1. What is Inclusive Education?

Education brings affinity, kills differences in the society. –Gaille 2017.

According to UNESCO, inclusive education is seen as “a process of addressing
and responding to the diversity of needs of all learners through increasing
participation in learning, cultures and communities, and reducing exclusion from
education and from within education. In Philippine context, inclusive education has
been one of the primary concerns of the Department of Education after seeing the
condition of education within the country. This reflects to the few children who
received appropriate access to education. That is why, to address the problem and
to guarantee the right of every Filipino Children to receive appropriate education
within the regular or inclusive classroom setting, DepEd has organized inclusive
education which embraces the philosophy of accepting all children regardless of
race, size, shape, color, ability or disability with support from school staff, students,
parents and the community.
2. What is Madrasah Education?
In accordance with Presidential Decree (PD) 1083, or the Code of Muslim
Personal Laws of the Philippines and in support of RA 6734, An Act Providing for
an Organic Act for the Autonomous Region in Muslim Mindanao and of the 1996
Peace Agreement with the Moro National Liberation Front, the Department
implements the Madrasah Education Program (MEP). The program aims to
provide Muslim learners with appropriate and relevant educational opportunities
while recognizing their cultural contexts and unique purposes for participating in
the program offerings. It also aims to integrate content and competencies which
are relevant and of interest to Muslim learners. In order to continuously improve
these programs and services for all learners, this policy seeks to harmonize
existing DepEd issuances on Muslim education, with new provisions for more
effective and efficient program development, implementation and evaluation.
Additionally, this policy shall also serve as the basis for the contextualization of
educational frameworks and the development of the manual of operations for the
governance and administration of the MEP.
3. What are the concerns and issues faced by the Indigenous People?
Indigenous Peoples possess vast tracts of territories rich in natural
resources and a wealth of intellectual assets and cultural property. Yet they are
the most marginalized and disenfranchised people in the world, and their situation
is getting worse. Because they have been stripped of rights to self-governance and
control over assets, globalization has accelerated the exploitation of Indigenous
territories and resources to an extent that threatens their very existence. Some
issues that the Ips are facing are state discrimination, eviction from native lands,
 violence, and cultural losses. Indigenous Peoples also suffer higher rates of
poverty, homelessness and malnutrition. They have lower levels of literacy and
less access to health services, further contributing to their poverty.
4. How can we provide an Inclusive Education?
Successful inclusive education happens primarily through accepting,
understanding, and attending to student differences and diversity, which can
include physical, cognitive, academic, social, and emotional. Examples of
strategies to consider when designing an inclusive classroom and curriculum are
using universal design principles to create accessible classrooms, using variety of
instructional formats, knowing your students’ IEPs/504s and developing a behavior
management plan. The future is very bright indeed for this approach. The evidence
is mounting that inclusive education and classrooms are able to not only meet the
requirements of LRE for students with disabilities, but to benefit regular education
students as well. We see that with exposure both parents and teachers become
more positive. Training and support allow regular education teachers to implement
inclusive education with ease and success.
5. Educational Accommodations
A. How can we accommodate PWD’s, LGBTQs, IPs and those with different
religious background in areas like:
• Prayer – there must be a universal usage of prayer that would become
true to all or create and adapt the style of Tagum City Interfaith prayer
that showcases the faith of tripeople in Mindanao. By this, there is a
respect shown in different religious belief.
• Language used inside the classroom – For a classroom to become
more adoptive and more accessible, communication among students in
a class is an important matter. To accommodate the diversity of learners,
the teacher must decide on what language to be used that could be
understood by everyone else. Also, since there is a universal language
which is English, then it may also be useful inside the classroom.
• Group task - Start with whole-group instruction and transition to flexible
groupings which could be small groups, stations/centers, and paired
learning. With regard to the whole group, using technology such as
interactive whiteboards is related to high student engagement.
Regarding flexible groupings: for younger students, these are often
teacher-led but for older students, they can be student-led with teacher
monitoring. Peer-supported learning can be very effective and engaging
and take the form of pair-work, cooperative grouping, peer tutoring, and
student-led demonstrations.
 • Topics and examples to use in the classroom - These are methods
that are varied and that support many learners’ needs. They include
multiple ways of representing content to students and for students to
represent learning back, such as modeling, images, objectives and
manipulatives, graphic organizers, oral and written responses, and
technology. These can also be adapted as modifications for SWDs
where they have large print, use headphones, are allowed to have a
peer write their dictated response, draw a picture instead, use
calculators, or just have extra time. Think too about the power of project-
based and inquiry learning where students individually or collectively
investigate an experience.
• School facilities – Usage of facilities must be equally distributed among
students. There should be no bias or favor to be given on specific
learners. The school must also provide the facilities needed by the
marginalized sector specially the PWDs.
• Moral/values/ beliefs and practices – Because of diversity, there are
a lot of beliefs that the students are engaging. The thing that a teacher
can do to accommodate such differences in beliefs is to let everyone
inside the classroom to understand their dissimilarities. And to create a
peaceful learning environment, the teacher must decide and inform the
students on the universal policies and moralities that the student should
follow.
B. How can you assure that you are not gender bias?
Another as individuals and question the traditional roles they’re assigned as
boys or girls. Educators are uniquely positioned to show students they have a
choice when it comes to forming their own identity, and to highlight the many
illusions and traps society has laid before them that prevent equal opportunity
in their personal and professional lives. It’s time to give gender equality the
place it deserves in our curricula, from the fine arts to the hard sciences and
from kindergarten to secondary school and beyond.
C. How can you promote quality education to regular students when PWDs
are included in your classroom?
By creating and using strategies that can be used by both PWDs and
regular students. Examples are maintaining an organized classroom and limit
distractions, using music and voice inflection, breaking down instructions into
smaller, manageable tasks, using multi-sensory strategies and giving students
with special needs opportunities for success.
6. Describe the following learning preferences,
 A. Visual- a visually-dominant learner absorbs and retains information better
when it is presented in, for example, pictures, diagrams and charts. These
learners will respond to and use phrases such as: I see what you mean, I get
the picture, and what's your view?
B. Auditory- an auditory-dominant learner prefers listening to what is being
presented. He or she responds best to voices, for example, in a lecture or group
discussion. Hearing his own voice repeating something back to a tutor or trainer
is also helpful. These learners will respond to and use phrases such as: That
rings a bell, I hear what you're saying, and that sounds OK to me.
C. Kinesthetic- a kinesthetic-dominant learner prefers a physical experience. She
likes a "hands-on" approach and responds well to being able to touch or feel
an object or learning prop. These learners will respond to and use phrases such
as: that feels right, how does that grab you? And let me try.
7. Considering your students learning preferences, how will you prepare your
lesson?
Know who your students are. Know ability levels; backgrounds; interest
levels; attention spans; ability to work together in groups; prior knowledge and
learning experiences; special needs or accommodations; and learning
preferences. With the student’s different learning preferences, it could be a help to
prepare differentiated instructional materials or differentiated learning strategy. Or
by using the VAK Learning Styles model to classify some of the most common
ways people learn. VAK stands for visual, auditory and kinesthetic. While
understanding these preferences, it could provide a valuable insight into how to
plan and deliver training and learning, people employ all three learning styles to
some degree, so it is sensible to present material in a variety of formats. By this
the teacher could meet up the different learning styles of the learners.
8. Define and describe the different Multiple Intelligences.
Theory of Multiple Intelligences
This theory suggests that traditional psychometric views of intelligence are
too limited. Gardner first outlined his theory in his 1983 book "Frames of Mind: The
Theory of Multiple Intelligences," where he suggested that all people have different
kinds of "intelligences." Gardner proposed that there are eight intelligences, and
has suggested the possible addition of a ninth known as "existentialist
intelligence.”
1. Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at
visualizing things. These individuals are often good with directions as
well as maps, charts, videos, and pictures.
2. Linguistic-Verbal Intelligence
People who are strong in linguistic-verbal intelligence are able to use
words well, both when writing and speaking. These individuals are
typically very good at writing stories, memorizing information, and
reading.
3. Logical-Mathematical Intelligence
People who are strong in logical-mathematical intelligence are good at
reasoning, recognizing patterns, and logically analyzing problems.
These individuals tend to think conceptually about numbers,
relationships, and patterns.
4. Bodily-Kinesthetic Intelligence
Those who have high bodily-kinesthetic intelligence are said to be good
at body movement, performing actions, and physical control. People
who are strong in this area tend to have excellent hand-eye coordination
and dexterity.
5. Musical Intelligence
People who have strong musical intelligence are good at thinking in
patterns, rhythms, and sounds. They have a strong appreciation for
music and are often good at musical composition and performance.
6. Interpersonal Intelligence
Those who have strong interpersonal intelligence are good at
understanding and interacting with other people. These individuals are
skilled at assessing the emotions, motivations, desires, and intentions
of those around them.
7. Intrapersonal Intelligence
Individuals who are strong in intrapersonal intelligence are good at being
aware of their own emotional states, feelings, and motivations. They
tend to enjoy self-reflection and analysis, including daydreaming,
exploring relationships with others, and assessing their personal
strengths.
8. Naturalistic Intelligence
Naturalistic is the most recent addition to Gardner’s theory and has been
met with more resistance than his original seven intelligences.
According to Gardner, individuals who are high in this type of intelligence
are more in tune with nature and are often interested in nurturing,
exploring the environment, and learning about other species. These
individuals are said to be highly aware of even subtle changes to their
environments.
9. How will you encourage students to nurture their gifts?
Fostering “genius” creative abilities is not about inflating your students’ egos
into thinking they are more gifted or better than others. To encourage students, a
teacher must help students develop the habit of asking “why” questions about
information, ideas, and beliefs normally taken for granted. Allocate fixed time
towards creativity for students with Genius Hours, like Google does for their
employees. Creativity is a muscle that grows stronger and more efficient the more
we exercise generating ideas. It’s great for students to major in a singular field,
whether it’s science, math or art. To foster new ideas and a unique perspective,
however, encourage them to learn a variety of skills and subjects. The more
unrelated the field, the better. To help students unleash more creativity, lead by
example, and openly share your original ideas with the class. Model what it looks
like to be open to feedback and bounce ideas off of one another. As role models
of people’s most formative years, teachers have a strong influence in encouraging
or suppressing creativity. This responsibility doesn’t solely fall on the education
system, but it’s worth remembering that almost 100% of students show strong
creative abilities before becoming students.
10. How will you encourage parents who cannot support financially the talents
and skills of their children?
Provision of support by parents helps minimize the risk of internalizing
behaviors. As a teacher, you must also let the parents understood the needs and
abilities of their children so that they can also help in accommodating the students.
The importance of parents' knowledge of child development is a primary theme of
many efforts to support parenting. That is why, to fully-develop the understanding
of parents, then there must be a regular meet ups like parents-teachers meeting
so that there are proper consolidation done for both parties. By such, parents will
become more engaging on the needs of their children and will become more
supportive in accommodating them.
11. As a teacher, how can you help build a learning environment where all your
students are allowed to be themselves and can freely express their talents
and skills?

As a future teacher, I want to promote and implement a classroom setting

with freedom among students and teachers by facilitating a well-nourished and
systematized learning environment. With due to the promotion of Inclusive
education, I want to adapt the teaching and learner-centered strategies to give
free-will among students. However, this free-will must be accommodated with
proper moral and values education so that there would be no abuse on freedom.
By this, both self-expression among students and values-formation are targeted.
 Thus, it would be more sensible if there are always standardized structure of
implementing freedom of expression within a learning environment.

12. As a future educator, how will you promote Inclusive Education?

Creating a systematized and standardized learning strategies to meet the
goal in high quality education is a must for teachers to prioritize. To do that, there
should be a promotion of equality through inclusive education to be acted upon
first. Teachers alone cannot promote Inclusive education with its high standards in
giving ample quality of learning and equality of the diverse students. To promote it
successfully, there should be a collaboration on students, teachers, parents,
government and other stakeholders to meet the different necessities in creating an
inclusive class. Thus implies, that helping hand in hand could be a greater key in
promoting an effective Inclusive Education.
13. Teaching Strategies (Inclusive Education)
A. Define teaching strategies - Teaching strategies refer to the structure,
system, methods, techniques, procedures and processes that a teacher uses
during instruction. These are strategies the teacher employs to assist student
learning. Learning activities refer to the teacher guided instructional tasks or
assignments for students.
B. Provide examples of teaching strategies that are effective in teaching
students the concept in Mathematics (Research-based) – The study
Teaching and Learning Mathematics Research Series I: Effective Instructional
Strategies discussed research-based instructional strategies in teaching
mathematics that can help, support and foster student development in
mathematics. Mathematics classes need to promote problem-solving,
creativity, collaboration, investigating and fun through inquiry-based learning,
varied teaching strategies, and ongoing and changing assessment methods.
The following are recommendations for Teaching and Learning Mathematics:
Promoting Problem-solving, Creativity in Mathematics, Encouraging and
Supporting Collaboration in Mathematics, Providing an Inquiry Environment,
Using Three-part Mathematics Lesson Plans, Using Technology in Teaching
and Learning Mathematics, Developing Mental Mathematics Skills, Having
High Expectations, Make Mathematics Fun, Building Positive Attitudes in
Mathematics, Providing Varied and Ongoing Assessment, Support
Computational Thinking, Use Manipulatives with Minimal Visual Distractions.

C. What is whole group discussion?

A whole class discussion focuses on one concept or goal; however, it is also
part of a larger conversation that takes place over time. When students see
 connections within a lesson and across lessons, they develop deeper
mathematical connections
D. What is individualized instruction?
Individualized learning, or individualized instruction, is a method of teaching
in which content, instructional technology, and pace of learning are based upon
the abilities and interest of each learner.
E. What is Performance-based activity?
In the act of learning, people obtain content knowledge, acquire skills, and
develop work habits—and practice the application of all three to “real world”
situations. Performance-based learning and assessment represent a set of
strategies for the acquisition and application of knowledge, skills, and work
habits through the performance of tasks that are meaningful and engaging to
students.
F. What is lecture method?
Lecture method is the oldest method of teaching. It is based on the
philosophy of idealism. Teachers are more active and students are passive but
the teacher also asks questions to keep the students attentive. This method is
economical and can be used among large number of students.
G. What is HOTS? (Higher order thinking skills)
Higher order thinking skills (HOTS), is a concept of education reform based on
learning taxonomies (such as Bloom's taxonomy). The idea is that some types
of learning require more cognitive processing than others, but also have more
generalized benefits.
14. Define Multi-sensory Approach and provide practical examples.

A multisensory learning approach is a term many schools use to describe

teaching methods that involve engaging more than one sense at a time. Involving
the use of visual, auditory and kinesthetic-tactile pathways, a multisensory
approach can enhance memory and ability to learn. This can also include taste,
smell, touch, sight, hearing and movement. The students are able to experience a
lesson through multiple pathways that can best stimulate their brains and engage
them more deeply in the subject matter.Examples are Sand or Shaving Cream
Writing, Air Writing, Sandpaper Letters, Word Building, Read It, Build It, Write It,
Tapping Out Sounds, Story Sticks, and Shared Reading.

15. Define Differentiated Instruction and provide practical examples.

Differentiation consists of the efforts of teachers to respond to variance
among learners in the classroom. Whenever a teacher reaches out to an individual
 or small group to vary his or her teaching in order to create the best learning
experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on
student readiness, interest, or learning profile:
Content – what the student needs to learn or how the student will get
access to the information;
Process – activities in which the student engages in order to make sense
of or master the content;
Products – culminating projects that ask the student to rehearse, apply,
and extend what he or she has learned in a unit; and
Learning environment – the way the classroom works and feels.
16. Define Universal Design for Learning and provide practical examples.
Universal Design for Learning (UDL) is an approach to teaching aimed at
meeting the needs of every student in a classroom. It can be helpful for all kids,
including kids with learning and attention issues. But UDL takes careful planning
by teachers.
Universal Design for Learning (UDL) is based on neuroscience research
which has identified three primary neurological networks that impact learning:the
recognition network deals with incoming stimuli and affects "what" students learn,
the strategic network mediates "how" students process incoming information
based on past experience or background knowledge, the affective network
regulates students' attitudes and feelings about incoming information as well as
their motivation to engage in specific activities — the "why" students want to learn
and engage
UDL's three principles are multiple means of representation-give learners
various ways of acquiring information and knowledge, multiple means of
expression-provide learners alternatives for demonstrating what they know and
Multiple means of engagement-tap into learners' interests, offer appropriate
challenges, and increase motivation.
Examples of how UDL can work in a classroom are, Posted lesson goals,
Assignment options, Flexible work spaces, Regular feedback, and Digital and
audio text.