Jose Rizal University

80 Shaw Boulevard Mandaluyong City College of

Computer Studies and Engineering

CPE C310-301G CPE LAWS AND

PROFESSIONAL PRACTICE T |
1:30PM-3:30PM

DATE SUBMITTED:
November 25, 2022

GROUP 8 MEMBERS:
CANTO, PAULINE
CELOCIA, CELINE
MASIRAG, ANGELENE
PINTO, BRYCE

PROFESSOR:
ENGR: ROSALINA ESTACIO

S.Y 2022-2023
 I. Related Works
For articles:
Table 1. Matrix of Related Literature
Title study, author, Objectives
year
"The Inclusion of Students
with Special Needs in the
General Education
Classroom" Walsh, Megan
(2018)
“Teachers’ Assessment for
Children with Disabilities”
Rolando Jr Villamero
(2014)
“Issues and challenges in
special education: A
qualitative analysis from
teacher’s perspective”
Fely C. Allam1
, Matronillo M. Martin2
(2021)
Results Gaps
To maintain contrasting Designating strategies to Relying on research samples
teaching plans that teachers faculty members as well for convenience. With this,
can utilize in their classroom with brainstorming how to the said research may not
in order to have a successful teach imperatively to gain generalize other populations.
inclusion. successful inclusion in
classrooms. Also, making
students with special needs
work one on one with their
teachers and maintain active
participation among
students.
.
To prospect how school Using of child’s Teachers must find more
teachers engage assessment native language in assessment strategies to get
strategies for children with simplifying the questions or a better view of the
disabilities in regular tasks given. Teachers children’s strengths and
classrooms. usually translated weaknesses.
English texts to the native
language of the children.
Also, to modify the level of
difficulty of the assessment
content especially for
children manifesting
learning or
intellectual disabilities.
To determine the issues and Most teachers teaching Insufficient resources and
challenges in teaching children with learning other materials in teaching
children with learning disabilities did not receive students with
disabilities, any special needs. Classes disabilities, the teacher finds
to find out the lack of strategies in possible ways to teach them.
approach and methods of dealing with learners with
teaching used by teachers disabilities. On the other
when teaching children hand, issues and problems
enrolled in were solved technically to
SPED and to find out to sustain the positive working
what extent the environment among school
administrators and parents of heads, teachers and
children with stakeholders.
learning disability
collaborate with special
needs education teachers.

NARRATIVES:

1. THE INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN THE GENERAL EDUCATION

CLASSROOM
Students with special needs was the major topic in this research. Theirs strengths and weaknesses lead to
different institutions who would like to help and assist with giving full access to resources and social interactions
that are present in a general education classroom. It was found out that the different teaching strategies that
was used by teachers for special needs was a success. Some researchers analyzed based on observations and
thematic analysis. This contrasted common themes and differences that the teachers was able to help numerous
students with learning disabilities. Some strategies that were necessarily implemented were working one on
one with students, creating specific plans, promoting collaboration and active participation to work well with
other classmates.
 2. TEACHERS ASSESSMENT FOR CHILDREN WITH DISABILITIES

This study is focused on revealing findings in relation with teachers assessing children with disabilities since
most education policies, assessment is the most important aspect in the teaching and learning process. The
Philippines has been critical in providing appropriate and authentic assessment to all learners since k to 12 was
implemented recently. This exemplifies the principles of inclusion education, growth and development, teaching
and learning and assessment. Their aim is to recognize the concept of the teacher’s responsibility of being alert
to where children and how they are respond to lessons as well with knowing if they are progressing or not.
Greenberg (2000) stresses that mediated learning experiences is similar to the idea of coaching which aims to
assist someone to be more skilled and independent learner. He adds that mediated learning experiences occur
when a more skilled person like a teacher assists the child to grasp something that he or she could not do
independently. In the classroom setting, McCombs (2001) argues that the concept should not be haphazardly
interpreted by teachers as merely coaching.

3. ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A QUALITATIVE ANALYSIS FROM

TEACHER’S PERSPECTIVE

This research determines the challenges of special education in teaching children with learning disabilities in
Method (QRM) was utilized to determine the issues and challenges of the teachers. Most teachers teaching
children with learning disabilities did not receive any special needs education training from the school, they feel
that they are not qualified to teach the children with learning disability. Moreover, teachers assigned in SPED
classes lack of strategies in dealing with learners with disabilities. This study revealed that the classrooms for
children with learning disabilities have very poor environment to support sped and must be prioritized. These
problems were technically solved and was assisted by the Department of Education Training and Development.
The teachers assigned to SPED who had difficulties with budget, curriculum grades, instructional materials and
school facilities were addressed to sustain the positive working environment among schools who offer teaching
children with special needs.
For existing product/solutions (hardware, software – apps, etc):
Table 2. Matrix of existing product & solutions
Name Product,Make Functions
Blackboard Learn Blackboard Learn can be used to
improve your teaching and learning. It
can be used to create and deliver
engaging content. You can use the
content editor to create rich text, audio,
and video content. You can also use the
content editor to embed multimedia
content from YouTube, Flickr, and other
online sources. Blackboard Learn also
makes it easy to upload and share
documents, images, and other files. Can
be used to create and administer quizzes
and exams which also allows you to set
time limits, display quiz instructions, and
provide feedback to students.
Blackboard Learn can be used to
facilitate communication and
collaboration. You can use the discussion
board tool to create forums for discussion
and debate.
Canvas A tool for creating and delivering
online courses, and for facilitating online
collaboration between students and
instructors. Canvas courses are
organized into modules, which can
contain text, multimedia, assignments,
quizzes, and other materials. Instructors
can use Canvas to create and deliver
lectures, create assignments and quizzes,
and track student progress.
Gaps (missing features)
• Lack of support for screen
readers: Blackboard Learn is not fully
compatible with screen readers, which
limits the ability of PWD to access the
software.
• Inaccessible features: Many
features of Blackboard Learn are not
accessible to PWD, including the ability
to upload files, create new forums, and
participate in discussions.
• Lack of captioning and
transcriptions: There is no built-in
captioning or transcription feature in
Blackboard Learn, making it difficult for
PWD to access audio and video content.
• Difficult navigation: The
navigation of Blackboard Learn can be
confusing and difficult to use, especially
for PWD who may not be able to see all
of the links and options.
• Lack of support for screen
readers and other assistive
technologies: This can make it difficult
or impossible for users who are blind or
have low vision to access the platform.
• Lack of alt text for images:
Canvas does not currently support screen
readers or other assistive technologies,
which can make it difficult or impossible
for users who are blind or have low
vision to access the platform.
• Lack of support for closed
captioning: difficult or impossible for
users who are deaf or hard of hearing to
access the platform.
• Inadequate support for
MathML: Canvas does not currently
support screen readers or other assistive
technologies, which can make it difficult
or impossible for users who are blind or
have low vision to access the platform.
• Problems with audio and video
content: Audio and video content is
often incompatible with screen reading
software, making it inaccessible to deaf
and hard of hearing users.
 Google Classroom Google Classroom can be used as a
way to keep track of assignments.
Teachers can post assignments and due
dates on the Classroom page, and
 There is no way to organize
assignments into folders or
categories. This makes it difficult to
keep track of everything, especially
if you have a lot of classes.

students can check this page to stay on
top of what is due when. This is
especially helpful for students who have
a lot of different classes, as they can
easily see what is due for each class in
one place. In addition to tracking
assignments, Google Classroom can also
be used as a way to submit assignments.
Students can upload their completed
work to the Classroom page, and
teachers can check it and provide
feedback. Another great use for Google
Classroom is for communicating with
classmates. If you have a question about
an assignment, you can post it on the
Classroom.
 There are no built-in tools for
managing behavior or tracking
attendance.
 The interface is not always
accessible for people with visual
impairments or other disabilities.
For example, it can be difficult to
navigate the menus and find the
right buttons.
 There is no way to customize the
interface to make it more
accessible. For example, there is no
way to change the font size or color
scheme.
 There is no way to easily add
alternative text to images. This can
be a problem for people with visual
impairments who rely on screen
readers to access content.

NARRATIVES:

1. BLACKBOARD LEARN

Blackboard Learn helps educators create engaging and interactive online courses, and
provides students with a central place to access their course materials and submit assignments. It
is easy to use and provides a wealth of features and tools that can be tailored to meet the unique
needs of any course or institution. For educators, Blackboard Learn provides a flexible and intuitive
course authoring environment, as well as robust assessment and grading tools. For students,
Blackboard Learn offers an engaging and personalized learning experience, with easy access to
course materials and tools for collaboration and communication.

Blackboard Learn is used by millions of educators and students around the world, and is
available in over 40 languages. With Blackboard Learn, educators can create engaging and
interactive online courses that meet the unique needs of their students. And with Blackboard Learn,
students can access their course materials and assignments from anywhere with an internet
connection. In addition to providing students with 24/7 access to their coursework, Blackboard Learn
also offers a number of features that can improve the learning experience. For example, Blackboard
Learn includes a built-in discussion board where students can ask questions and interact with their
classmates. Blackboard Learn also allows instructors to easily create and deliver online quizzes and
exams. While Blackboard Learn is a great platform, there are some areas where the system falls
short especially for users with disabilities.
2. CANVAS

Canvas is a cloud-based learning management system (LMS) that makes it easy to create
and manage your courses. One of the things that sets Canvas apart from other LMSs is its flexible
and open architecture. This means that developers can create custom integrations and applications
that work with Canvas, making it a very flexible and extensible platform. Another key strength of
Canvas is its mobile-friendly design. The system is optimized for use on mobile devices, making it
easy for students to access course content and stay connected with their studies while on the go.
With Canvas, you can create a course website, add and organize your content, add assignments
and quizzes, and communicate with students. Canvas has a variety of features that make it an
excellent choice for online learning. For example, you can create dynamic and interactive course
content using the built-in WYSIWYG editor. You can also easily track your students' progress with
the gradebook feature to keep track of student progress, and they can use the discussion forums
to facilitate communication between students and instructors. Canvas also includes a wide range
of assessment tools, so instructors can easily create and administer quizzes and exams. Canvas is
easy to use and it’s very user-friendly. It’s also very affordable, which makes it a great choice for
schools and universities. Canvas has a free trial, so you can try it out before you decide whether
or not to purchase it. While Canvas LMS has made great strides in terms of accessibility, there is
still more work to be done to make it truly inclusive for all users. I hope that the platform will
continue to improve and address these gaps so that everyone can benefit from its many features.

3. GOOGLE CLASSROOM

Google Classroom is a free web-based platform that integrates your Google Apps for
Education account with all of your Google Classroom courses. It’s easy to set up and use, and it’s
connected to all your other Google apps, so you can use Classroom on any device. Teachers can
create and post assignments in Classroom, and students can see all their assignments in one place.
This makes it easy for students to stay on top of their work, and it helps teachers save time by not
having to send out separate emails for each assignment. With Classroom, teachers can give
students feedback on their work in real time. This means that students can get the help they need
right away, and they can see how their work is progressing. Classroom automatically keeps track
of each student’s progress on an assignment. One of its features is the Calendar feature. This can
be found by clicking on the three lines in the top left corner of the screen and then selecting
"Calendar." Here, students can see all of their upcoming assignments and deadlines. They can also
click on individual assignments to get more details, such as the due date and time, the class period,
and any attachments. Another great feature of Google Classroom is the "To-Do" list. This can be
found by clicking on the three lines in the top left corner of the screen and then selecting "To-Do."
Here, students can see all of their upcoming assignments and deadlines. They can also click on
individual assignments to get more details, such as the due date and time, the class period, and
any attachments. While we appreciate the features that Google Classroom does have, there are
some gaps and missing features that can make it difficult for people with disabilities to use.
 SOURCES:

 Allam Fely C., Martin Matronillo M. (2021) ISSUES AND CHALLENGES IN SPECIAL EDUCATION: A
QUALITATIVE ANALYSIS FROM TEACHER’S PERSPECTIVE:
https://files.eric.ed.gov/fulltext/EJ1296259.pdf

 Canvas LMS - market share, competitor insights in Learning Management Systems. Slintel Image.
(n.d.). Retrieved November 25, 2022, from https://www.slintel.com/tech/learning-management-
systems/canvas-lms-market-share

 Carmil. (2022, May 23). LMS comparison: Schoology vs. canvas vs. Blackboard. Copyleaks. Retrieved
November 25, 2022, from https://copyleaks.com/blog/lms-comparison-schoology-vs-canvas-vs-
blackboard

 Google. (n.d.). Classroom Management Tools & Resources. Google for Education. Retrieved
November 25, 2022, from https://edu.google.com/intl/ALL_ph/workspace-for-education/classroom/

 Online teaching & learning platforms | Elearning platforms | Blackboard. (n.d.). Retrieved
November 25, 2022, from https://www.blackboard.com/en-apac/teaching-learning

 Top 10 canvas LMS alternatives 2022 | G2. (n.d.). Retrieved November 25, 2022, from
https://www.g2.com/products/canvas-lms/competitors/alternatives

 Villamero Rolando J. (2014) Teachers’ Assessment for Children with Disabilities:

https://www.duo.uio.no/bitstream/handle/10852/42646/Rolando-Jr-Villamero---Masters-Dissertation---
Special-and-Inclusive-Education---Erasmus-Mundus.pdf?sequence=1

 Walsh Megan, (2018) The Inclusion of Students with Special Needs in the General Education
Classroom:
https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1080&context=senior-theses
 I. Project Design Plan and Methodology
This section details how you will implement your design solutions. This may consist of the following
sections:

1. Block Diagram

FIGURE 1. SIMPLE BLOCK DIAGRAM OF ASSISTECH

In the block diagram above, the physically disabled user can access their learning needs to the mobile
application that can be use in a smartphone. AssisTech will have a text to speech or speech to text converter,
sound amplification and voice control commands depending on the user's learning needs. Also, the physically
disabled user can access an online community in AssisTech so that they can have the chance to socialize with
other people that uses the said mobile application. The programming language that will be used for this mobile
application will be Python.
 2. System Flowchart

FIGURE 2. SYSTEM FLOWCHART OF ASSISTECH

Upon startup, the app will log the user into their current account. The user has the choice to sign up or
register first if they don't already have an account. However, if the user already has an account, they can log in
to the app dashboard by just entering their email address and password, provided they are both valid. The user
can now browse the application dashboard after logging in, where they can see the dashboard tab, environment
tab, courses tab, and community tab. The user's access to courses and video lessons is provided in the
dashboard area. The user can transform the following text into speech, convert the sound into text, and enhance
the sound if desired in every course and video tutorial that is offered. The following features, which are part of
the environment tab, can be used by the user if they are outside yet still want to communicate with others but
are having trouble doing so. Like the lessons in the dashboard tab, all of the lessons in the module tab can be
converted into text or speech depending on the user's needs. The app also has a community area where users
can interact with one another. Other users can be reached through chat and video calls. The capacity of this
app to translate sign language into text or speech makes it more beneficial for the deaf and mute. Once finished
using the app, the user can now log out or simply close it.