective: At the end of the activity, the pre-service teacher shall

 Thresh out highlights and applicability of principles, policies and dimensions of
special and inclusive education in the Philippines.
 Research on status of implementation of principles, policies and dimensions of
special and inclusive education in the Philippine setting

Applicability to Special Status of

Principles, Policies & Highlights Education and Implementation
Dimensions Inclusive Education in (Research-based)
the Philippines
 Early detection and
intervention
Process of Inclusion:
Philippine Model
Transition Program
Sustaining Programs
National IEP
Education Policy

LEARNING ACTIVITY NO. 6

Typology of Learners with Intellectual Disability

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners with intellectual disabilities;
 Match appropriate classroom strategies and accommodation to disability;
 Write insights on one’s encounter with the characteristics of learners with Intellectual
Disability

Typology of Appropriate
Learners with Causes Characteristics Classroom Insights
Intellectual And Degree Strategies &
Disability Accommodation
s
1. Cerebral Palsy
2. Trisomy 21 or
Down Syndrome
3. Fetal Alcohol
Syndrome

LEARNING ACTIVITY NO. 7

Typology of Learners with Learning Disability

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners with learning disabilities;
 Match appropriate classroom strategies and accommodation to disability;
 Write insights on one’s encounter with the characteristics of learners with Learning
Disability.

Typology of Appropriate
Learners with Causes Characteristics Classroom Insights
Learning and Degree Strategies &
Disability Accommodation
s
1. Dyslexia
2. Dysgraphia
 3. Dyscalculia

LEARNING ACTIVITY NO. 8

Typology of Learners with Physical Disability

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners with Physical disabilities;
 Match appropriate classroom strategies and accommodation to disability;
 Write insights on one’s encounter with the characteristics of learners with Physical
Disability.

Typology of Appropriate
Learners with Causes Characteristics Classroom Insights
Physical And Degree Strategies &
Disability Accommodation
s
1. Visual
Impairment
2. Hearing
Impairment
3. Speech
Impairment
4. Multiple
Physical
Impairments

LEARNING ACTIVITY NO. 9

Typology of Learners who are Gifted and Talented

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners who are gifted and talented;
 Match appropriate classroom strategies and accommodation to learners who are gifted
and talented;
 Write insights on one’s encounter with the characteristics of learners who are gifted and
talented.

Typology of Appropriate
Learners who Causes Characteristics Classroom Insights
are Gifted & Strategies &
Talented Accommodation
s
1. Visual Arts
2. Music
3. Intellectual
 Giftedness
4. Performing
Arts

LEARNING ACTIVITY NO. 10

Typology of Learners with Socio-Emotional Disorder

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners with socio-emotional disorder;
 Match appropriate classroom strategies and accommodation to learners with socio-
emotional disorder;
 Write insights on one’s encounter with the characteristics of learners with socio-
emotional disorder.

Typology of Appropriate
Learners with socio- Causes Characteristics Classroom Insights
emotional disorder Strategies &
Accommodation
s
1. Emotional Behavior
Disorder
2. Anxiety Attack
3. Depression
4. Obsessive
Compulsive Disorder
5. Bipolar Disorder

LEARNING ACTIVITY NO. 11

Typology of Learners with Chronic Illnesses

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners with chronic illnesses;
 Match appropriate classroom strategies and accommodation to learners with chronic
illnesses;
 Write insights on one’s encounter with the characteristics of learners with chronic
illnesses.

Typology of Appropriate
Learners with Causes Characteristics Classroom Insights
Chronic Illnesses Strategies &
Accommodation
s
1. Asthma
2. Diabetes
3. Epilepsy
 4. Allergy

LEARNING ACTIVITY NO. 12

Typology of Learners in Difficult Circumstances

Objective: At the end of the activity, the pre-service teacher shall

 Identify causes and characteristics of learners in difficult circumstances;
 Match appropriate classroom strategies and accommodation to learner in difficult
circumstances;
 Write insights on one’s encounter with the characteristics of learners in difficult
circumstances.

Typology of Appropriate
Learners in Difficult Causes Characteristics Classroom Insights
Circumstances Strategies &
Accommodation
s
1. Living in remote
places
2. Victims of War
3. Products of Broken
Family
4. Street Children
5. Children from
impoverished family
6. Victims of abuse
7. Learners from
indigenous group

LEARNING ACTIVITY NO. 13

Movie Analysis

Objective: At the end of the activity, the pre-service teacher shall

 Identify typology of learners emphasized in the films;
 Spell out strengths and weaknesses of special learners as shown in the films;
 Identify accommodation strategies afforded to support the learners with special needs;
 Explain how to accommodate learners with special needs in their classroom emphasizing
on the strengths rather than on the weaknesses

Strengths and Accommodations Accommodation

Film Title Type of Weaknesses of Strategies shown in strategies I will
Special Special Learner the film adopt in my
 Learners classroom
1. “ I am Sam”
2. ‘ Open Heart”
3. “Smile, Pinki” (2008)
4. “Darius Goes West”
(2007)
5. “ My Flesh and
Blood” (2003)
6. “Sound and Fury”
(2000)
7. “Educating Peter”
(1992)
8. “Mercury Rising”
9. “Every Child is
Special”

LEARNING ACTIVITY NO. 14

Assessment, Learning Resources and Instructional Accommodation:
Types of Assessment

Objective: At the end of the activity, the pre-service teacher shall

 Demonstrate knowledge of differentiated assessment strategies that are responsive to the
needs and strengths of diverse learners
 Identify applicability of assessment in relation to type of disabilities
 Explain relevance of assessment to teaching and learning

Type of Assessment Nature and Applicability Relevance

Characteristics
1. Observation checklist
2. Anecdotal record
3. Portfolio assessment

LEARNING ACTIVITY NO. 15

Assessment, Learning Resources and Instructional Accommodation:
Learning Resources and Instructional Accommodation

Objective: At the end of the activity, the pre-service teacher shall

 Demonstrate knowledge in the implementation of relevant and responsive programs;
 Demonstrate knowledge of teaching strategies that are appropriate and inclusive of varied
typology of learners with special needs;
 Cite situations where programs are applicable and responsive.

Learning Resources and Nature and Applicability Relevance

Instructional Characteristics
 Accommodation
1. Special Education
Programs
2. Inclusion Programs
3. Indigenization &
contextualization of the
curriculum
4. Alternative Learning
System
5. Out-of-School Youth
Program
6. Disadvantage
Children/SARDO
7. Quality differentiated
instructions
8. Homeschool/distance
learning
9. Special interests
program
10. Adult Learners/Adult
Education
11. Madrasah ALIVE