My

Teachin
g
Portfolio
 TABLE OF CONTENTS

I. Student

Profile………………………………………………1

II. Acknowledgement……………………………………

….. 2

III. Introduction…………………………………………

……….3
IV. Teaching

Philosophy……………………………………..4

V.Course of

Action……………………………………………..5

I. Strategies………………….

II. Assessment……………..

V. Reflection………………………………………………

…….6

VII.Documentation………………………………………

…….7

STUDENT PROFILE
 Miko C. Cornelio

Bachelor of Physical Education- 2nd year college

1
 Diana June D. Natividad

Bachelor of Physical Education- 2nd year college

ACKNOWLEDGEMENT
This portfolio wouldn’t be complete without acknowledging

those who contribute to its realization. I’d like to express our

heartfelt thanks to our teacher ma’am MARY GRACE B.

LAVILLES LPT. for their unwavering support and guidance.

Their mentorship was invaluable, and we wanted to express

our gratitude to our interviewee ma’am Gosie Gutang and Sir

Carlito Gutang for their participation in the recent interview

for our teaching portfolio. It was a pleasure speaking with

you and learning more about your experiences and

background. Thank you once again for your time and interest

in joining for our interview, we appreciate your consideration.

INTRODUCTION
Welcome to this portfolio dedicated to showcasing the talents,
achievements, and unique perspectives of individuals with disabilities.
People with Disabilities (PWD) represent a diverse and resilient
community whose stories deserve recognition, celebration, and
appreciation.

This portfolio serves as a platform to highlight the professional

accomplishments, creative endeavors, and personal narratives of
individuals who navigate the world with various disabilities. Through
these stories, we aim to challenge stereotypes, break down barriers,
and foster a deeper understanding of the incredible contributions that
PWD make to society.

In this collection, you will find a spectrum of talents ranging from arts
and entrepreneurship to sciences and advocacy. Each story is a
testament to the strength, adaptability, and innovation that defines the
PWD community. By exploring these narratives, we invite you to not
only witness their achievements but also to gain insights into the
unique journeys and perspectives that shape their experiences.

Our goal is to promote inclusivity, challenge preconceptions, and

inspire a more accessible and accommodating world for everyone. As
you navigate through these pages, we hope you discover the rich
tapestry of abilities, talents, and resilience that characterizes the lives
of people with disabilities.

Thank you for joining us on this journey of appreciation, recognition,

and empowerment. Together, let us celebrate the diversity that
makes our world a richer and more vibrant place.

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Name; CARLITO ORIVAL GUTANG

Birth date; APRIL 04, 1981

Age; 42

Sex; MALE

Address; BARANGAY MORALES KOR.CITY

Civil status; SINGLE

Citizenship; FILIPINO

Condition; CONGENITAL CATARACT

CONGENITAL CATARACT
Congenital cataracts are birth defects of the eye. Birth defects are
structural changes present at birth that can affect almost any part of the
body. They may affect how the body looks, works or both. Birth defects can
cause problems in overall health, how the body develops or how the body
works.
A congenital cataract is when the lens of the eye is cloudy instead of clear
at birth, making it hard to see. The lens is the tissue inside your eye that
helps focus the light coming into your eye. Congenital cataracts can
happen in one or both eyes. If congenital cataracts aren’t treated early, they
can cause vision problems or blindness.
There are two kinds of congenital cataracts:
Syndromic. This is when congenital cataracts happen along with other
birth defects or health conditions. For example, some babies with
congenital cataracts also have Down syndrome. Down syndrome is
a genetic condition that includes a combination of birth defects, such as
intellectual and developmental disabilities, heart defects, certain facial
features, and hearing and vision problems.
Non-syndromic. This is when congenital cataracts are the only condition a
baby has.
What causes congenital cataracts?
We don’t know what causes most congenital cataracts. More research is
needed, but some causes may include:
Changes in genes or chromosomes. Some babies have birth defects
because of changes in their genes (also called mutations) or changes in
their chromosomes. Genes are part of your body’s cells that store
instructions for the way your body grows and works. Genes are passed
from parents to children. Chromosomes are the structures that hold genes.
Injury during pregnancy. Physical trauma during pregnancy may cause
injury to a baby’s eyes in the womb and lead to congenital cataracts. A
pregnant woman may have physical trauma from a car accident, a sudden
fall or from intimate partner violence (also called IPV). IPV is physical
violence, sexual violence, stalking or psychological harm caused by a
current or former partner. An abusive partner may try to hurt a pregnant
woman’s body. This physical abuse may include hitting, slapping or
kicking a woman. During pregnancy, physical abuse can harm both a
pregnant woman and her baby. Visit The National Domestic Violence
Hotline website or call 1-800-799-7233 for IPV resources and support.
Having hypoglycemia during pregnancy. This is when your blood sugar
levels (also called glucose levels) fall too low. If you have diabetes that
isn’t under control, you may develop hypoglycemia. Diabetes is a medical
condition in which your body has too much sugar in your blood. This can
damage organs in your body, including blood vessels, nerves, eyes and
kidneys. If you have diabetes, work with your health care provider to
manage your condition during pregnancy.
 TEACHING PHILOSOPHY

Despite writing a teaching philosophy, I really prefer to think about

learning and helping others learn as opposed to teaching. I believe
many of us have come to accept a working definition that teaching
means giving information, which I believe is only the beginning of
teaching and certainly only a small part of learning. When one gives
information, it is so easy to equate learning with the memorization of
that information. Memorization is not always learning because
learning requires thinking. I am beginning to understand that the
teacher’s greatest gift to the learner is helping the learner be
motivated to think, and then to want to learn more.
I believe in the power of questions and questioning strategies to
cause thinking. I constantly try to ask questions for which there are no
“right” answers. I constantly work to become a better “questioner” for
the effective use of questions is the most powerful strategy a teacher
has to help students learn.
Finally, I believe a teacher lives to serve. A teacher is dedicated to
learning, to his or her discipline, to his or her students, and to making
the future the best possible place for all of us to live. These are the
challenges I accepted when I chose to be a teacher. I remain
committed to them.

- Diana June Natividad

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 TEACHING PHILOSOPHY

"I believe that all children are unique and have something
special that they can bring to their own education. I will
assist my students to express themselves and accept
themselves for who they are, as well embrace the
differences of others.

"Every classroom has its own unique community; my role

as the teacher will be to assist each child in developing
their own potential and learning styles. I will present a
curriculum that will incorporate each different learning
style, as well as make the content relevant to the
students' lives. I will incorporate hands-on learning,
cooperative learning, projects, themes, and individual
work that engage and activate students learning."

I believe that a teacher is morally obligated to enter the

classroom with only the highest of expectations for each
and every one of her students. Thus, the teacher
maximizes the positive benefits that naturally come along
with any self-fulfilling prophecy. With dedication,
perseverance, and hard work, her students will rise to the
occasion.

-Miko Cornelio
 COURSE OF ACTION

STRATEGIES

1.Introduce Yourself Clearly:

Begin by introducing yourself clearly. This helps the person identify

your voice and establishes a sense of who they are interacting with.

2.Announce Your Presence:

When approaching or entering a room, announce your presence. This

prevents surprises and allows the person to be aware of your
proximity.

3.Use Clear and Concise Language:

Speak clearly and avoid using overly complex language. Use simple
and straightforward sentences to convey your message effectively.

4.Ask Open-Ended Questions:

Encourage open and detailed responses by framing questions in an

open-ended manner. This allows the person to share information
more freely.

5.Provide Context:

Before asking specific questions, provide context for the conversation

topic. This helps the person understand the subject and respond
more meaningfully.
6.Offer Assistance Respectfully:

Politely offer assistance if it seems appropriate. Respect their

independence and allow them to accept or decline assistance based
on their preferences.

7.Be Patient and Allow Time to Respond:

Be patient and allow extra time for the person to process and respond
to questions. Avoid rushing the conversation, and be attentive to non-
verbal cues.

8.Ask About Preferences:

Inquire about any specific preferences the person has for

communication. Some individuals may prefer certain types of
communication or assistance.

9.Use Descriptive Language:

Use descriptive language to provide context or details about objects,

people, or surroundings. This helps compensate for any visual
challenges the individual may face.

10.Be Mindful of Body Language:

Pay attention to the person's body language and facial expressions.

These cues can provide insights into their comfort level and
engagement in the conversation.

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 ASSESSMENT

Visual Assessment for Individual with Congenital Cataracts:

1. Visual Acuity:
Conduct Snellen or LogMAR visual acuity testing to determine the
person's ability to see details at various distances. Record results for
both near and distance vision.

2. Visual Field:
Use perimetry or confrontational testing to assess the person's visual
field. Note any limitations in peripheral vision and their impact on daily
activities.

3. Contrast Sensitivity:
Administer contrast sensitivity tests to evaluate the individual's ability
to distinguish subtle differences in shading or contrast. This is
particularly important for tasks involving low contrast, such as
reading.

4. Color Vision:
Use color vision testing (e.g., Ishihara plates) to identify any color
deficiencies. Understand the person's color perception for safety and
environmental considerations.

5. Adaptation to Light Changes:

Observe the individual's response to changes in light conditions, both
in natural and artificial settings. Assess how well they adapt to
variations in brightness.
6. Mobility and Navigation:
Evaluate the person's mobility skills by observing their ability to
navigate different spaces, avoid obstacles, and use mobility aids if
applicable.

7. Reading and Writing Skills:

Assess reading and writing skills, considering factors such as font
size, contrast, and the effectiveness of assistive technologies like
magnifiers or screen readers.

8. Technology Use:
Determine the person's proficiency in using technology, including any
assistive devices or software. Explore their comfort with screen
readers, magnification tools, or other adaptive technologies.

9. Daily Living Skills:

Engage the individual in activities of daily living, such as cooking,
dressing, and personal hygiene. Identify any challenges and assess
the need for adaptive techniques or modifications.

10. Communication Skills: -

Evaluate verbal and non-verbal communication skills. Discuss
preferences for communication modes and explore any assistive
devices or methods used for effective communication.

REFLECTION
 Living with a congenital cataract has been a defining aspect of life,
shaping experiences and perspectives in profound ways. This condition,
present from birth, has been both a challenge and a source of resilience,
offering unique insights into the complexities of navigating the world with
impaired vision.
From early childhood, I became acutely aware of the differences in how I
perceived the world compared to my peers. The blurred vision and the
struggle to discern details created a distinctive lens through which I
interacted with my surroundings. Simple tasks like reading, recognizing
faces, or participating in certain activities required extra effort and
adaptability.
The journey through various medical interventions, including
surgeries to address the congenital cataract, has been a series of
emotional highs and lows. Each procedure brought hope and anticipation,
coupled with the fear of the unknown. The gradual improvement in vision
post-surgery, however, brought a sense of accomplishment and gratitude.
The support of family, friends, and healthcare professionals during these
times played a crucial role in both my physical and emotional well-being.
Living with a congenital cataract has also fostered a unique perspective on
empathy and understanding. It has deepened my appreciation for the
diversity of human experiences, emphasizing the importance of
compassion and patience in interpersonal relationships. Explaining my
condition to others and advocating for understanding has become second
nature, contributing to a broader awareness of visual impairments and their
impact on daily life.
This journey has not been without its challenges, but it has forged
a resilient spirit within me. It has taught me to approach obstacles with
determination and creativity, finding alternative ways to overcome
difficulties. The experience has also sparked a curiosity about the intricate
workings of the eye, the advancements in medical technology, and the
ongoing research aimed at improving the quality of life for individuals with
visual impairments.
In many ways, my life with congenital cataracts has been a
continuous process of adaptation, growth, and self-discovery. While it has
presented hurdles, it has also granted me a unique perspective on
resilience, empathy, and the beauty of diversity.

DOCUMENTATION
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