Shepherdville College

Talojongon tigaon camarines sur

S/Y 2021-2022

Foundations of Special
and Inclusive Education

Prepared by:

ROBERTO L. BAYONITO
College Instructor

I- TITLE: (Module 4 )
GIFTED AND TALENT LEARNERS

II- OBJECTIVES:
At the end of the module, the students should be able to:
 1. Prepare an individualized education plan (IEP) suitable to the educational needs
of gifted and talented.

III- MOTIVATION:

How do we apply the use higher order thinking skills for the gifted learners?

IV-INTRODUCTION:
A lot of gifted and talented learners participate in classrooms with their
heightened skills and abilities go unnoticed and unrecognized. Some of them have to
wait for their same-aged peers’ pacing on the lessons while others due to boredom
may make unnecessary noise and unrelated activities activities in the class. These
learners with unusual skills and talents demands unusual strategies of teaching, that a
mismatch between these learners and their curriculum will put the learners’ capabilities
to waste. The purpose of this module is to look at provisions for gifted and talented
learners through the principles and strategies of teaching in the classroom.
V- PRESENTATION OF THE CONTENT:
Content Focus:
The Department of Education (DepEd) in the Philippines Through the DepEd
order No. 72 s. 2009, also known as the Inclusive Education as Strategy for increasing
Participation Rate of Children, organized a comprehensive inclusive program for
learners with disabilities, giftedness and talents, with the following components:
1- Child Find. It isabout locating leatners with disabilities, giftedness and talents
who are not in school, through the family mapping survey, advocacy campaigns
and networking with local health workers, to be enrolled in Special Education
(Sped) centers or schools nearest their home.
2- Assessment. This is the continuous process of identifying the strengths and
limitations of learners with disabilities, giftedness and talents through the use of
 formal and informal tools for level placement, with the help of existing SPED
centers

3- Program Options. Schools, with or without trained SpEd teachers, shall make
education accessible to learners with disabilities, giftedness and talents. The
program options are as follow:

a. Self-contained class for learners with similar disabilities or conditions.

b. Inclusion or placement of learners in general education or regular class.
c. Resource room.
4- Curriculum modifications. This means using adaptations and accomodations
in classroom instructions and activities, and delivery options.
5- Parental involvement. This is involving parents or guardians in observing their
child’s performance, volunteering as teacher aide in the classroom, and serving
as academic , moral and spiritual support to their child.

These components aim to education available to all children that they

could receive appropriate education within the regular or inclusive classroom
setting.

Program Options
There are many types of programs and services designed to fit in the educational
needs of those gifted and talented learners. According to Davis, Rimm & siegle (2014) ,
this involves simple to complex ways such as:
1. A teacher providing additional instructional materials to learners who finish
lesson’s task easily.
2. Enriching the curriculum by teacher supplying extra time for bright students to
work at resource centers or interest-based projects.
3. Part time acceleration to a higher grade for one or two subjects.
4. Full time acceleration of grade skipping.
5. Cluster grouping of all gifted learners at each level in a single classroom for
special services.
6. Implementing school-wide plans to accommodate every gifted learners in every
regular classroom.
7. Implementing pull-out programs.
8. Conducting part-time special gifted classes.
9. Assigning full-time special gifted classed at every grade level.
10. Opening special schools for the gifted.
Acceleration- is defined as an advanced placement of learners from a current level to a
higher level. Some acceleration instances involve a four-year old child admitted eraly
to Kindergarten or an elementary pupil who skips grade four. But when learners are
taught on the topic’s depth and intensity of content that go beyond theie prescribed
grade level curriculum, without providing them advance placement, this strategy is
called enrichment. Even if these two strategies , are differently defined, both
enrichment and acceleration opportunities are provided in a well-rounded, compotent,
and long-range gifted and talented programs. It is also important to note that just like
any other learners, gifted and talented learners should be allowed to work on their own
pace, accelerating in different levels, while having opportunities on enriching a topic
that interests them. Reis, Westberg, and Purcell (1998) underscored four principles of
enrichment teaching and learning:
1. Each student is different.
2. Learning is more effective when students enjoy what they do.
3. Learning is more meaningful when students learn content and process while
solving a real problem.
4. Whereas some formal instruction is necessary, a major goal is promoting
knowledge and thinking skills via the application of what students have learned;
they construct their own meaningfulness.
Both acceleration and enrichment strategies require grouping gifted and talented
learners. These grouping options provide to these learners are: 1.) full-time
homogenous grouping; 2.) full-time heterogenous grouping; and 3.) part-time or
temporary groups.

Grouping

Full-time Homogenous grouping

 Special Schools for the Gifted. These schools cater to elementary or

secondary gifted learners with a curriculum that include both prescribed
academic content that is based on Department of Education (DepEd) guidelines
and requirements, with a special enriched and accelerated training in academic,
scientific, artistic, and other areas of development the school opted to highlight.
Enrichment opportunities include music classes, foreign language training, arts
and sculpting, athletic training, and others. An example of this school is the
Philippine High School for the Arts that implements a general secondary level
program, combined with a special curriculum for the arts prepared for for early
recognition and development of highly gifted and talented learners in the arts.
 Special Classes. These are the school-within-a-school concept where gifted
children of the same level attend a class together in a full-time basis. In the
public school system, under DepEd, special classes usually occur at the
elementary level, jumping from grade three to grade five, where their curriculum
covers prescribed grade-level objectives and extending beyond them with a
variety of enrichment, personal development and advanced classes. Special
class also include DepEd’s Headstart Program for the Gifted, which is a
comprehensive program for the gifted and talented pupils in public elementary
schools. This program is designed to address the educational ,aesthetic and
social needs of preschoolers who manifest superior abilities expected above their
age.
Full-time Heterogenous Grouping
 Cluster Groups. Cluster grouping refers to placing five to ten high ability
students in one regular class per grade, along with other 15 to 20 regular
 students. This grouping is handled by a trained professional teacher and could
be divided further in individual or small groups. Enrichment activities are used in
this kind of grouping, which include in-depth lessons on content on metacognitive
skills and collaboration and independent learning activities which include
research presentation or mastery of advanced skills in math, music, and others.
This grouping is not very common in the Philippines.
 Heterogenous Classes. These classes combine prescribed and differentiated
curriculum for the benefit of both regular and gifted learners. (Kaplan 2001)
recommends using two strategies in teaching both groups in one class, and this
is through “paralleling” and “clustering”. Paralleling means covering both
prescribed and differentiated curriculum “in tandem” while “clustering” is using
one core concepts and skills of the prescribed curriculum as “the centerpiece”
while differentiated concepts and skills “reinforce the .” Kaplan said that both
curricula could be taught without sacrificing the other. While these strategies
work in heterogenous classes, some teachers apply the use of IEP or
Individualized Education Program/ Plan to shape the independent work of those
gifted and talented students.
 Individualized Education Plan. IEP is a basic requirement for schools catering
to LSEN. It is written plan that is customized to achieve learner’s goals in a
span of one academic school year. It includes the learners current skills ,
strengths and challenges, learning styles and the goals targeted for the school
year. In order to accomplish the academic goals set for the specific learner, the
teacher first gather specific data regarding the learner’s progress or academic
concerns through parent conferencing, student conferencing, student
observation, and analysis of student performance. The information gathered
here would be vital in the next step, which is determining specific strategies to
be used in the class. Formal assessment will follow especially once strategies
did not work ( particularly to those gifted learners with heightened abilities or
additional disabilities). All information will then be used to determine the
eligibility of the learner to the use of IEP. To be eligible, the learners condition
must affect functioning in school and the evaluation be done by a
multidisciplinary team of professionals that include classroom teachers, a
Psychologist, a Psychometrician, special educator and other professionals who
are needed depending on the learner’s specific needs. The professionals are
involved in the planning, implementation, and evaluation of the plan.
Part-time and Temporary Grouping
 Pullout Programs. In this setup, learners are pulled out of their regular
mainstreamed classes once or twice a week to spend two to three hours per
session in special enrichment activities, guided by a teacher of gifted and
talented education. The sessions usually take place in a resource room or center
where supplementary materials are provided. Through the pullout activities,
gifted and talented learners acquire knowledge and skills apart from the regular
curriculum , which helps them strengthen their creativity, metacognitive skills,
communication, and other personal areas of development. In the Philippins,
pullout program are given to high performing learners, where teacher trainers
work with them in honing their skills and talents. This may be in a form of arts,
 dance, playing chess, journalism, and other activities. These learners usually
represent their schools in competition within and outside the country.
 Part-time Special Classes. This school-within-a-school concept can also be
offered in part time basis. In this option, gifted and talented learners enjoy 50%
to 70% of prescribed curriculum in the regular classes and attend differentiated
curriculum in the special classes. Part-time special classes include independent
projects and research, accelerated subjects, and small group collaborations that
aim to heighten creativity and higher-level thinking skills.
 Enrichment Clusters. This kind of grouping works for different level learners
with common interests such as journalism, literature, engineering, baking, and
others. These groups of learners meet with an experts in the interest area at
designated times for 6-12 weeks. The topic of interest is explained in depth, say
if their interest is on folk dance, the history of each dance and of different suites
of folk dance will be discussed further, including dance properties ( costume,
music, and counting) and the intricacies of accessories used.
 Special interest Groups and Clubs. This type of grouping is more common
among secondary students where enrichment activities in different clubs exist,
suc as drama class, chess club, mathematics club, religious club, and others.
High school students in the country, especially among private schools, apply for
membership while the officer as well as the club adviser assess their skills and
abilities. Teachers with expertise in the field are tasked to meet the students two
hours in a week and implement activities that will sharpen their skills. As club
advisers, these teachers are also tasked to evaluate the learners’ performance
that will also be reflected on their scorecards, along with their academic grades.
Currriculum Modifications
Differentiation strategies is a least intrusive interventions that helps gifted and
talented learners the best environment for their high abilities and achievements.
Differentiation is an effective teaching strategy for inclusive special education
which involves giving all learners in the regular classroom choices based on how best
they could achieve their greatest potentials, not creating a separate level for each
student. Tomlinson and Jarvis (2009) emphasized that differentiation is being proactive
in planning curriculum and instruction that fit students’ learning profiles, interests and
learning levels. They went further by explaining “it is a process of creating multiple,
differentiated learning opportunities within a high-quality curriculum, to maximize the
probability that all students will become engaged in learning, experience efficiency in
learning, and experience cognitive growth.
 Figure 4.1. Overview of Components of Differentiation

From figure 4.1, the process of differentiation is based on the teacher’s proactive
response to learner differences, guided by five key principles applied to different
classroom elements through the use of varied instructional strategies. It is evident from
the figure above that differentiation demands extra work on the part of the teachers, but
this strategy is necessary to ensure that all learners are learning, a situation that has not
always existed for some groups of students ( including gifted and talented students).
Ann Lewis (1992) identified 11 forms of differentiation, which teachers may use in order
to support learning.
Table 4.1: Lewis’ Forms of Differentiation
Forms Definition Examples
Differentiation This involves the design of different Learners in a group all work toward a single
of Content curriculum materials and resources. aim, such as reading competence, but use
several different reading schemes to get
there.
Differentiation This is said to be particularly important for All learners are producing graphs, but these
by Interest poorly motivated learners. graphs represent different data according to
personal interest.
Differentiation This means (1) allowing some students more All learners work at the same task, or with the
of Pace time to complete core work; 2) providing for same materials, but the teacher has different
extension activities for others; and 3) expectations of the time required for
sometimes involving teaching certain groups completion.
 at a very brisk pace to accelerate the
learning rate of low achievers.
Differentiation This means allowing learners different While one learner reads through a computer,
of Access pathways ( materials or methods) into a others may listen to a speaker or reads
specific topic. through different reference materials. Others
may also have peer or teacher-aide
assistance.
Differentiation This involves allowing the students to One learner writes a story, another draws a
of Outcome present their responses in different ways. picture to tell the story and another records
the story on audiotape.
Differentiation This involves changing the order in which Learners enter the curriculum at different
of Curricular sub-topics are presented. points or take part in the curriculum in a
Sequence different order from that of their peers.
Differentiation All teachers work on the same topic but the Some learners work on the task-analyzed
of Structure teacher provides step-by-step coverage for curriculum while others work on “chunks”.
some learners while others progress more
independently.
Differentiation The teacher will devote more (or less) The teacher gives more time to some pupils
of Teacher attention to individual learners during the during specific tasks in order to ensure access
Time lesson and in follow-up. to information.
Differentiation This involves varying the way in which topics Some learners may require individual
of Teaching are presented. instruction while others can work in small
Style groups or pairs.
Differentiation All learners study the same topic but the All learners work through a similar sequence,
of Level teacher sets different degrees of complexity in Physics for example, but at a variety of
in what students are asked to do. difficulty.
Differentiation This involves using one’s knowledge of The teacher groups particular pupils together
by Grouping learner characteristics. for specific activities. Pupils act as
supporters, or work with peers with whom they
are comfortable or confidant.

Tiered Instruction. Tiering is an example of instructional strategy as listed in

Figure 4.1. As differentiation begins with assessment of learners skills, learners will
then be identified based on how advanced their skills are. This is where tiering become
beneficial. This strategy involves the process of creating the best possible lesson and
making it fit based on the learners’ level of readiness. The levels could be divided into
three or five, paralleled with corresponding tasks set for the lesson. Learners have the
option to work within their tiers, independently or with a partner and present their work
reflecting the best practices in the content area. Through these tiers, all learners are
meeting the common outcome, but of different paths.
Enrichment Strategies
Strategies for enrichment contain higher-order delivery methods of developing
skills in creative thinking, critical thinking, and problem solving.
 Library and Internet Research Projects. This is given to learners with strong
interest on a specific topic. Learners may select their own topic of interest or
may choose from a wide range of brainstormed topics with the teacher and group
of students. The learner initially poses a question and finds out the answer
 through interview of experts, library works, field trips, and other means chosen by
the learner. With this strategy, learners are taught to triangulate data by
consulting multiple sources and to evaluate validity of their references.
 Scientific Research Projects. This strategy is an investigative process of
finding solutions to a specific problem. Finding its answer entails discovering,
collecting, and investigating information that could later be displayed and
demonstrated on Science Fairs. The teacher’s role here is to be a facilitator in
aiding and directing the solution to science inquiries of the learners.
 Art, Drama, Creative Writing, and other Independent Projects. Art projects
comprise of different areas in drawing, sculpting, photography, and others.
Drama projects include writing, directing, producing, and performing plays.
Creative writing would benefit the school newspaper for publications, which
further involve interviewing people, writing articles, taking photographs,
newspaper editing, among others. This could also be in a form of online blogs
and e-news for school clubs, interest groups or personal websites.
 Mentorships. Mentoring comprises of professionals working with interest clubs
in schools, meeting once or twice in the school campus. The adult mentor
serves as the resource person, role model, teacher and a friend with the goal of
transferring skills and attitudes they have to their learners with the interest as
theirs.
 Peer Tutoring. Peer tutoring also known as “peer-assisted learning” or “peer-
mediated instruction”, is a strategy that involves learners acting as tutors to other
learners (tutees) on a face-to-face interaction, under the supervision of a teacher.
Any learner who volunteers and is known to be more knowleageable on a
particular topic could be selected as tutor, regardless of their age levels.
 Questioning. Teachers can simply incorporate cognitively challenging forms of
questions that ignite critical and creative thinking skills in their everyday teaching
in the classrooms. Questioning is a way of making learners think deeper and
become more challenged. Follow-up questions to an initial answer generate
increased intellectual prowees, and some sample questions are:
1. Clarification: “ Do you mean….?”, How about explaining it once again?”
2. Justification: “ How come?, “Why do you say so?”
3. Conception: “ How do you understand the….?”
4. Stability: “ Do you agree with your classmate saying….?”
Open-ended question samples are seen below:
1. Speculation: “ How can you describe yourself five years from now?”
2. Discrimination: “What makes a good learner?”
3. Solution: “ How can we achieve our greatest potentials?”
VI- ASSESSMENT/ QUIZZES:
Research another classroom provision for gifted and talented learners and discuss it
below:
( 5 points )
 Provision of G/T Description Process/ Procedure
Learners

VII- SUMMARY:
For a teacher, to insure the success of the learning process for learners with special
needs, the teacher must be able to understand the different components of special and
inclusive education.
There is also a need to maximize the parent participation, involvement and support.
This will mean a lot to the learners and their performances in school.

VIII- TEST
Multiple Choice: Choose the best answer to the following questions.
1. What refers to the grouping made to high ability students with regular students
per grade level in one classroom?
a. Special classes
b. Pullout programs
c. Cluster groups
d. Enrichment clusters
2. An expert teacher meets with students two hours a week and handles this kind of
enrichment activity. What do you call this activity, which aims to develop
students’ skills, talents and abilities?
a. Enrichment clusters
b. Special classes
c. Cluster Groups
d. Special Interest Groups and Clubs
3. What enrichment strategy comprises of adult mentors who act as resource
persons with the goal of transferring skills and attitudes to students of the same
interest as theirs?
a. Peer-tutoring
b. Mentorship
c. Questioning
d. Special Interest Groups and Clubs
4. A grade III pupil tutors grade II pupils in a face-to-face interaction, under the
supervision of a teacher. What strategy was described?
a. Mentoring
b. Peer-tutoring
 c. Tiering
d. Internship
5. Teacher X compacts the curriculum to supply extra time for his bright students to
work at resource centers or interest-based projects. What kind of strategy is
teacher X using?
a. Acceleration
b. Promotion
c. Enrichment
d. None of these

IX- ASSIGNMENT:
Individualized Education Plan for Gifted and Talented Learners ( 10 points )
With the format below , construct an IEP for the Gifted and Talented Learners
described on the previous activity.
Student Name
Age: Year and level:

IEP Team Roles

Classroom Teacher
Parent/ Guardian

Current Achievements
Learning Successes Learning Challenges

References:

Custodio, Zhanina U, PhD & Nalipay, Jenina N (2021) Foundations of Special and
Inclusive Education, pp 47-59.
https://www.google.com/search?
q=Overview+of+Components+of+Differentiation&rlz=1C1KNTJ_enPH954PH954&sxsrf=
APq-WBsFfGJH3R5NwMyKmDQAvh0h7ZgGSw:16439

SHEPHEREDVILLE COLLEGE
 (FORMERLY JESUS THE LOVING SHEPHERD CHRISTIAN
COLLEGE)
Talojongon, Tigaon, Camarines Sur
Tel. No. (054) 884-9536
A/Y 2020-2021
FIRST SEMESTER ( Module 4 )
Prof. Ed

Name: __________________________Course/Year: _______________Date:

________

I- ASSESSMENT/ QUIZZES:
Research another classroom provision for gifted and talented learners and discuss it
below:
( 5 points )
Provision of G/T Description Process/ Procedure
Learners

II- Test
TEST
Multiple Choice: Choose the best answer to the following questions.
1. What refers to the grouping made to high ability students with regular students
per grade level in one classroom?
a. Special classes
b. Pullout programs
c. Cluster groups
d. Enrichment clusters
2. An expert teacher meets with students two hours a week and handles this kind of
enrichment activity. What do you call this activity, which aims to develop
students’ skills, talents and abilities?
a. Enrichment clusters
b. Special classes
c. Cluster Groups
d. Special Interest Groups and Clubs
 3. What enrichment strategy comprises of adult mentors who act as resource
persons with the goal of transferring skills and attitudes to students of the same
interest as theirs?
a. Peer-tutoring
b. Mentorship
c. Questioning
d. Special Interest Groups and Clubs
4. A grade III pupil tutors grade II pupils in a face-to-face interaction, under the
supervision of a teacher. What strategy was described?
a. Mentoring
b. Peer-tutoring
c. Tiering
d. Internship
5. Teacher X compacts the curriculum to supply extra time for his bright students to
work at resource centers or interest-based projects. What kind of strategy is
teacher X using?
a. Acceleration
b. Promotion
c. Enrichment
d. None of these

III- ASSIGNMENT:
Individualized Education Plan for Gifted and Talented Learners ( 10 points )
With the format below , construct an IEP for the Gifted and Talented Learners
described on the previous activity.
Student Name
Age: Year and level:

IEP Team Roles

Classroom Teacher
Parent/ Guardian

Current Achievements
Learning Successes Learning Challenges