Professional Documents
Culture Documents
Educ 104 Sim
Educ 104 Sim
Educ 104 Sim
Tagum College
Department of Teacher Education
BEED- Program
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of its
students in terms of alternative modes of instructional delivery. In order to serve the
purpose of alternative modes of delivery, a Self-Directed Learning (SDL) program is
developed through Self-Instructional Manuals (SIM). In fact, the development of SIM/SDL
for the online and blended learning alternative modes is already in the University’s pipeline
for academic year 2020-2021. Prior to the development of these manuals, the University
has already instituted industry-leading academic innovations and initiatives for outcome-
based education such as the Student Portal; online student consultation program; Student
Advising Program (SAP); Outcomes Assessment Threshold (OATH program); various
interactive learning resources; and the subscription use of the BlackBoard Open as the
official learning management system (LMS) for virtual/online classes to further enhance
the quality of teaching and learning experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and
physical distancing, prohibition of mass gatherings, suspension of classes and extended
community quarantine/lockdown, there is a need to fast-track the development of the
SIM/SDL manuals to respond to the segmentized and unique instructional needs of
students.
The University is fully aware of the drawbacks and limitations of the online blended
teaching modes using self-instructional manuals particularly for laboratory and practicum
courses, competency appraisal courses, undergraduate research courses, and a host of
demonstration courses, not to mention the lack or poor internet connections among the
faculty and students. But with the quality assurance procedures and academic innovations
in place, the institution is confident that the same quality of teaching and learning will be
enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development by
the teachers and directed learning by the students; and
2. The SIM/SDL Manual aims to provide avenues for innovative and flexible alternative
modes of delivery in response to the quarantine/lockdown requirements.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
(3) Online Learning refers to the virtual class through the Blackboard (BB) Learning
Management System (LMS). Online learning requires computer hardware and internet
connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/on site
learning (face to face). The SIMs shall provide the distribution of instructions and activities
done online and done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or without
online learning. It is a modular and seminar type of instructional delivery that requires the
use of traditional contact and social media platforms combined with on-campus/onsite
learning (face-to-face). The SIMs shall provide the distribution of instructions and activities
for distance education mode.
(6) Traditional contact refers to faculty and student interaction via cellphone/telephone for
communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber, WhatsApp,
Line, Zoom and other similar applications.
There are 2 modes to implement the alternative delivery of instructions, with their
corresponding general guidelines: Online Blended Delivery (OBD) and Distance
Education Delivery (DED). Students can choose to enroll in OBD or DED, whichever suits
their needs and contexts as long as they meet the requirements of what they choose.
OBD and DED courses shall continue to be based on the appropriate course
syllabi in terms of learning outcomes, content and coverage.
(1) OBD courses and classes shall be offered during the quarantine/lockdown period. For
Summer Classes and Semestral Classes determined by the University, the online
component shall be held for the entire Summer and Semestral periods and the on-
campus/onsite component can be conducted anytime on the last week, where the
quarantine/lockdown period shall be slowly lifted and allows resumption of classes. In the
event that the quarantine/lockdown period is neither lifted nor eased off, proper
instructions shall be given for flexible arrangements. What is important is for one 3-unit
course/subject to meet the 54-hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day for
review and synthesis, and another one whole day for final examinations. The review and
examination schedules shall be determined and announced in the proper time depending
on the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use their
computer hardware and internet connection at home. The faculty in charge of a course
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
shall design the SIM and deploy in the BlackBoard LMS after the review and approval by
the Program Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use their own
computer hardware and internet connection at home. After receiving the course SIM, the
students shall follow the instructions and activities as provided and shall proceed their
paced learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their Umindanao email
account and BlackBoard LMS account to access the BlackBoard LMS virtual/online
classes.
(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Blackboard LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to the
students on how to use the Blackboard LMS virtual class.
(1) DED courses shall be offered with caution by the University, taking into consideration
the quarantine/lockdown prohibitions as well as quality delivery. The University may opt
to limit the offering of DED courses for reasons of instructional delivery and logistical
constraints.
(2) Depending on the available DED courses, the students can choose the DED mode if
they do not have computer hardware and internet connection at home, and thus they do
not have access to the BlackBoard LMS.
(3) The students can claim their course manual or course SIM from the University (home
college) and follow instructions for paced learning for SDL. If prohibited by the
quarantine/lockdown orders, the University through the Admissions Office shall send the
course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by traditional
contact and social media platforms, depending on what is available for both teachers and
students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by email,
by courier if reliable or by personal submission (on-campus/onsite) if allowed. The faculty
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
in-charge shall design specific instructional delivery requirements appropriate for DED
mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules shall be
determined and announced depending on the quarantine/lockdown conditions.
The course manual or SIM which shall be designed by the faculty and used by the
students for their SDL shall contain the following components or parts:
Part 3. Course Schedules – daily and weekly programming of all lectures, activities
and requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze
portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall be
incorporated as part of the SIM/SDL manuals. This is to ensure that all faculty/ Course
Facilitators and students are made aware of their agreement, adherence and observance
of professional conduct in OBD and DED courses.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Contact and Non- Contact Hours This 3 unit course self-instructional manual is
designed for blended learning mode of
instructional delivery with scheduled face to face
or virtual sessions. The expected number of
hours will be 54 hrs. including the face to face or
virtual sessions. The face to face sessions shall
include the summative assessment task (exams)
since this course is crucial in the licensure
examination for teachers.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
CC’s Voice: Hello prospective teacher! Welcome to this course EDUC 104: Foundation
of Special and Inclusive Education. Inside the classroom, we encounter students with
various background and abilities. In this course, we will learn the Learners with Special
Educational Needs (LSEN) their characteristics and strategies in teaching and
managing these learners in the regular inclusive class.
CO: As a general education teacher in the future, you need to adopt the role of
special education teacher in inclusive education and apply instructional and
pro-active classroom management strategies that work best in inclusive
classes. In doing so, you are expected to learn the legal, philosophical and
theoretical foundations of special and inclusive education in implementing
classroom management.
Let us begin
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Big Picture A
Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
Metalanguage
In this section, the most essential terms relevant to understanding diversity and to
demonstrate ULOa will be operationally defined to establish a common frame of reference
as to how the texts work in your chosen field or career.
⚫ Diversity. Diversity in the classroom defined as understanding each student
brings unique experiences, strengths, and ideas. The concept of diversity
encompasses acceptance and respect. It means understanding that each
individual is unique, and recognizing our individual differences.
⚫ Ability. Ability is the physical or mental power or skill needed to do something.
The ability is the quality or skill that you have which makes it possible for you to
do something.
⚫ Disability. Disability is any continuing condition that restricts everyday activities,
which can be attributed to an intellectual, psychiatric, cognitive, neurological, sensory
or physical impairment or a combination of those impairments.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books, research articles
and other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
2. Diversity Wheel is a model created by Marilyn Loden and Judy Rosener to help
others identify the social characteristics that define and shape them. She believed
that it is more important to emphasize key group-based differences that are
present and powerful throughout people’s lives.
3. The primary or core dimension is divided into these dimensions: age, race,
sexuality, income, ethnicity, class, gender, spiritual beliefs, physical abilities and
characteristics. She described this dimension as the most powerful and
sustaining differences, ones that usually have an important impact on people’s
lives. This dimension is filled with characteristics that are inherent and cannot be
altered.
4. The secondary dimension contains these characteristics: work experience, family
status, first language, work style, military experience, organization role and level,
geographic location, education, political beliefs, cognitive style, and
communications style. These characteristics are acquired and these categories
do not express the true identity of a person, their thoughts, feelings and
aspirations. It is a surface overview of how society is constructed. Loden defined
the secondary dimensions as other important differences that are acquired later
in life and presumably have less influence in defining who we are. This dimension
are differences we acquire, discard, and/or modify throughout our lives.
5. The layers of the diversity wheel show the complexity of the diversity filters
through which we all process stimuli and information. This leads to our
assumptions, drives our own behaviors and ultimately impact others.
6. The Seven Principles for Inclusive Education (Tanenbaum (2011)
6.1 Teaching All Students. Students learn in different ways. It is,
therefore, important to develop the skills to teach in different ways. For example,
some students learn best when introduced to information visually, while others
learn best through hearing information, working in groups or activity-based
projects. By using several different approaches to the same material within the
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
same lesson or activity, information can become more interesting and tangible to a
greater number of students. Some ways to accomplish this are:
• Think of three different ways to teach a lesson.
• Ask other teachers how they have taught or would teach a lesson how they
have taught or would teach a lesson
• Share with your colleagues a lesson that you created and ask if they see
evidence of the three learning styles being addressed or have any other ideas
or suggestions.
• Listen carefully to student's questions and comments.
• Expect student's backgrounds and abilities to be different.
6.2 Exploring Multiple Identities. Building confidence and affirming
identity for students supports their learning. Students who are excited about
themselves and other people, and who are inquisitive about the world around
them will more easily learn to be compassionate and understanding of people
who are different from them. They are less likely to hold negative feelings about
others, if they are comfortable with themselves and also with those who are
different. Here are some ways to affirm and encourage student’s identities:
• Create activities that help students talk about, and feel pride in, themselves
and their unique experiences.
• Engage students in projects Engage students in projects where they can talk
about their experiences as it relates to the academic content, so that their
experiences gain status by becoming part of academic knowledge.
• Encourage all aspects of each student's individuality. Let them know it is okay
to be themselves.
• Create an environment where it is safe to wonder and investigate about self
and others
• Discuss all areas in which a student may find opportunities for success —
academic, artistic, athletic, physical, emotional and personal.
• Help students understand the ways in which their identities and their
experiences may be linked to their gender and sexual identity, their ethnicity
and racial identity, or their religious beliefs and religious identity.
• Maintain a respectful environment Maintain a respectful environment ul
environment among the students
6.3 Preventing Prejudice. The best way for an educator to address
preconceived stereotypes and to prevent them from escalating into feelings
of prejudice and bias is to create awareness. This can be done by discussing
students’ stereotypes in both large and small groups. These are a number of
suggestions about how to create student awareness of stereotyped beliefs
and inequality:
• Teach explicitly about histories of unfairness, or institutionalized inequality
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
1. Tanenbaum. Center for interreligious understanding (2011). The Seven Principles for
Inclusive Education. 254 W. 31st Street, New York, NY 10001.
https://www.tolerance.org/sites/default/files/general/ED%20%20Seven%20Principles.pdf
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Let’s Check
Activity 1. Now that you already understand the basic concept of diversity and its
dimensions, let us try to check your understanding thru this exercise. Select the letter of
your best answer.
3. According to Marilyn Loden, all of the following are considered primary dimensions
except?
a. Age
b. Sexual orientation
c. Gender
d. Religion
6. Which of the following refers to a kind of diversity related to one’s race or national
origin?
a. Ability
b. Ethnic
c. Socioeconomic
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
d. Cultural
7. Which of the following refers to a kind of diversity related to one’s learning style,
mental health or physical disorders?
a. Ability
b. Ethnic
c. Cultural
d. Socioeconomic
8. What is diversity?
a. People of different ethnic backgrounds
b. People with different abilities
c. People with different sexual orientations
d. Differences of all types
10. How can making a chart that identifies different students’ strengths help promote
diversity in a classroom?
a. None of the answers are correct; teachers should never make a public display
of students’ abilities.
b. It helps the students appreciate the range of abilities in the class and identify
classmates they can go for help.
c. It helps students appreciate the range of abilities in the class and identify
classmates they should emulate.
d. It helps teachers identify whether a class consist mainly of achieving or non-
achieving students who need help.
11. What is the best way to initially approach the topic of diversity?
a. Sharing personal experiences and inviting students to do the same
b. Watching a video on diversity
c. During the history lesson on the Civil Rights Movements
d. Discuss it in front of the class only.
12. What is the best approach to conversation on cultural diversity?
a. Avoid them, it is easy to upset a student and have their parents call the school
b. Wait for the student to question a student who is different from himself about
their culture
c. Proactively; let the students know it’s ok to talk about diversity, ask questions,
and share their stories.
d. T back to school day, after parents sign an agreement that it’s ok for their child
to learn about different cultures.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
13. Which of the following is not a step in implementing a zero-tolerance policy about
insensitive conversations and actions?
a. Explain what culturally-insensitive behavior looks like
b. Be firm and consistent when enforcing the policy
c. When a rule is broken, have a conversation with the student why his behavior
was inappropriate
d. Instruct students to enforce this same policy to their families at home.
Let’s Analyze
1. Make a short reflection on how well you know about yourself. What do you
like about yourself? What do you want to change?
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3. What is/are the best things to consider in choosing appropriate materials for
your lesson? Expound your answer.
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4. In your own way, how are you going to promote fairness and equality inside
the classroom differences? Elaborate your answer.
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5. One way to address diversity inside the classroom is to teach all kinds of
students and students learn in many different ways. Give at least three
different ways to teach a lesson. Describe each.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
In a Nutshell
After understanding the diversity wheel of Loden. Let us see how well you know
about yourself, your strengths and abilities. Place your name in the center circle, then fill
out each bubble with a descriptive word or phrase that finishes the following sentence:
I am…
I am open
minded.
Your name
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through Quipper
or any prescribed social media platform. After you get the answers you may jot it down in
the table below. This is to bridge the gap of learning between vague concepts and your prior
knowledge.
1.
2.
3.
4.
5.
KEYWORDS INDEX
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Metalanguage
For you to demonstrate ULOb, you will need to have an operational
understanding of the following terms below. Please note that you will also be required to
refer to the previous definitions found in ULOa section.
Essential Knowledge
In order to address diversity inside the classroom, as a future teacher you need
know the history of inclusive and special education. This will give us a wide range of
understanding in dealing with various kinds of students inside the classroom. Let us
further discuss the historical and socio-cultural foundations, philosophical and legal
foundations of special and inclusive education.
Consequences of Philosophy:
• Chaining, left on hills to die, thrown off cliffs, locked
away, drown
• Father had right to terminate child’s life.
• Deaf, blind and ill children had little chance
Old testament • God created man in his own image
• Disability is an impurity
• A disabled person cannot approach sacred places
New • Jesus helps disabled persons
Testament • Disability is less a fault or evil sign
• Need of assistance or help
• Helping them is an occasion for winning ones salvation
Middle Ages/ • Rigid caste system
Era of Ridicule Those with disabilities were:
• Used as servants or fools
• Some were still put to death
• Dwarfs were used as clowns
• Overall, ridiculed for deformities and behavior
Renaissance/ • Catholic church accepts those with disabilities as wards
Era of Asylum of state
• Cared in isolation
• No education at first, but humane treatment
• Belief: once disable, always disabled
Last century • Biological emphasis, medical model, institutional care
(1900’s) • 1900-1950’s compulsory education. Creation of classes
or schools for the mentally retarded, blind, deaf, etc.
• After the 2nd world war: creation of special education
system, organized in parallel to ordinary system.
TIMELINE
1902 The interest to educate Filipino children with disabilities was
expressed through Mr. Fred Atkinson, the General Superintendent
of Education.
`1907 Special Education was formally started in the country by
establishing the Insular School for the Deaf and Blind in Manila.
Currently as School for the Deaf and Blind.
1926 The Philippine Association for the Deaf and Blind was founded.
1945 The National Orthopedic Hospital School for the Crippled Children
and Youth is established.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
1949 Quezon City Science High School was inaugurated for gifted
students.
1950 PAD opened a school for the children with hearing impairment.
1953 The Elshie Gaches Village was established in Alabang to take care
of the abandoned and orphaned children and youth with physical
and mental handicaps.
1954 The first week of August was declared as Sight Saving Week.
1956 Special classes for the deaf in regular class were implemented.
1957 The bureau of Public Schools of the Department of Education and
Culture created the Special Education Section of the Special
Subjects and Service Education.
1958 The American Foundation for Overseas Blind opened its regional
office in Manila.
1960 Some private collage and universities started to offer special
education courses on graduate school curriculum.
1962 The Manila Youth Rehabilitation Center was opened.
1963 With the approval of R.A. no. 3562, the training of DEC teacher
scholars for blind children started at the Philippine Normal
University.
1965 Marked the start of training programs for school administrators on
the supervision of special classes held at UP.
1967 The Bureau of Public Schools organized the National Committee
on special education.
1969 Classes for socially maladjusted children were organized at the
manila Youth Reception Center
1970 Training of teacher for Children with behavior problems started at
the University of the Philippines.
1971 DECS issued a memorandum on Duties of the Special Education
Teachers for the blind.
1973 The juvenile and domestic Relations Court of Manila established
the Tahanan special School for the socially maladjusted children
and youth.
1974 The First National Conference in the Rehabilitation of the Disabled
was held at the Social Security Building.
1975 The Division of Manila City Schools implemented the Silahis
Concept of Special Education in public elementary schools.
1977 ME C issued Department Order No. 10 that designated regional
and division supervisors of special education programs.
1978 Marked the creation of the National Commission Concerning
Disabled Persons later renamed as the National Council for the
Welfare of Disabled Persons.
1979 The Bureau of Elementary Education Special Education unit
conducted a two-year nationwide survey if unidentified exceptional
children who were in school.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
1980 The School for the Crippled Children at the Southern island
hospital in Cebu city was organized/
1983 Batas Pambansa Bilang 344, enacted the Accessibility law, an act
to enhance the nobility of the disabled person by requiring cars,
building, institutions, establishments and public utilities to install
facilities and other.
1990 The Philippine institute for the Deaf, and Oral school for children
with hearing impairment was established.
1991 The first national congress on street children was held in La Salle
Green Hills in San Juan, Metro Manila.
1992 The summer training for teacher of the Visually impaired started at
the Philippine National University.
1993 DECS issued the order number 14 that directed regional officers to
organize the regional Special Education Council
1995 The summer training for teachers of the hearing impaired was held
at PNU.
1996 Third week of January was declared as Autism Consciousness
Week.
1997. The first wheelaton-a-race for wheelchair users was the main
event on the National Disability Prevention and Rehabilitation Wee
1998 DECS order number 5 ‘Reclassification of Regular teacher and
principal items to SPED teachers and special school items.
1999 DECS order No. 33 ‘Implementation of administrative order no.
101 directing the Department of Public Works and Highways, the
DECS and the CHED to provide architectural facilities or structural
feature for disabled persons in all state college, universities and
other buildings.
to make the learners with special needs as useful and effective members of
society.
3.5 Ultimate Goal of Special Education. The integration or mainstreaming
of learners with special needs into the regular school system and eventually
into the community.
4. Legal foundations of Special Education in the Philippines
Special Education in the Philippines is anchored on the following legal
documents.
Date Event
1935 Commonwealth Act No. 3203, a provision in this act for the care and
protection of disabled children. Articles 356 and 259 of the Civil Code of
the Philippines mention ‘the right of every child to live in an atmosphere
conclusive to his physical, moral and intellectual development’, and the
concomitant duty of the government to ‘promote the full growth of the
faculties of every child.
1954 RA 1179 - An Act to Provide for the Promotion of Vocational Rehabilitation
of the Blind and Other Handicapped Persons and Their Return to Civil
Employment
1963 RA 3562 - An Act to Promote the Education of the Blind in the Philippines
1965 RA 4564 - An Act Authorizing the Philippine Charity Sweepstakes Office to
Hold Annually Special Sweepstakes Race for The Exclusive Use of the
Office of Vocational Rehabilitation, Social Welfare Administration, in its
Development and Expansion Program for the Physically Disabled
Throughout the Philippines
1969 RA 5250 - An Act Establishing A Ten-Year Training Program for Teachers
of Special and Exceptional Children in the Philippines and Authorizing the
Appropriation of Funds Thereof
1989 RA 6759 - An Act Declaring August One of each Year as White Cane
Safety Day in the Philippines and for Other Purposes
1991 RA 7277 - An Act Providing for the Rehabilitation, Self-Development and
Self-Reliance of Disabled Persons and their Integration into the
Mainstream of Society and for Other Purposes
Executive Orders (EO)
1987 EO 232 - Providing for the Structural and Functional Reorganization of the
National Council for the Welfare of Disabled Persons and for other
Purposes
1993 EO 385 - Creating a Task Force to Address the Concerns of the Persons
with Disabilities
2005 EO 417 - Directing the Implementation of the Economic Independence
Program for Persons with Disabilities (PWDs)
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
2004 Proclamation 657 - Declaring the Year 2000-2010 as the “Bone and Joint
Decade”
2004 Proclamation 658 - Declaring the Third Week of October of Every Year as
“Bone and Joint (Musculo-Skeletal) Awareness Week”
2004 Proclamation 744 - Declaring the Last Monday of March of Every Year as
Women with Disabilities Day
2006 Proclamation 1157 - Declaring December 3, 2006 and Every Year
Thereafter as “International Day of Persons with Disabilities in the
Philippines”
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Let’s Check
Instructions: Please encircle the answer under each item that best reflects your thinking.
1. What era believes that helping people with special needs is an occasion in
winning one’s salvation?
a. Greek/ Roman Era
b. Old Testament
c. New Testament
d. Renaissance
2. This Era believes that “Once disabled, always disabled”.
a. Greek and Roman Era
b. Era of Renaissance
c. Middle Age
d. Old Testament
3. During the Middle Ages people with disability were treated badly. Which of the
following is not included in such treatment?
a. Used as servants or fools
b. Era of Ridicule
c. Dwarfs were used as clowns
d. Disability is less a fault or an evil sign
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
5. It is an act declaring August 1 of each Year as White Cane Safety Day in the
Philippines.
a. RA 6759
b. RA 6795
c. RA 9567
d. RA 9576
7. Proclamation 361, declared every third Week of July as the National Disability
Prevention and Rehabilitation (NDPR) Week in honor of whose hero’s birthday?
a. Jose P. Rizal
b. Andres Bonifacio
c. Apolinario Mabini
d. Antonio Luna
c. To develop the maximum potential of the child with special needs to enable
him to become self-reliant and shall be geared towards providing him with
the opportunities for a full and happy life.
d. All of the above.
10. Which of the following does not belong to the basic philosophies of Special
Education?
a. have all the rights as normal children do
b. must not be isolated nor be looked down
c. must be treated as persons with disability
d. needs should be provided.
30
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Let’s Analyze
1. Differentiate the treatment and philosophical beliefs of people to the persons
with disabilities then and now. Illustrate an example of differences.
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2. Using the Venn diagram, compare and contrast these terms: disability,
impairments and handicapped.
Impairments
Disability Handicapped
31
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
4. Among all the legal bases implemented by the government in support with the
development of Special and Inclusive education in the country, which do you
think has the greatest contribution and is benefited by persons with
disabilities? Explain your answer.
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5. In your own opinion, what can you say about the development of special and
inclusive education in our country in comparison to other Asian nation?
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32
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
In a Nutshell
Write your conclusion on the development of special and inclusive education in the
Philippines in terms of its historical, and cultural, legal and philosophical views of
education. Write your answer in the space provided.
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2.____________________________________________________________________________________________
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9.____________________________________________________________________________________________
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10.___________________________________________________________________________________________
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33
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
1.
2.
3.
4.
5.
KEYWORDS INDEX
34
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Metalanguage
Below are the essential terms that you are going to encounter in the pursuit
of ULOc. Again, you are advised to frequently refer to these definitions to help you
understand the succeeding topics. I would like to highly recommend that you refresh your
knowledge about ULOa and ULOb to understand further ULOc.
Essential Knowledge
35
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
2.2 Full mainstreaming. A child with special needs sits in the regular class
in all academic and non-academic subjects.
3. Types of Special Learners.
Types Learners
I • Enrolled in the regular program of the public or private schools
• Teacher in that program have failed in teaching them to such a
degree
• Special supplemental instructional materials and equipment
have been made available to teachers and/ or SPED
consultative services to regular teachers who work with them;
and special advantages are not teaching the pupils.
II • Learners receive direct instruction from one or more special
educators
• Learners who continue to receive part of academic instruction
in the regular school program
• Maybe enrolled in either a regular or special class
III • Receives no academic instruction in the regular program of the
public or private school
• Are in self-contained programs
36
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
37
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
1. Inciong, T. The Development of Welfare and Education for Children With Mental
Retardation Towards Inclusion: The Philppine Experience. Philippine
Association for the Retarded Inc.
Let’s Check
6. You are a highly trained special education coordinator for a small elementary
school. How should you view the use of mainstreaming and inclusion for your
students with disabilities?
a. Either mainstreaming or inclusion will be necessary for all of your
students with disabilities depending on the grade level of each student.
b. Mainstreaming and inclusion are part of a group of tools you might use
for your students with disabilities depending on the individual student.
c. Inclusion should always be used, but mainstreaming has the potential to
harm students with learning disabilities and should be avoided.
d. Inclusion should be implemented for younger children, while
mainstreaming is more appropriate for older children.
40
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Let’s Analyze
41
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
42
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
In a Nutshell
Creating inclusive cultures, producing inclusive policies and evolving inclusive
practices have raised a lot of perspectives, arguments and ideas that will help prospective
teachers teach with quality once hired. In this part, you will be required to draw
conclusions, perspectives, arguments and ideas from the unit lesson. I will supply the first
item and you will continue the rest.
1. Inclusive education is without a doubt an ideal one. The downside of this system
is that the country has difficulty producing assistive technologies and other needed
materials for quality learning.
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8. ________________________________________________________________
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9. ________________________________________________________________
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43
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about
the topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
Questions/Issues Answers
1.
2.
3.
4.
5.
KEYWORDS INDEX
44
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Big Picture B
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
Metalanguage
Essential Knowledge
Growth Development
•change of physical aspects of the organism overall changes and progressive changes of
the organism
change in shape, form, structure, size of the structural change and functional progress of
body the body
•stops at maturation • continues till death of the organism
can be measured accurately subjective interpretation of one’s change
45
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
2.1 Childhood refers to the time or state of being a child, the early stage in the
existence or development of something. It connotes a time of innocence, where one is
free from responsibility but vulnerable to forces in his environment.
2.2 What is adolescence? From the Latin word “adolescere” which means “to grow
up” It is the period of psychological and social transition between childhood (juvenile)
and adulthood (adult). The age of adolescence varies by culture. The World Health
Organization (WHO) defines adolescence as the period of life between 10 and 19 years
of age. In US, adolescence begins between ages 12 and 14 and ends at 19 or 20.
Philippines consider those aged 15-24 years as young adults and those aged 15-19 years
as adolescents
48
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
6 months: Finds feet interesting. Understand objects and know what to expect of
them. Understand 'up' and 'down' and make appropriate gestures, such as raising
his arms to be picked.
9 months: Shows interest in picture books. Watches activities of others with
interest.
12 months: Responds to simple instructions. Uses trial-and-error to learn about
objects.
5.5 Red Flags Cognition/Problem Solving
If a child is: · Not imitating body action on a doll by 15 months of age (ie, kiss the
baby, feed the baby) · Not able to match two sets of objects by item by 27 months of age
(ie, blocks in one container and people in another) · Not able to imitate a model from
memory by 27 months (ie, show me how you brush your teeth) · Not able to match two
sets of objects by color by 31 months of age · Having difficulty problem solving during
activities in comparison to his/her peers · Unaware of changes in his/her environment and
routine
.an early intervention/developmental therapy referral may be appropriate
http://www.sensory-processing-disorder.com/child-developmentalchecklist.html
http://www.downsyndrome.org/information/motor/overview
http://www.child-development-guide.com/child-development-milestone.html
50
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
51
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
52
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
facing up, can eat a meal using a up; undresses and dresses with adult
spoon with minimal spilling help; still needs help with tying
30 - 36 months 3 - 4 years
• pours from a small cup, begins to use • uses toilet with adult help; has
a fork to spear food, can spread with daytime toilet control; learns to undo
a dull butter knife fasteners, such as snaps and laces ;
3 - 4 years distinguishes between the front and
• pokes food with a fork, begins using back of clothes ; zips front-opening
fork more than spoon, holds spoon in clothes ; buttons large buttons; puts
fingers with palm up, learns to cut soft on socks, may need help with heel
foods with the edge of fork, learns placement; zips and unzips jackets
how to prepare a bowl of dry cereal but needs help with starting ; puts
with milk, uses napkin, serves self at shoes on, may have trouble telling
table with little spilling which feet
4 years
• puts on socks with heel placement;
puts on shoes with some adult help
and buckles shoes and belts
5 years
• put shirts on correctly; puts belt in
loops; unties a tie on an apron; some
can put shoes on correct feet and tie
laces
http://www.sensory-processing-disorder.com/child-developmental-checklist.html
Let’s Check
1. Which of the following is an example of Double-syllable babble displayed by an
infant around 9-12 months?
a. Ba-ma
b. Ba-da
c. Ma-ba
d. Ba-ba
2. In normal fine motor development, which of the following should occur first?
a. Copying a triangle
b. Copying a cross
c. Copying a circle
d. Tripod pencil grip
6. Sounds made by an infant such as 'ooh' and 'eeh' are examples of?
a. Cooing
b. Gurgling
c. Babbling
d. All of the above
55
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
7. What do you call the response to events that threaten or challenge an individual?
a. Coping
b. Fight-or-Flight Response
c. Stress
d. Responsible Stage
8. You ask a 3 year old child to build a tower of bricks. How many bricks would you
expect the tower to be made from, assuming the child is developmentally
normal?
a. 9
b. 18
c. 3
d. 6
11. At what age should a child be referred to a pediatrician if they have not begun to
walk?
a. 12-18 months
b. 9-12 months
c. 2 years
d. 6-9 months
12. How many hours per day does the average newborn baby sleep?
a. 6 hours
b. 12 hours
c. 18 hours
d. 16 hours
13. Which of the following reasons why do we need to track the development of
children?
a. To find out if a child’s development is on track
b. To find out if a child might have a developmental delay
c. To find out if a child has red flags.
d. All of the above.
56
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
14. Fine motor development allows us to perform which one of the following activities?
a. Run
b. Walk
c. Crawl
d. Write
Let’s Analyze
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57
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
3. What are you going to do if you notice that your learner has red flags? What is
the first thing you need to do? State the process.
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58
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
In a Nutshell
Cognitive Development.
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Physical Development
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Language Development
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Social Development
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59
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
2.
3.
4.
5.
KEYWORDS INDEX
60
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Metalanguage
⚫ Gifted. The term giftedness designates the possession and use of untrained and
spontaneously expressed natural abilities, in at least one ability domain to a degree
that places an individual at least among the top 10% of his/her age peers.
Essential Knowledge
Gifted and talented learners perform or have the capability to perform at higher
levels compared to others of the same age, experience, and environment in one or more
domains. They require modifications to their educational experiences to learn and realize
their potential. Labelling a child as gifted does not instill them with more worth than
another child. Identifying a child as gifted is identifying a need that must be addressed.
Gifted students learn differently to their peers and will suffer if these needs are not met.
61
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
62
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
4. Identification Process
-Standardized
achievement tests -Program Placement
-Parent nomination
-Teacher
nomination -Standardized test -Adjustment of
-Student’s work of giftedness curriculum
Above-/Off-level
testing
63
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Gagné’s Differentiated Model of Giftedness and Talent (DMGT). (1999). Journal for
the Education of the Gifted, 22(2), 230–234.
https://doi.org/10.1177/016235329902200209.
Let’s Check
1. Gagne's Differentiated Model of Giftedness and Talent asserts talents are developed
from ______________ through _____________________.
a. Natural abilities; systematic practice
b. The environment; effective instruction
c. One's personality; giftedness
d. Giftedness; the physical environment
3. The following are the cognitive characteristics of gifted and talented learners except?
a. Fast pace of learning (dislike slow)
b. Extremely well-developed memory
c. Ask reflective, probing questions
d. Highly developed sense of justice
4. Which of the following learners do not work with the system, but make the system
works for them. They are usually independent and self-directed learners?
a. the successful
b. the double-labeled
c. the divergently gifted
d. the Autonomous learners
8. Creatively gifted learners will particularly benefit from which of the following
practices?
a. Clearly defined expectations
b. Individual thinking before group sharing
c. Elimination of group work
d. Implementation of routine brainstorming sessions
9. Darla simply cannot tolerate loud noises. Her reaction to it is overblown and
unsettling. As a gifted learner, Darla might be demonstrating a _____________
overexcitability.
a. sensual
65
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
b. imaginative
c. emotional
d. intellectual
10. Which of the following is likely true of an economically disadvantaged gifted learner?
a. Lacking in support, and demonstrating a low IQ
b. Lacking in support, and demonstrating incomplete understanding
c. Lacking in experience, yet demonstrating remarkable potential
d. Lacking in experience, yet demonstrating remarkable effort
Let’s Analyze
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2. As a teacher, how can you discover and identify gifted and talented learners in a first
few days or weeks of interaction in the class?
66
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
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3. How can you develop and bring out the full potential in a gifted and talented learner?
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67
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
4. What can you do to the gifted learner in a certain area but an underachiever in several
areas?
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5. What do you think on the separation of gifted learners from ordinary learners in the
Elementary and high school?
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68
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
In a Nutshell
In this part, you will be required to draw conclusions, perspectives, arguments and
ideas about the gifted and talented learners.
2.__________________________________________________________________
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3.__________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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69
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
1.
2.
3.
4.
5.
KEYWORDS INDEX
70
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Big Picture C
Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
Metalanguage
⚫ IDEA. The Individuals with Disabilities Education Act (IDEA) is a law that makes
availableto a free appropriate public education to eligible learners with disabilities
thoughout the nation and ensures special educaion and related services to those
learners.
⚫ Visual Efficiency. Refers to the eye’s ability to track, converge, and focus quickly. It
is needed for proper visual processing of visual information.
⚫ DSM-5. The Diagnostic and Statistical Manual 5 is the latest version of DSM released
in 2013 published by the American Psychiatric Association and covers all categories
of mental health disorders for both adults and children.
Essential Knowledge
It is essential for you as future teachers to identify learners who have difficulty
learning in your respective classroom. At this point, let us learn the nature and learning
characteristics of learners with special educational needs.
72
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
eyes, eyes with drooping eyelids and crusts on lids between the
eye lashes.
1.4.10 They may have poor eye-hand coordination
1.4.11 Usually have problems in distinguishing similar shaped letters,
numbers or words for example b and d
74
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Some children may have difficulty learning and using spoken language as
a result of another disability, such as an intellectual disability, an emotional or
behavioral disorder, a learning disability, or an autism spectrum disorder.
Diagnostic Statistical Manual-5 categories for communication disorders
include Language Disorder, Speech Sound Disorder, Childhood-Onset Fluency
Disorder (Stuttering), Social (Pragmatic) Communication Disorder, and
Unspecified Communication Disorder.
3.3 Language Disorder. The diagnostic criteria for language disorder include
“persistent difficulties in the acquisition and use of language across modalities
(i.e., spoken, written, sign language, or other) due to deficits in comprehension or
production” and language abilities that are “substantially and quantifiably” below
age expectations.
3.3.1 Form Disorders
Phonology - sounds used to make word parts (e.g., 40 phonemes in
English language)
Morphology - rules for constructing words (e.g., plurals, suffixes)
Syntax - rules for connecting words together (e.g., word order,
organization)
3.3.2 Content Disorders . Semantics - rules that dictate meaning (e.g.,
vocabulary)
3.3.3 Use Disorders. Pragmatics – application of language in social
contexts (e.g., conversation)
3.4 Speech Sound Disorders. The key diagnostic criterion for speech sound
disorder includes “persistent difficulty with speech sound production that
interferes with speech intelligibility or prevents verbal communication of
messages. Speech sound production describes the clear articulation of the
phonemes (individual sounds) that make up spoken words. Speech sound
production requires both the phonological knowledge of speech sounds and the
ability to coordinate the jaw, tongue, and lips with breathing and vocalizing in
order to produce speech sounds. Children with speech sound disorder may have
difficulty with the phonological knowledge of speech sounds or the ability to
coordinate the movements necessary for speech. These communication
difficulties can result in a limited ability to effectively participate in social,
academic, or occupational environments.
3.4.1 Symptoms: The DSM-5 includes the following diagnostic criteria for
Speech and Sound Disorder:
• Persistent difficulty with the production of speech sounds that
interferes with the intelligibility of one's speech or prevents verbal
communication
• Limitations on communication interfere with social participation or
performance at school or work
• The symptoms begin early in life and are not attributable to other
medical or neurological conditions
3.4.2 Articulation Disorders
• Phonological – mental representation problem (can make sound, but
doesn’t)
75
DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
3.5.1 Symptoms:
• Repetition of syllables, sounds, or monosyllabic words (i.e., "I-I-I see
them")
• Prolonging the vocalization of consonants and vowels
• Broken words (e.g., pauses within a word)
• Filled or unfilled pauses in speech
• Word substitution to avoid problematic words
• Words produced with an excess of physical tension (e.g., head jerking,
fist clenching)
• Frustration or embarrassment related to speech
3.6 Social (Pragmatic) Communication Disorder. It encompasses problems with
social interaction, social understanding and pragmatics. Pragmatics refers to
using language in proper context. SCD is meant to capture the social elements of
communication dysfunction in children who do not meet autism spectrum
disorder criteria. Diagnostic criteria of SCD as per DSM 5 are the following:
3.6.1 Persistent difficulties in the social use of verbal and nonverbal
communication as manifested by all of the following:
a. Impairment in the ability to change communication to match context
or the needs of the listener, such as speaking differently in a
classroom than on a playground, talking differently to a child than to
an adult, and avoiding use of overly formal language.
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4.1 Characteristics of ASD. The DSM-5 diagnostic criteria are the following:
4.1.1 Persistent deficits in social communication and social interaction
across multiple contexts, as manifested by the following, currently
or by history;
A. Deficits in social-emotional reciprocity, ranging, for example,
from abnormal social approach and failure of normal back-and-forth
conversation; to reduced sharing of interests, emotions, or affect; to
failure to initiate or respond to social interactions.
B. Deficits in nonverbal communicative behaviors used for social
interaction, ranging, for example, from poorly integrated verbal and
nonverbal communication; to abnormalities in eye contact and body
language or deficits in understanding and use of gestures; to a total
lack of facial expressions and nonverbal communication.
C. Deficits in developing, maintaining, and understand relationships,
ranging, for example, from difficulties adjusting behavior to suit
various social contexts; to difficulties in sharing imaginative play or
in making friends; to absence of interest in peers.
4.1.2 Restricted, repetitive patterns of behavior, interests, or activities, as
manifested by at least two of the following, currently or by history;
A. Stereotyped or repetitive motor movements, use of objects, or
speech
B. Insistence on sameness, inflexible adherence to routines, or
ritualized patterns of verbal or nonverbal behavior.
C. Highly restricted, fixated interests that are abnormal in intensity
focus
D. Hyper- or hypo-reactivity to sensory input or unusual interest in
sensory aspects of the environment
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5.3 TYPES
5.3.1 Cerebral Palsy (CP) affects the largest group of students with
Orthopedic Impairments in public schools. It occurs when there is an injury
to the brain before, during, or after birth and results in poor motor
coordination and unusual motor patterns. There are four main types of
cerebral palsy.
A. Spastic: The most common form of CP is when there is too
much muscle tone or tightness. An individual with Spastic CP
generally has stiff or jerky movements in one’s legs, arms, and/or
back.
B. Dyskinetic: Affects the entire bodily movement of an individual
and slow and uncontrollable body movements normally occur.
C. Ataxic: Involves poor coordination, balance, and perception.
D. Mixed: Involves a combination of symptoms from the three
types above.
5.3.2 Dystrophy occurs when voluntary muscles progressively weaken
and degenerate until they no longer function. The onset of Muscular
Dystrophy can occur anytime between the ages of one to adulthood and is
believed to be hereditary.
5.3.3 Spinal Muscular Atrophy is a disease that affects the spinal cord
and may result in progressive degeneration of the motor nerve cells. The
severity runs from mild weakness to characteristics similar to muscular
dystrophy. Spinal Muscular Atrophy is characterized in general by fatigue
and clumsiness. The cause is hereditary and the age of onset is either in
infancy or a later time or between the ages of 2 and 17.
5.3.4 Spinal Cord Injuries occur when the spinal cord is severely
damaged or severed, usually resulting in partial or extensive paralysis.
Spinal cord injuries are most commonly a result of an automobile or other
vehicle accident. The characteristics and needs of individuals with spinal
cord injuries are often similar to those with cerebral palsy. Injuries to the
spinal cord cause different types of mobility impairments, depending on
the areas of the spine affected. Quadriplegia refers to the loss of function
to arms, legs, and trunk. Students with quadriplegia have limited or no use
of their arms and hands and often use motorized
wheelchairs. Paraplegia refers to the loss of function to the lower
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extremities and the lower trunk. Students with paraplegia typically use a
manual wheelchair and have full movement of arms and hands.
5.3.5 Multiple Sclerosis is a progressive disorder where the nerve
impulses to the muscles are short circuited by scar tissue. Initially mild
problems may occur but as the attacks continue, a person may develop a
multitude of problems. These include severe visual impairment, speech
disorder, loss of bowel and bladder control, and paralysis. Symptoms may
regress as remission occurs.
5.3.6 Rheumatoid Arthritis causes general fatigue and stiffness and
aching of joints. Students who are affected by this may have trouble being
in one position for a length of time.
5.3.7 Degenerative Diseases are comprised of a number of diseases
which affect a person’s motor development (ex. Musculoskeletal, Juvenile
Rheumatoid Arthritis, Muscular Dystrophy).
5.4 Possible Causes
5.4.1 Being born with or acquiring problems with their bones, their joints,
and/or their muscles
5.4.2 Problem stemming from deformities, diseases, injuries, or surgeries
(loss of a limb, bone, or muscle tissue) Possible Signs and Characteristics.
5.4.3 Paralysis, unsteady gait, poor muscle control, loss of a limb, etc.
(causes limited mobility)
5.4.4 Speech production and the expressive language of the child.
5.4.5 Difficulty with large motor skills and fine motor skills
.4.6 Limited ability to perform daily living activities
Learners who have difficulty remembering and focusing may suffer from Specific
Learning Disability and ADD/ADHD.
6.SPECIFIC LEARNING DISABILITY. The term learning disability was first used by
Samuel Kirk (1963). It was described as a group of children who had disorders in
development of language, speech, reading and associated communication skills needed
for social interaction. IDEA defines a specific learning disability as disorder in one or
more of the basic psychological processes involved in understanding or in using
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language, spoken or written, that may manifest itself in the imperfect ability to listen,
think, speak, read, write, spell, or to do mathematical calculations.” This disability
category includes such conditions as perceptual disabilities, brain injury, minimal brain
dysfunction, dyslexia and developmental aphasia.
developmental Academic
Attention
disorder Spelling Reading
disabilities disabilities
Language
Handwriting
Memory disorder
Perceptual disabilities
disorder Arithmetic
disorder
Thinking disabilities
disorder
math. Some signs include: slow to develop counting and math problem-
solving skills, difficulty recalling number sequences, computing problems,
problems with time concepts, poor sense of direction, and difficulty
completing mental math. A child with math LDs might be able to complete
math problems one day, but seem lost and confused when facing the
same problems the next day.
Areas Symptoms
Academic • poor performance on group tests
• reversals in reading and writing
• difficulty in copying accurately from a model
• slowness in completing work
• easily confused by instructions
• difficulty with tasks requiring sequencing
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7.1.4 Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace
7.1.5 Often has trouble organizing tasks and activities.
7.1.6 Often avoids, dislikes, or is reluctant to do tasks that require mental
effort over a long period of time (such as schoolwork or homework).
7.1.7 Often loses things necessary for tasks and activities (e.g. school
materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses,
mobile telephones).
7.1.8 Is often easily distracted
7.1.9 Is often forgetful in daily activities.
skills. The disability originates before the age of 18. (AAIDD-American Association of
Intellectual and Developmental Disabilities). The Diagnostic and Statistical Manual of
Mental Disorders, fifth edition (DSM-5) defines Intellectual Disability as an intellectual
disability (intellectual developmental disorder) is a disorder with onset during the
developmental period that includes both intellectual and adaptive functioning deficits in
conceptual, social, and practical domains
8.1 Basically, learners suffering from this disability have difficulty with the
following skills:
8.1.1 Conceptual skills—language and literacy; money, time, and
number concepts; and self-direction.
8.1.2 Social skills—interpersonal skills, social responsibility, self-esteem,
gullibility, naïveté (i.e., wariness), social problem solving, and the ability to
follow rules/obey laws and to avoid being victimized.
8.1.3 Practical skills—activities of daily living (personal care),
occupational skills, healthcare, travel/transportation, schedules/routines,
safety, use of money, use of the telephone.
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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
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➢ https://ghr.nlm.nih.gov/condition/fragile-x
syndrome#:~:text=Fragile%20X%20syndrome%20is%20a,and%
20language%20by%20age%202.
Let’s Check
Select the letter of the best answer.
3. Which of the following does not promote or enhance preschoolers’ language skills?
a. Arranging classroom with interesting materials and providing high-interest
activities
b. Making children make choices and requesting their preferred activity or the
material they want
c. Developing situations in which children are likely to need help and must
communicate their needs to each other or adult
d. None of the above
c. Phonics
d. Phonological awareness
9. How would a pregnant woman prevent mental retardation of her unborn child?
a. Obtain early prenatal medical care
b. Obtain good nutrition
c. Seek genetic counseling
d. All of the above
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DEPARTMENT OF TEACHER EDUCATION
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Let’s Analyze
1. Learners who are difficulty seeing are due to visual impairments. What are the different
types of visual impairments? Describe each.
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2. What are the degrees of hearing impairment? Give examples to illustrate.
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4. How does Social (Pragmatic) Communication Disorder differs from Autism Spectrum
Disorder (ASD)?
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5. Have you encountered persons with Autism Spectrum Disorder? Or Do you personally
know person with ASD? How do you feel about him/her?
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6. As a future educator, how can you help raise awareness about persons with disability?
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DEPARTMENT OF TEACHER EDUCATION
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In a Nutshell
Hearing
Communicating
Moving/walking
Remembering
and focusing
Self-care
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
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Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
3.
4.
5.
KEYWORDS INDEX
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DEPARTMENT OF TEACHER EDUCATION
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Metalanguage
Essential Knowledge
The key to success for students with disabilities in inclusive classroom is the
general education teacher. In this section, you will learn the different instructional
strategies that can be utilized with special and general education students. The
strategies can be modified to fit the individual needs of students when appropriate.
backgrounds. Students work together to learn and are responsible for their
teammate’s learning as well as their own.
7.2 Peer Tutoring. Another popular collaborative instructional arrangement that
supports students with disabilities in inclusive settings is peer tutoring. The peer
tutor helps the student tutee learn, practice, or review academic skills. The
emphasis of peer tutoring is improving academic skills, but often peer tutoring also
fosters social skills, positive relationships, and self-esteem for both students
involved.
7.3 Small Group Instruction. Another instructional grouping of students with
disabilities in the general education classroom is small group instruction. When
used judiciously, organizing students into small groups by instructional needs can
be highly effective, because it allows students with disabilities to benefit from
intensive and targeted instruction.
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• Teachers may have an RtI team to study data and collaborate on instructional
and curriculum materials needed for more intensive instructional intervention.
• Data drives placement for moving in and out of tier II supported intense small
group instructional groups. Specific behavior or academic skills have been
identified and instructional supports measure growth frequently for progress.
Teacher responsibilities at tier II
• Provide small group instruction for students identified as at risk for academic
failure or provide additional behavior supports for target behaviors that are
interfering with student success.
• Develop and implement intervention plans with support personnel such as social
workers or RtI team members.
• Provide small group instruction a minimum of 15-30 minutes per day, at
improvement could not have been quantified without implementing the
RtI/PBS framework.
It is easy to feel like a student is “always” out of his seat and off task, but collecting
daily data may prove a different story. By collecting data within the classroom we
can quickly reveal that the behavior may only be happening right after lunch, far
less frequently than a teacher thinks. It is important that teachers use assessment
to drive instruction so that measurable learner outcomes are the focus of all
RtI/PBs interventions. Additionally, supporting the systems structures with fidelity
is crucial for success.
10. Discrete Trial Training Method. The Discrete Trial Method is a form of task oriented
formative assessment that can be used in assessment-driven instruction. Teachers use
daily data to develop instruction, materials, and method of instruction based on the
student’s current level of functioning. Discrete trial training methodology is an excellent
means of collecting data and monitoring progress, especially at the tier III level.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Shelton, C., & Pollingue, A. (2014). The Exceptional Teacher’s Handbook. The First-
Year Special Education Teacher’s Guide to Success. Skyhorse Publishing, Inc.
ISBN: 978-1-62914-252-4.
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Reesha M. Adamson, John William McKenna & Barbara Mitchell (2019) Supporting all
students: Creating a tiered continuum of behavior support at the classroom level
to enhance schoolwide multi-tiered systems of support, Preventing School
Failure: Alternative Education for Children and Youth, 63:1, 62-
67, DOI: 10.1080/1045988X.2018.1501654
Let’s Check
3. Teacher Linda use tiered activities through which all learners work on
building the same important understandings and skills but proceed with
different levels of support, challenge or complexity. What mode of
differentiation did teacher Linda use?
a. Content
b. Product
c. Process
d. Environment
6. Which of the following is not included in the essential elements for effective
collaboration?
a. Recognizing the need for joint effort to achieve complex goals
b. Acknowledging the decreased creativity that such joint efforts
often yields
c. Valuing individual intellectual growth of participants
d. Enjoying the social nature of joint problem solving, even
though difficult.
7. What graphic organizers that help students organize information before,
during, and after a unit or a lesson. They can be used to engage students
in a new topic, activate prior knowledge, share unit objectives, and monitor
students’ learning.
a. K-W-l chart
b. Fishbone diagram
c. T- chart
d. Venn diagram
Let’s Analyze
1. In your own perspective, what could be the biggest barriers to students’ achievement
in your classroom? How can they be addressed?
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5. What do you think on ABA? Could it really improve behaviors and skills and decrease
the need for special services of learners?
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In a Nutshell
At this point, you are required to give different instructional and classroom
management strategies that you think works best in an inclusive class. Give at least ten
different strategies and approaches not mentioned in our lesson.
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2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
3.
4.
5.
KEYWORDS INDEX
105
DEPARTMENT OF TEACHER EDUCATION
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Big Picture D
Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to
Metalanguage
Essential Knowledge
DepEd order 72 series of 2009 cited that a comprehensive inclusive program for
learner with special educational needs has the following components:
1. Child find
2. Assessment/ Program Options
1. Curriculum Modifications
2. Parental Involvement
1. Child Find. This is locating where these children are through the family mapping
survey, advocacy campaigns and networking with local health workers. The children
with special needs who are not in school shall be listed using Enclosure No. 1. These
children shall be visited by Special Education (SPED) teachers and parents should be
convinced to enroll their children in SPED Centers or schools nearest their home.
Child Find is a legal requirement that schools find all children who have
disabilities and who may be entitled to special education services. The school must
evaluate any child that it knows or suspects may have a disability. Identifying these kids
is an important first step toward getting them the help they need to succeed in school.
This includes children who are being home-schooled or who are in private school. Child
Find requires school districts to have a process for identifying and evaluating children who
may need special education and related services, such as counseling or speech therapy.
Even infants and toddlers or age 0-21 can be evaluated. Programs can connect families
with appropriate services early in the child’s life. Parents whose children don’t attend
public schools may not know what kind of help is available. The Child Find mandate gives
schools an important legal responsibility. Understanding their responsibility can help you
ensure that your child gets the services he needs.
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DEPARTMENT OF TEACHER EDUCATION
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4. Parental Involvement. This plays a vital role in preparing the children in academic,
moral and spiritual development. Parents shall involve themselves in observing children’s
performance, volunteering to work in the classroom as teacher aide and providing support
to other parents.
4.1Parents Provide Critical Input. Parents and guardians know their
children better than anyone else and have the most complete understanding
of a child's physical, social, developmental, and family history
4.2 Parents Work More Closely With Their Children Than Other Adults
Can. While kids attend school about six hours a day, they only have a few
minutes of teachers' undivided attention in a class. Parents have the
opportunity to sit side-by-side with them, working through homework and other
learning activities for extended periods.
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4.4 Parents Are the Best Advocates for Their Child. There is no one as
interested in and motivated to see a child succeed and thrive than her own
parents, and this alone places the parent in a crucial role on the IEP team.
Let’s Check
1. Which of the following situations below best describes modification?
a. Provide audiotapes of textbooks. Have the child follow while listening
b. Provide summaries of chapters of assigned reading
c. use marker to highlight important text sections of assignments
d. Shorten spelling tests to the most functional words
2. What is a modification?
a. A change in what is being taught or expected from the student.
b. Going to the nurse often when sick.
c. Allowing the student to sit in the front of the classroom.
d. All of the above.
3. Teacher Nilo used Peer tutoring in the class to help those learners who have
difficulty learning cope with the lessons. What curricular adaptations did
teacher Nilo apply?
A.Participation
B. alternate goals
c. level of support
d. substitute curriculum
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Let’s Analyze
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____________
4. Annie is a learner with mild ASD, she is already good in all subject areas
except from her behavior problems. Do you think she can now be placed in
the general education classroom together with the regular learners? Why
and why not?
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In a Nutshell
In this part, you write whatever your thoughts, ideas, perspectives in the
implementation of special and inclusive classes in the country.
1. ________________________________________________________________
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2. ________________________________________________________________
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3. ________________________________________________________________
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4. ________________________________________________________________
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5. ________________________________________________________________
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6. ________________________________________________________________
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7. ________________________________________________________________
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8. ________________________________________________________________
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9. ________________________________________________________________
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10. ________________________________________________________________
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112
DEPARTMENT OF TEACHER EDUCATION
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Telefax: (084) 655-9591
Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
3.
4.
5.
KEYWORDS INDEX
113
DEPARTMENT OF TEACHER EDUCATION
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Metalanguage
Essential Knowledge
Assessment in special education is a process that involves collecting information
about a student for the purpose of making decisions. Assessment is primarily a problem-
solving process. Assessment and testing are often treated synonymously yet they really
are not the same. No matter which type of professional you become in the field of special
education, it is always necessary to fully understand the assessment process and to be
able to clearly communicate vital information to professionals, parents, and students.
1. Multidisciplinary Team. In special education, you will work with many professionals
from different fields. You are part of a team, often referred to as a Multidisciplinary Team.
A Multidisciplinary team performs the assessment of child for a suspected disability and
then determines the child’s eligibility for special education services. The team’s role is
crucial because it helps determine the extent and direction of a child’s personal journey
through the special education experience. Consequently, the skills you must possess in
order to offer a child the most global, accurate, and practical evaluation should be fully
understood. Under IDEA, an evaluation of a child with a suspected disability must be
made by a multidisciplinary team. These professionals must use a variety of assessment
tools and strategies to gather relevant functional and developmental information,
including information provided by the parent, that will assist in determining whether a child
has a disability as defined under federal law.
2. Members of the Multidisciplinary Team:
2.1 Regular education teacher
2.2 School psychologist
2.3 Educational evaluator
2.4 Special education teacher
2.5 Speech and language clinician
2.6 Medical personnel (when appropriate)
2.7 Social worker
2.8 School/guidance counselor
2.9 Parents
2.10 School nurse
2.11 Occupational and physical therapists (when appropriate)
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4. How Students are Identified for Assessment. There are normally three ways in
which a student may be identified for assessment of a suspected disability:
4.1 The student’s classroom teacher may identify that certain symptoms exist
within the classroom that seem to indicate the presence of some problem: For example,
the student’s work is below expectations for his or her grade or age, or the student’s
behavior is so disruptive that he or she is unable to learn.
4.2 The student’s parents may call or write to the school or to the director of
special education and request that their child be evaluated: They may feel that the child
is not progressing as he or she should or may notice particular problems in how their child
learns. When parents note a problem and request an evaluation, the school must follow
through on the assessment process. This is the parents’ legal right.
4.3 Other school personnel may suspect the presence of a learning or behavior
problem and ask the student’s parents for permission to evaluate the student individually:
This may have resulted from a student scoring far below his or her peers on some type
of screening measure and thereby alerting the school to the possibility of a potential
problem.
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DEPARTMENT OF TEACHER EDUCATION
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events that define the behavior and then measures the behavior in a
certain way.
8. Individual Intelligence Tests. Wechsler Intelligence Scale for Children (WISC): The
school psychologist usually administers this test, which measures a student’s intelligence
in a variety of areas, including linguistic and spatial intelligence. This is a norm-based test,
meaning that student performance is measured against the performance of students at
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DEPARTMENT OF TEACHER EDUCATION
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various grade levels. This test described by American Psychologist Wechsler. From this
we can assist the individual intelligence scale for all age group.
8.1 WISE – Used for people between ages 16-75.
8.2 WISC – Used for children at age group between 5-16 years.
8.3 Wechsler assist the intelligence through the verbal scale involving used
of word concepts and numbers. It consists of six subsets.
8.3.1 Test of general information
8.3.2 Test of general comprehension
8.3.3 Test of Arithmetic reasoning
8.3.4 Test of Digit Span
8.3.5 Test of distinction between similarity
8.3.6 Test of vocabulary
9. Group Intelligence Tests. Group intelligence and achievement tests are often
administered in the general education classroom. It is through these types of tests that a
teacher might first suspect that a student has a learning disability. These tests have two
functions, measuring academic ability as well as a child’s cognitive level.
9.1 Skills evaluations. Specialists such as the school speech pathologist
and the child’s general practitioner use certain diagnostic measures for
determining a child’s gross motor skills, fine manipulative skills and hearing,
sight speech and language abilities. Teachers typically refer parents to a
pediatrician or specialist so that the student can receive a full physical and
evaluation as part of the process of gathering the evidence necessary to
develop an individual education program (IEP).
9.2 Developmental and Social History. The child’s classroom teacher,
parents, pediatrician and school specialists help formulate this narrative
assessment. They may fill out checklists, answer questions, participate in an
interview or write a report addressing a child’s strengths, challenges and
development (or lack thereof) over time. The focus here is on issues such as
the child’s health history, developmental milestones, genetic factors,
friendships, family relationships, hobbies, behavioral issues and academic
performance.
9.3 Observational Records. Anyone who works with the child can provide
information about the child’s academic performance and behavioral issues.
Daily, weekly and monthly observational records that show a child’s
performance over time typically fall into the domain of the general education
teacher, as he or she is the individual working most closely with the child on
a regular basis. The general education teacher also typically has a firm notion
of how a child’s work and behavior compares to that of other students of the
same age and grade level.
9.4 Samples of Student Work The general classroom teacher also provides
most of the evidence in this domain. A folder of assignments, tests, homework
and projects can provide a snapshot of a child’s abilities and challenges in
performing grade level work. A more nuanced portfolio, which may include a
research project, a writing assignment with several drafts or samples of work
throughout a thematic unit, affords the materials for an in-depth investigation
of a child’s learning style, thought process and ability to engage in critical
thinking tasks.
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DEPARTMENT OF TEACHER EDUCATION
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10. In the world of education, quantity is not always quality. However, educators require
multiple measures to ensure that they gain an accurate picture of a student’s performance
compared with others at the same grade level. For example, some students perform
poorly on standardized tests but do well in authentic assessments (those that mirror the
usage of skills in the real world) such as hand-on projects.
11. No single test or evaluation can capture a child’s full spectrum of strengths and
challenges. Assessments give educators guidance as to how to provide the best services
and support for children, but they are not everything. From these, you can create short-
term and long-term goals for the child.
Self-Help: You can also refer to the sources below to help you
further understand the lesson:
Let’s Check
1. Which scenario depicts a role of medical service providers on a multidisciplinary
team?
a. A school counselor provides mental health services.
b. A special education teacher provides feeding and toileting assistance.
c. A school nurse provides monitoring or other medical services to a student.
d. A transition coordinator provides medical information to school staff.
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DEPARTMENT OF TEACHER EDUCATION
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7. The following are the persons who can identify students of suspected disability
except?
a. Teacher
b. Parents
c. Other school personnel
d. children with special learning needs
9. This type of record allows insight into cause and effect by detailing what occurred
before a behavior took place, the behavior itself, and consequences or events that
occurred after the behavior.
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DEPARTMENT OF TEACHER EDUCATION
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a. Event recording
b. Anecdotal recording
c. Duration recording
d. Anecdotal and event recording
10. What is the general education teacher's central role on a multidisciplinary team?
a. To facilitate the gathering and flow of information as well as leading formal
meetings related to the student
b. To gather medical information to disseminate to general education teachers
c. To write reports detailing the student's accommodations for testing and
instruction
d. To provide counseling services for the student as needed
Let’s Analyze
2. Several methods of assessment were discussed. Which would you like to include
in your lesson planning and how will you begin to do that?
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
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3. How do you use the data from the assessments of your students? Elaborate your
answer.
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4. How can the development of alternate grading systems support the di- verse
learner in a general education setting?
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DEPARTMENT OF TEACHER EDUCATION
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Telefax: (084) 655-9591
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5. How can a variety of assessments tools support the inclusion of special needs
students in the general education curriculum?
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DEPARTMENT OF TEACHER EDUCATION
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In a Nutshell
Test 1. In this part, provide sufficient information needed in the chart below.
3. Special
Education
Teacher
4.
5.
6.
7.
8.
9.
10.
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
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Questions and Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
2.
3.
4.
5.
KEYWORDS INDEX
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
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This section calendars all the activities and exercises, including readings and
lectures, as well as the time for making assignments and doing other requirements, in a
programmed schedule, by days and weeks, to help you in SDL pacing, regardless of the
mode of delivery (OBD or DED). Note: reading assignments can be calendared for 3 days
or for a week with performance tasks (essay or reflection paper)
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DEPARTMENT OF TEACHER EDUCATION
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Telefax: (084) 655-9591
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
(1) All teachers/Course Facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all are exhorted to exercise self-management and
self-regulation.
(2) Faculty members are guided by utmost professional conduct as learning facilitators
in holding OBD and DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM 21.15)
and personnel discipline (OPM 21.11).
(3) All students are likewise guided by professional conduct as learners in attending
OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.
(4) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be properly
acknowledged and cited; the teachers/Course Facilitators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published
in SIM/SDL manuals.
(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
(8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Facilitators shall take the higher ground in facilitating and moderating these
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DEPARTMENT OF TEACHER EDUCATION
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Approved by:
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DEPARTMENT OF TEACHER EDUCATION
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REFERENCES
2. Bailey, E. (2020). Learning Disabilities Overview: Reading, Writing and Math Disorders.
https://www.additudemag.com/slideshows/types-of-learning-disabilities-
overview/
3. Centers for Disease Control and Prevention. Autism Spectrum Disorder. Reviewed
March 2020. https://www.cdc.gov/ncbddd/autism/facts.html
5. Flax, J.et. al. (2019). Social (Pragmatic) Communication Disorder: Another name for
the Broad Autism Phenotype? Sage Journals. Research Article.
https://doi.org/10.1177/1362361318822503
6. Gagné’s Differentiated Model of Giftedness and Talent (DMGT). (1999). Journal for the
Education of the Gifted, 22(2), 230–234.
https://doi.org/10.1177/016235329902200209.
7. Inciong, T. The Development of Welfare and Education for Children With Mental
Retardation Towards Inclusion: The Philppine Experience. Philippine
Association for the Retarded Inc.
10. LaRose, S., Thoron, A., Colclasure, B. (2016). Teaching Students with Disabilities.
Research gate: https://www.researchgate.net/publication/329196925
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DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City Davao del Norte
Telefax: (084) 655-9591
12. National Association for Special Education Teachers. (2019). Retrieved from:
https://www.naset.org/index.php?id=2876.
16. Reesha M. Adamson, John William McKenna & Barbara Mitchell (2019) Supporting
all students: Creating a tiered continuum of behavior support at the classroom
level to enhance schoolwide multi-tiered systems of support, Preventing
School Failure: Alternative Education for Children and Youth, 63:1, 62-
67, DOI: 10.1080/1045988X.2018.1501654
18. Shelton, C., & Pollingue, A. (2014). The Exceptional Teacher’s Handbook. The First-
Year Special Education Teacher’s Guide to Success.
Skyhorse Publishing, Inc. ISBN: 978-1-62914-252-4.
19. Swineford, L.B., Thurm, A., Baird, G. et al. Social (pragmatic) communication
disorder: a research review of this new DSM-5 diagnostic category. J
Neurodevelop Disord 6, 41 (2014). https://doi.org/10.1186/1866-1955-6-41
20. Tanenbaum. Center for interreligious understanding (2011). The Seven Principles for
Inclusive Education. 254 W. 31st Street, New York, NY 10001.
https://www.tolerance.org/sites/default/files/general/ED%20-
%20Seven%20Principles.pdf
21. Tremblay, P. (2007). Special Needs Education Basis: Historical and Conceptual
Approach. Retrieved from
http://www.ibe.unesco.org/sites/default/files/History_Inclusive_Education.p df
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