Placement

Based on the assessment’s results, we can easily identify the students’ education placement
which is very crucial for their growth and development, this placement is only temporary and
changes can be made as well since behavior and development occurs inside the classroom.

Activity 4.2
Ang isang general education classroom ay ang pinakamalayang kapaligiran para sa mga
batang mayroong additional needs, dahil dito sila ay nakakakuha ng katuulad na learning
experiences at opportunity katulad ng mga normal na mag-aaral. Ang general education
classroom rin ay kinokonsidera na most normalized ot typicall setting. Ang mga karagdagang
tulong at suporta ay maaari pa ring kailanganin kung maytoong pagbabago sa behavior,
development sa bata o kaya naman ay dahil rin sa pagbabago sa curriculum.
Isa pang option sa placement ay nasa isa pa rin general education classroom subalit
kakailanganin ng supplementary instructions ng bata katulad ng tulong sa poagsasalita,
paggalaw, o kaya isang occupational therapy at couseling services.
Ang mga mag-aaral na may karagdagang pangangailangan ay maaaring mapull out sa kanilang
klase upang makapag conduct ng mga direktiba sa mga specialist teacher sa isang inlcusibong
silid, dahil inaasahan rin dito na magkakaroon ng benepisyo mula sa individualized or small-
group instruction kasama ang isang specialist teacher.
Some students require more comprehensive help than what is offered in a general education
course. Teams may elect to suggest that a kid be placed in a general education school but in a
setting that is more restrictive, like a self-contained special education class. A special education
teacher provides individualized and group instruction to all kids in this learning environment,
where they also have peers who have additional needs and impairments. Through school
community-building activities, pupils may have the chance to contact with peers who are
typically developing, depending on the goals of the program.

Some pupils are educated in a special education class in a special education school as they
move up the placement continuum in need of more rigorous instruction and resources. Students
with impairments and other needs are worked with in a highly specialized setting by teams of
experts, including the special education teacher. At the opposite end of the spectrum is the most
exclusive or secluded environment, like a residential school where learners dwell and have 24/7
academic assistance. Lastly, home- or hospital-based programs are offered to children with
various disabilities, who are frequently of the severe variety, to help them manage their medical
condition and maximize their learning potential.

The philosophy behind inclusive education is that all students should have access to general
education classes as much as possible, along with support to help them overcome obstacles
and succeed. This continuum of alternatives for educational placement is shown in Figure 4.2
(Spinelli 2012).
ACCOMODATIONS AND CURRICULAR MODIFICATIONS
In an inclusive general education classroom, students with disabilities and other special needs
could require accommodations like instructional help and other extra services. Curricula are
modified for others who require more extensive support.

In order to enable students fully access the curriculum and training without changing the
expected skills and standards, accommodations are supports that are given to them so they
may appropriately demonstrate their knowledge. Access to education is facilitated when special
education accommodations are offered to children with disabilities in a general education
classroom. Children are able to overcome the effects of their disability as a result. Changing
tools, toys, or materials, moving the location for particular activities, extending the time allotted
for exams and assignments, and modifying worksheet response formats are a few examples of
accommodations. Depending on a child's learning profile and needs, accommodations may be
given during assessment and instruction. These accommodations might vary in terms of
presentation, response, environment, and schedule (Beech 2010)

1. PRESENTATION ACCOMODATIONS
In order for children with disabilities to learn the same material as their peers who are typically
developing, specific presentation formats may be required, particularly for those with sensory
impairments. Examples of presentation accommodations are shown in Table 4.1.

Response Accommodations

Response accommodations provide students with special needs and disabilities with multiple
options for finishing assignments, tests, performance tasks, and other activities. By offering
these kinds of instructional and evaluation assistance, students in general education classrooms
can participate in the same learning opportunities as other students. Examples of response
accommodations for students with special needs and disabilities are presented in Table 4.2.

3. Setting Accomodations
Students that require assistance with behavior, focus, and space and material organization may
require modifications to the location or conditions of the learning environment. A setting that
makes accommodations might let a child who is easily distracted work in his own study carrel in
a quiet area of the school so that he won't be distracted by outside stimuli. If a child still
struggles with reading fluency, she might be able to take a silent reading comprehension test in
a separate room under the supervision of an adult supervisor. This would allow her to hear the
tale aloud and improve her comprehension.

4. Scheduling accomodations
Scheduling accommodations include things like altering the amount of time allotted, planning
the activities and assessments, and managing your time. These kinds of accommodations could
be necessary for students who struggle with concentration, have trouble processing information
and directions quickly, or both.
B. Modifications

pupils with severe or profound disabilities can receive curriculum adaptations that adjust the
expectations for the content and performance objectives according to those of pupils their age
who are usually developing (DEC 2007). A student with a disability has the same access to
learning opportunities as other students in the general education class when instruction and
assessment are adapted, but the tasks are more considerate of the student's needs and skills.

Changes to the instructional level, the content and performance standards, and the scope and
depth of the material that students are learning are all examples of curriculum alterations. It is
possible to assign more, less, or a different set of curriculum and resource resources to
students with impairments or special needs. In addition, alternative standards that better suit the
requirements and skills of the students might be used for assessment; for example, fewer
learning objectives, condensed courses, or a lower word count for vocabulary acquisition could
be used.

Curriculum changes may be noted in the student's Individualized Education Plan (IEP) by
educational teams in charge of instructional preparation. In order for students to have access to
the general education curriculum, such adaptations are required.

Parent engagement is another element of an inclusive and special education program. Since
parents are the children's primary caregivers and direct influencers, it has long been recognized
that their engagement in the education, planning, and management of children with disabilities
and additional needs is crucial. This is based on the Human Ecological Theory of
Bronfenbrenner, which identifies five environmental systems that make up a child's social
environment. The microsystem—the child's and family's social circle, as well as peers, the
school, and the child's immediate community—is the main focus of this book.

Home school Communications

Now that the vital role that parents play in their child's growth, academic success, and
development has been recognized, strong collaboration and communication between the home
and the school is imperative. Among the skills required to build partnerships are problem-
solving, two-way communication, and collaborative decision-making. There are various ways to
communicate with parents.
1. PARENT TEACHER CONFERENCES – ito ay mahalaga upang magkaroon ng linaw atr
kaalaman ang mga magulang sa mga nangyayari sa kanilang mga anak at kung ano
ang dapat nilang gawin upang maagapan o higit pang maunawaan ang sitywasyon ng
kanilang anak.
 2. WRITTEN COMMUNICATION – ang guro ay maaaring magsulat ng mga takdang aralin,
at mga ugaling ipinakita ng bata sap ag-aaral upang ito ay Mabasa ng mga magulang at
malaman ang mga Gawain ng mga bata
3. DIGITAL COMMUNICATION – maaariong ma contact ng guro at specialist ang mga
magulang sa pamamagitan ng SNS o social networking sites kagaya ng facebook,
messenger, at iba pang kilallang websites. Ang internet ay nagigiung tulay upang
magpakita ng kolaboprayon ang mga magulang at guro para mas matulungan ang mga
bata.
4. HOME-SCHOOL CONTRACTS – isa itong kasunduan sa pagitan ng magulang at mga
gur ana dapat ay mayroong goals o objectives na matamo ang bata sa kanyang pag
aaral kahit na siya ay mayroong disability.

OTHER WAYS TO INVOLVE PARENTS

Narito pa ang ibang pamamaraan upang mas matukoy ang strengths at weaknesses ng mga
bata at mabatid ng mga magulang ang mga ito.

A. PARENT EDUCATION - mas maliliwanagan ang mga magulang sa paraan ng

pagpapaliwanag at pagtuituro sa kanila tungkol sa ganitong usapin.
B. PARENT SUPPORT GROUP – nagkakaroon ng ideya ang mga magulang mula pa sa
ibang magulang upang magtulungan sila at higit nilang maunawaan ang kalagayan ng
isa’t isa lalong lalo na para sa kanilang mga anak. Maaaring ang kolaboprasyong ito ay
magbunga ng techniwues o strategies na maaari nilang gamitin sa paghandle ng
kanilang mga anak at upang sila rin ay magkaroon ng pag unlad at paglago.