Académique Documents
Professionnel Documents
Culture Documents
Led and shaped by Technical Working Groups in Region XI, Region XII and the
Autonomous Region of Muslim Mindanao, the resource represents the voice of the
profession. Leaders from each Region and Division, principals and teachers from regular
schools and special education centers, and parents, contributed technical expertise, wrote,
edited and critiqued materials. My gratitude to all of them.
The culmination of this work is a practical tool encouraging collaboration at all levels
towards improvement of educational outcomes for learners with disabilities. The resource
supports educators to
Acknowledgments
No limits: Teachers including learners with disabilities in regular classrooms
was developed and written as a result of work undertaken by Regions XI, XII
and the Autonomous Region of Muslim Mindanao in partnership with BEAM
The project was managed by
Dr Minerva Fabros Assistant Chief Elementary Education Department
Deborah Moulton BEAM In-Service Adviser
The primary writer of the material was
Genevieve Reynolds, Consultant support and disability, Southern Sea &
Vines, Department of Education and Childrens Services, South Australia
The writer wishes to acknowledge the contributions of
Carmen Diamante
Carina Frasco
Cristeleen Luceros
Rosalinda Adlaon
Arlyn Lim
Djhoane Aguilar
Reynante Solitario
Region XII
ARMM
Minerva Fabros
Carmencita Diamante
Sara Marie Exala
Lorelie Limoran
Rosalinda Adlaon
Mary Metche Fiel
Carina Frasco
Mary Glor Tabanao
Lucita Payot
Richlie Solis
Rolando Orbita
Cristileen Lucero
Vicente Apolinares
Amy Malbun
Corona Dilangalen
Riza Guiana
Teofilo Morala
Pacita Balabbo
Elsa Duran
Bai Tusla Cabilo
Jelen Maripor
Francisca Sabenicio
Virginia Amanon
Juanita Lee
Joseph Pilotos
Juliet Sison
Teresita Gardonia
Pepito Porquez
Emerenciana Robin
Garilene Agnes Dona-al
Estrella Kamed
Rahima Salik
Armela Bansil
Heraton Alang
Nora Watamama
Patalinang Pangcatan
Teachers
Over seventy teachers presented classroom perspectives and provided
valuable enhancements.
Parents
The input of Mr & Mrs Cesar Cuyugan is greatly appreciated.
Context
Why has this resource been developed?
Dr Minerva T Fabros
The increasing enrolment of learners with disabilities in special education (SPED) centers,
special classes and regular class settings has signalled a real need to assist regular
classroom teachers identify and support these learners. The Department of Education
mandates that all learners, including those with disabilities are accorded equal access to
quality education.
Article 11, Section 1 of the Policies and Guidelines for Special Education Handbook
defines special education as the education of persons who are gifted or talented and those
who have physical, mental, social and sensory impairment and cultural differences so as to
require modifications of the school curricula, programs and special services and physical
facilities to develop them to their maximum capacity.
This resource has a particular focus on inclusive education and learners with disabilities.
The project recognizes the importance of the collaborative work of the special education
teacher, the regular teacher, school administrator, parents and other stakeholders in
improving outcomes for learners with disabilities and specifically focuses on regular
teachers in the inclusive setting.
It summarizes the responsibilities of leaders and teachers as outlined in Philippine
legislative frameworks and examines how leaders and teachers can plan, adapt instruction
and work collaboratively to implement the DepEd inclusive education policy.
Teachers must be cognizant of learners strengths and needs and develop the skills to plan
programs accordingly. This resource provides information to assist teachers with the
design of inclusive curriculum and use of a range of models supporting learners with
disabilities.. It is important to emphasize that some learners benefit from individualized
approaches that address their current and future needs. The Individualized Education Plan
is the DepEd framework for this purpose, and is provided in this resource.
Inclusive curriculum including teaching methodologies and strategies for working with a
range of learners
Information and strategies supporting learners with disabilities
Table of contents
Foreword
Acknowledgements
ii
Context
iv
Table of contents
vi
viii
2
3
4
8
11
15
16
19
20
22
26
27
28
29
32
36
38
44
48
49
50
51
52
55
58
2. Inclusive Curriculum
Individualized Education Plans
Inclusive teaching
Effective teaching
Explicit teaching
Inclusive planning: Higher order thinking skills (HOTS )
Inclusive planning: All, Most, Some & Blooms Taxonomy
Modifications and adjustments
60
61
71
72
79
80
89
97
102
103
105
112
122
134
146
159
172
180
191
199
200
202
203
Acronyms
208
Glossary
211
References
213
References: Websites
215
Appendix
216
Question
Key questions
Answer
Response to question
Methodology
A teaching practice
Information
Characteristics
Clues to recognizing
learners with disabilities
Adjustments
Accommodations to
support learners
Teaching
strategies
Methodologies to support
learners
Ideas
Resources
Sources of extra
information
Section 1
Section 1
Learning outcomes
You will gain an overview of
national legislation, policies, guidelines and systems related to special
education
the values underpinning the policies of DepEd
the roles and responsibilities of leaders in supporting special education in
DepEd schools and the community
the roles and responsibilities of teachers working with learners with special
education needs
Section 1
Section 1
The cycle of legislation, policies, guidelines
National Legislation
1982 Education Act
1987 Constitution of the
Republic of the Philippines
1987 Child and Youth
Welfare Code PD 603
1992 Magna Carta for
Disabled Persons
2001 Governance of Basic
Education Act
DepEd
1997 Policy & Guidelines
for Special Education
1997 Handbook on Special
Education revised
1999 Handbook on
Inclusive Education
1997 Code of Ethics for
Professional Teachers
Schools
Action Plans
Region/Division
Local publications
Action Plans
Section 1
What impact does legislation and policy have on my
work?
National legislation impacts on educators work
The Education Act 1982
Constitution of the Republic of the Philippines 1987
Child and Youth Welfare Code PD 603 1987
Magna Carta for Disabled Persons 1992
Code of Ethics for Professional Teachers 1997 (within
Republic Act 4760)
Governance of Basic Education Act 2001
All of these Acts have articles and sections that relate to working
with learners with disabilities
Section 1
Does DepEd legislation link to international
developments?
Yes. DepEd lists the legal mandates underpinning
inclusive education in the Philippines
Universal Declaration of the Rights of the Child 1959
The World Declaration on Education for All 1990
The Salamanca Statement 1994
The Agenda for Action of Asian & Pacific Decade of Disabled
Persons 1993-2002
The Dakar Framework 2000
Philippine participation in these significant events has culminated
in the Philippine Education for All 2015 Plan (2005) accessible on
the UNESCO website
www.unescobkk.org
Each of these international developments seeks to redress the
disadvantage experienced by various groups and asserts the
right of every child to an education.
DepEds vision for Filipino children with special needs
encompasses the vision of the family and community for a
discrimination free quality education that supports development
of
potential
productivity
self expression of rights
national pride
love of God
Section 1
The Legistation
Constitution of the Republic of the Philippines
1987 & Magna Carta for Disabled Persons 1992
The mandate for provision of education to all people including those with a
disabilities is couched within the Constitution of the Republic of the
Philippines.
ARTICLE XIV: Education, science and technology, arts, culture and sports
EDUCATION
Section 1: The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make such
education accessible to all.
The subsequent Act The Magna Carta for Disabled Persons makes more
explicit what provision is required specifically in the area of education for
learners with disabilities
The Act covers:
increased opportunities through development of skills and potentials
the rights and respect of persons with disabilities
service provision
collaborative support
Section 12 describes requirements:
access to quality education
opportunities to develop skills
it being unlawful for any learning institution to deny admission to courses
on the grounds of handicap or disability.
formulation of educational policies and programs taking special needs into
account
Section 1
Section 14 addresses special education, requiring the State to establish,
maintain and support in all regions complete, adequate and integrated
system of special education for those with
vision impairment
hearing impairment
intellectual disabilities
other types of exceptional children
Administrators
Teachers
Section 1
The Governance of Basic Education Act 2001
The Governance of Basic Education Act otherwise known as Republic Act
9155, affirms that
all citizens have the right to access quality basic education
attendance at elementary school is compulsory for Filipino children
the goal of basic education is the provision of skills, knowledge and values
enabling learners to become caring, seIf-reliant, productive and patriotic
citizens
schools have the single aim of providing the best possible basic education
for all learners
Within the Act there are details of the roles and responsibilities of DepEd
personnel in ensuring that these outcomes are met. This will be addressed in
the next subsection.
Section 1
Section 1
Section 1
Mainstreaming/Integration: regular school, regular classroom with
negotiated levels of special education support
Itinerant teacher: visiting specialist or trained teacher providing direct or
consultative support in regular schools
Resource room: regular classroom with targeted individual or small group
support from trained teacher
Community-based delivery system: Instruction provided by a range of
people to learners with special needs in remote communities
Special class: part time or full time inclusion in specialized program usually
with specialist teachers
Special education center: a school within a school; centers of expertise in
regular schools providing a range of special class options and a base for
services ( resource room, itinerant teacher)
Special day school: specialized programs for learners with significant
needs. Access to other services medical, psychological, social
Residential school: a highly specialized school for identified learners who
require comprehensive service provision
Hospital & homebound instruction: Programs provided by teachers for
learners under clinical care
DECS (DepEd) Order No 26 (1997) called for the institutionalization of
Special Education (SPED) programs in all schools. The Order directed
all Divisions to organize at least one SPED center
all districts to form SPED programs in schools where there are enrolments
of these learners
training in special education to be implemented at all levels
The Policy also provides an overview of
roles and responsibilities of DepEd personnel and stakeholders
curriculum for special education based on the prescribed curriculum
parent and wider community involvement
program samples
Section 1
Handbook on Special Education 1997 & Handbook
on Inclusive Education 1999
These handbooks provide comprehensive information to support school
heads and teachers with
Legislation and policy
Assessment and screening of learners with disabilities
Modification of curriculum and instruction for learners with special needs
Program samples and activities for teachers
Individual education planning
Parent involvement
Sections 1
About Roles and responsibilities of DepEd
personnel
Every employee needs to be clear about the roles and responsibilities
connected to their position.
The Department of Education has a range of publications available that spell
out the general roles and responsibilities of administrators and teachers.
Other frameworks make more explicit their roles in relation to learners with
disabilities.
Legislation:
The Education Act
The Governance of Basic Education Act
The Code of Ethics for Professional Teachers
Policies and guidelines
Policies and Guidelines for Special Education
Handbook on special education
Handbook on inclusion
This subsection provides an overview of the roles and responsibilities of
Region, Division and District personnel as well as principals and teachers.
Roles were synthesized from the Governance of Basic Education Act for the
purpose of understanding the connection points at various levels in the
DepEd structure.
Standards
Education
Plans
Region
Define regional educational
policy framework that
reflects values, needs and
expectations of
communities served
Developing regional
educational standards
towards
Research
HR
compliance
HR
recruitment
Division
Promoting awareness
of and adherence to
accreditation standards
Division education
development plan
Districts
Sections 1
Principals
Mission
Values
School direction
Discharge responsibilities in
accordance with the philosophy,
goals, and objectives of the
school.
Creating an environment
within the school that is
conducive to teaching &
learning
Participate as an agent of
constructive social, economic,
moral, intellectual, cultural &
political change in school &
community within the context of
national policies
Teachers
Sections 1
Division
Planning, managing
personnel, physical &
fiscal resources of
the division office,
including staff
professional
development
Monitor utilization of
funds from national
and local government
to schools & learning
centers
HR planning
Planning, managing
personnel, physical & fiscal
resources of the regional
office, including staff
professional development
Budgeting
Formulating budget to
support the regional
educational plan
Evaluation
Evaluation of division
personnel
Supervise operations
of all schools, and
learning centers
Curriculum
Compliance of quality
standards in basic
education programs
Strengthening role of
division subject area
specialists
Data
Collection
Information management
Resources
Other
Approving establishment of
schools & learning centers
Other functions
Districts
Other functions
Principals
Teachers
Administering and
managing all personnel,
physical and fiscal
resources of the school
Accepting and reporting
donations, gifts, bequests
and grants for school
improvement
Providing
professional
and
curriculum
advice and
supervision
Encouraging staff
development
Accountability for higher
learning outcomes
Implementing the school
curriculum innovative
modes of instruction to
achieve higher learning
outcomes
Offering programs, projects
& services accessible for
all learners in the
community.
Other functions
Sections 1
Roles and responsibilities of leaders
"Principals must live with paradox: They must have a sense of urgency about
improving their schools, balanced by the patience to sustain them for the long
haul. They must focus on the future, but remain grounded in today. They must
see the big picture, while maintaining a close focus on details. They must be
strong leaders who give away power to others."
Richard DuFour
("Help Wanted: Principals who can Lead Professional Learning Communities." NASSP Bulletin (1999).)
Sections 1
For teachers and other staff, this means leaders will be
ensuring roles and responsibilities are clear
providing leadership to teaching staff supporting them to successfully meet
the needs of learners
making time for school based learning groups to meet, plan and solve
problems
planning professional learning needs with teachers
assisting teachers to access expertise about learners with disabilities and
their leaning
Responsibilities of teachers
Who dares to teach must never cease to learn.
I touch the future. I teach.
Sections 1
Sections 1
Professional ethics and conduct
The Code of Ethics for Professional Teachers1997 charges licensed teachers
with clearly stated obligations. The obligations cover all educators in all
educational institutions and list 10 areas of conduct expectations
Article
Refers to
8. Teachers and
learners
9. Teachers and
parents
11. Teachers as
people
Sections 1
The Code of Ethics for Professional Teachers provides the values framework
for all educators. Twenty two values are mentioned in the code.
Sections 1
How do ethics and values impact on my work?
Our values shape our beliefs and are sometimes
tested.
Each employee has a values and belief system. Although we
may have the same values, our interpretations of what they mean
can differ.
This becomes an issue if the values mandated in our workplace
are different to ours or those of the community.
It can also be a factor affecting how school teams function.
Some areas for professional discussion and the development of
agreed norms/understandings could be:
Language,
sharing, storage
of
documentation
Student
voice
Behavior
management
Interaction with
families &
organizations
Teaching
methods &
assessment
Sections 1
How can I resolve it if my values and beliefs seem
different to those of my workplace?
Developing workable beliefs and values can help to
acknowledge the range of realities that exist.
When educators hold strong opinions about the way things
should be in a perfect world, it means the working day begins
from a deficit and not the way we believe it should be.
The word should is often a feature of these beliefs.
An example of this type of belief could be
Section 2
Section 2
About our work in schools and communities
This section recognizes the collaborative nature of teachers work in the school
and the community.
Ideally teachers will not only establish and maintain quality relationships with
learners but will also form supportive partnerships with families and make
strong links with community groups and organisations that form part of school
life. Within the school, teachers, leaders and stakeholders will work together to
meet the goals of the school.
The ability to work collaboratively is especially crucial in supporting learners
with disabilities many of whom may have a range of people contributing to their
education.
Learning outcomes
Teachers can expect to:
gain an overview of the principles of adult learning and how they contribute
to collaborative partnerships and teams
increase understandings about effective communication
recognize positive approaches to problem solving
explore examples of strategies and approaches that promote positive and
productive partnerships with stakeholders
1. Working in schools
Section 2
Adult learning
Schools in the Philippines are mandated to build strong linkages with the
community and stakeholders. As schools and communities are complex
social environments, skills in working together are crucial to maximizing
positive learning.
Dealing with adults takes on special significance when we consider their
particular characteristics.
Because of their life and work experiences over time, adults
room temperature
lighting
furniture comfortable chairs, tables
refreshments
appropriate facilities
Section 2
What are the implications for working together?
What does this look like in practice?
Positive and productive interactions can be a
feature of working relationships.
Respect for the skills of each team member, sets the scene for
successful collaboration. This provides a foundation for shared
learning and problem solving rather than conflict. A diversity of
ideas can result in creative solutions owned by everyone.
Rather than.
Try.
Setting up communication
processes for continuous feedback
Assuming understanding
Section 2
School-Based Learning Groups (SBLG) are an
example of a collaborative team among colleagues
Small groups of teachers and administrators form School-Based
Learning Groups to
discuss
explore
reflect
share understandings
plan, implement and review educational ideas and practices
establish monitoring & evaluation
When leaders model understandings about adult learning, and
they are incorporated into SBLGs, team members can
SBLG
Input
Idea
Section 2
Communication
True communication is the response you get.
Section 2
Active listening is crucial to effective
communication. It can build team cohesion and
support positive relationships with stakeholders by
ensuring information sharing is a two way process.
Active listening means
focusing on the speaker
using a range of senses to try and fully understand what the
speaker is saying
adopting body language that indicates interest and listening
allowing people to speak without interruptions
Interruptions can be
Verbal- saying Yes I agree Thats interesting Really?
Nonverbal- nodding, facial expressions, hand movements
Verbal communication
Section 2
Verbal and nonverbal interruptions can
give a message to others that their input does not warrant
dedicated listening
allow dominant personalities to takeover proceedings
take the conversation in directions governed by the
interruption
cause the potential of the information to be lost
stop the conversation or stop some people from contributing
checking understanding
continuing conversation
clarifying perceptions
making a point
Section 2
Tips for positive responding and giving feedback
Checking understanding
Asking questions
Making a point
Express appreciation
for sharing
Briefly summarize the
point in question
Ask a clarifying
question or
Express appreciation
for sharing
Briefly summarize the
idea heard
Tell your idea in a
reflective way
Invite a response
Continuing conversation
Section 2
Problem solving
Effective communication will go a long way towards creating a CONFLICT
PREVENTION environment where problems are opportunities for learning
rather than threatening.
From time to time however, even the best collaborative groups may
experience challenges. Occasionally challenges escalate into conflict
situations.
Conflict can occur as a result of strongly held beliefs, misunderstandings and
incomplete or absent communication.
Some common problems schools face could be related to:
Section 2
If the problem involves a conflict event, it is crucial
to put space between the event and reacting to it
Stop, breathe
Think!
Wait!
Section 2
Working with families
The families of learners with disabilities are valuable partners for educators.
Family members are the first teachers of their children and so at the time their
child commences school, parents and the child themselves are the holders of
the most information about what the child knows and can do. This is the right
time to organize an Individual Education Plan (IEP) meeting.
Parents are often anxious at points of transition in their childrens lives and
this can be especially so when their child has a disability.
A respectful and welcoming school environment can alleviate the
anxiousness of parents and their children.
Everyone benefits when parents and teachers work together.
Strong partnerships and regular communication can
Section 2
What needs to happen when parents come to
school to enrol a child with a disability?
Education for All is mandated by DepEd. There is
a no rejection policy for learners with disabilities.
Schools need to enrol the learners.
Teachers are required to be alert for children with disabilities in
the community, who are not attending school and encourage
families to enrol them.
Conducting an IEP meeting will:
demonstrate to families that they are valued contributors
give the school head and teacher information about the
learners needs at school
provide a foundation on which to prepare for how the needs
of the learner will be met
Section 2
An example for a specialized daily communication
Date
Mon
Teacher
Student
The best thing
today.
Parent comment
Achievements today
Information
Tues
Achievements today
Information
Wed
Achievements today
Information
Thurs
Achievements today
Information
Fri
Achievements today
Information
Section 2
What about homework for learners with
disabilities?
There are many questions about homework that
need consideration.
Is the homework necessary?
o Is all of it essential?
o What are the essential parts?
Will the learner be able to do the tasks in the same time as
expected for others or is it likely to take much longer?
o Are there modifications that can be made to ensure
the time is equitable?
o Are there tasks in the family context that are
achievable and will support similar learning?
Can the learner do what is being asked?
o independently?
o with support?
o how much support?
o is support available?
o How fatigued is the learner at the end of each day?
**Learners with disabilities often have to work harder
Section 2
Some alternative ideas for homework for
learners with disabilities
Subjects
English
Traditional homework activities:
Writing a journal
Writing a procedure
Writing a story
Putting spelling words into sentences
Maths
Traditional homework activities:
Complete exercises
Write out tables
Alternatives
Fill out the daily communication
sheet
Draw pictures of what you did
after school or will do next week
List the TV programs you watched
List what you will watch next week
Help to cook the meal
Make the shopping list
Plan a morning news talk
Tell a story
Invent a story and retell
Family share favourite stories
Make flash cards of spelling words
and play games with them or tell a
sentence for each
Write the words in a fancy way
once each
Get the table ready for meals
Help to cook the meal measuring
out items
Follow and check the daily
schedule
Keep the family informed about
when their TV programs are on
Tend the animals
o Measure out food
o Monitor eggs and graph
how many over time
o Keep track of births
Graph the growth of corn or other
plants
Shopping
o Estimate the costs
o Find the cheapest
Play card games and keep scores
Section 2
Working with the community
The Code of Ethics recognizes the teaching profession in the community,
especially the barangay, as leaders and advocates active in the promotion of
education for all.
The local community comprises organizations, networks and people that are
a valuable resource for schools:
Section 2
How can schools work with communities to support
learners with disabilities?
Communication and information sharing within the
school and community can create advocacy for
learners with disabilities and their families.
The DepEd inclusive education mandate and no rejection policy
is creating growing awareness about disability in the community.
Schools, as the centers of expertise in this area have a role to
play in supporting community members to embrace the diversity
within them.
Schools could work with their division personnel, special
education center or special education teachers to develop a
range of activities.
Section 2
Ways schools can work with communities
Section 3
Section 3
Learning outcomes
You will gain an overview of
Section 3
Schools shall have a single aim of providing the best possible basic education
for all learners..translated into programs, projects and services developed,
adapted and offered to fit local needs.
This subsection looks at current ideas about different ways in which learners
make sense of learning. Two principles underpin the models presented.
Section 3
Learning preferences and learning styles
Research suggests that regardless of culture, age, gender and ability, all
learners have preferred ways of learning.
Learners with disabilities also show learning preferences.
Visual seeing
Auditory hearing
Kinesthetic doing
Tactile touching
Section 3
The direction of eye gaze or head tilt can give clues about learning
preferences.
As well as having preferences for which senses are engaged in
approaches to learning, research by McCarthy 1987 identified 4
learning styles.
Dynamic active
Analytic theorist
Innovative creative
Procedural - practical
Section 3
How are learning styles important to teaching and
learning?
Using a variety of approaches supports learners to
access and participate in activities.
If teachers understand their own learning style/s they can get
insights into
the style they are teaching in
the style of the activities and assessment they are planning
for learners
For example:
A lecture style lesson, followed by research
on the issues will be accessible to
analytical, auditory learners.
But dynamic learners with visual strengths
might prefer a group discussion followed by
presenting a poster.
They are less likely to be engaged in the
the other style and may not process the
information to the same level.
Section 3
Multiple intelligences
Howard Gardners theory of Multiple Intelligences (MIs) names 8 human
intelligences accounting for the range of strengths and potentials in adults
and children.
Section 3
Are there benefits in using multiple intelligences
approaches?
Multiple intelligences provide an extra dimension to
help understand learner diversity and different
ways of learning.
Like learning preferences and learning styles, considering the
MIs when designing curriculum can broaden learning
opportunities for learners.
Some possible benefits:
All learners can be included.
A broader understanding and appreciation of intelligence may
develop. Multiple ways of learning are valued.
Learner motivation and engagement increase
Learners experience the strengths of others and improve their
ability to work in diverse groups
As learners build their own strengths mutual recognition from
others can build self esteem and self realization.
As learners understand their own multiple intelligences they
may become more self directed learners
A variety of opportunities to enter the learning experience
supports learning
Section 3
Integrating MIs, learning preferences and styles
Strategy
Story maps
MIs
Learning
preference
Visual
Verbal/linguistic
Logical/mathematical Auditory
Visual/spatial
Dance/performance Body/kinesthetic
Musical/rhythmic
Learning
style
Procedural
Analytic
Kinesthetic
Auditory
Dynamic
Innovative
Graphing plant
growth
Kinesthetic
Naturalist
Logical/mathematical Tactile
Interpersonal
Procedural
Dynamic
Experiments
Kinesthetic
Intrapersonal
Tactile
Body/kinesthetic
Logical/mathematical Visual
Innovative
Procedural
Dynamic
Auditory
Kinesthetic
Analytic
Innovative
Journal sharing
Intrapersonal
Interpersonal
Verbal/linguistic
Section 3
Friends
Health
Equipment
Intelligences
Learning preferences
Family
Strengths
Services
Interests
Disability information
Section 3
What types of disabilities are supported in
Philippine schools?
Not all disabilities have a name and the name of a
disability does not determine what support is
needed at school.
Support for a learner with a disability is determined by what they
need in order to access, participate and attain in the curriculum.
DepEd recognizes the following groups in the Special Education
Policy and Guidelines.
The disability areas covered in Section 3 Including learners with disabilities
(pg 102) use internationally recognized terminologies used to describe some
areas of disability. The table below shows how the current disabilities
supported by DepEd are grouped in this section.
Section 3 terminology
Attention Deficit Disorder
Autism Spectrum Disorder
Intellectual disability
Mentally retarded
Mentally handicapped
Learning disability
Learning disabled
Orthopedically handicapped
Cerebral palsy
Hard of hearing, Deaf
Low vision, Totally blind
Behavior problems
Speech defective
Section 3
2. Inclusive Curriculum
Section 3
Individualized Education Plans
The Individualized Education Plan (IEP) meets legal and ethical mandates
associated with the education of learners with disabilities outlined in
Section 1.
Section 3
Other participants may include:
Section 3
Section 3
Section 3
Section 3
Section 3
SELF HELP
Area
LITERACY
Section 3
Goal
Objective
Eats snacks
independently
Uses the comfort room
independently
Independently clears up
after classes
Uses courteous
expressions when talking
with others
Time
frame
10 months
10 months
10 months
3 months
10 months
10 months
Persons
involved
Teacher
Parent
Guard
Teacher
Buddies
Teacher
Parent
Volunteer
Teacher
Buddies
Parents
Teacher
Volunteer
Parents
Teacher
Parents
Volunteer
Remarks
Fading of prompts and
cues as independence
increases
CR Program to be shared
with family
Family focus will be
clearing own plate after
meals
Family and school to work
on same words
Area
Goal
Master concept of
numbers 1-10
MATH
Section 3
Objective
Time frame
Persons
involved
Teacher
Volunteer
Parents
Buddies
Teacher
Volunteer
Buddies
Parents
Parent signature
Remarks
Practice opportunities at
home with real objects
counting and handing 10
pegs to mother at clothes
line
Section 3
INFORMATION TO ASSIST CLASSROOM PROGRAMMING
NAME:
GRADE
Area
Fine & Gross Motor skills
Information
Tires easily in motor tasks
Fearful of new places
Socialization
Behaviour:
Aversion to strangers & rushing
Prone to outbursts if food or dress is not to
her liking
Reacts to the word jeep
If upset doesnt talk
Over-excited when happy & shouts
Toileting: daily toilet schedule
Dressing: some assistance with shoes
Eating: uses spoon, assistance with opening
packets and containers
Needs prior motivation to engage in activities
Reacts to changing tasks
Learning styles: Auditory, Tactile
Self Help
Functional academic
DATE
Teaching: What works
Vary tactile activities
Rehearsal for new place before going. Tell
stories of Felipas new place/activity
Joining in with class mates
Write/tape her stories and retell them. Get other
students to read them
Braille key words her name, friends
Music to calm
Candy, icecream
Rewards
Warning of what is coming up
Taking time to do things
Solitary time with favorite things
Guided assistance
Verbal prompts and cues
Time to practice
Praise
Music, singing
Rewards, favorite objects
Short structured tasks (10 mins)
Warning to change tasks
Concrete materials, limited materials
In seat activities
Physical & verbal prompts
Section 3
Inclusive Teaching
Inclusion is not a strategy to help people fit into the systems and
Inclusive teaching approaches enable all learners in the class to take part in
learning opportunities
To have a successful plan for all learners in the class, teachers need to:
Section 3
Effective Teaching
Multigrade teaching and learning
What is multigrade teaching and learning?
A multigrade class has two or more grades in one
class with one teacher. These methods are also
successful in regular classes.
In the Philippines, many schools in remote and isolated areas
have more than one grade per classroom.
Rather than treat each grade as a separate entity, learners are
grouped in a variety of ways and taught using a variety of
methods inclusive of all learners in the class. This has
application in regular classes where there are learners with
disabilities.
Section 3
Quality learning principles
Supportive learning environment
Valued, safe, collaborative,
positive challenge
Opportunity to learn
Engagement through observation,
practice, development &
application of knowledge
Section 3
Multigrade teaching and learning have positive
outcomes for both learners and teachers.
Multigrade classrooms cater for learners of different ability,
personality and learning style, intelligences, culture, gender, age
and years at school.
Positive outcomes for learners
Acceptance of diversity
Learners are prepared for the diversity of society
Social skills development through working with a variety of
others in a variety of roles
Increased independence as learners
Increased options for learning a range of groups to work with
Positive outcomes for teachers
Greater curriculum knowledge from working across levels
Increased repertoire of methodologies and teaching flexibility
Opportunities to use and develop the skills of learners
Section 3
Multi-sensory teaching
What is multi-sensory teaching?
Multi-sensory teaching involves designing learning
experiences so learners can engage more than one
of the senses as they explore and learn.
Section 3
Section 3
Furniture arrangement ideas for different purposes
Group work with quiet tables
Activity
Learning Centers
Individual work
Section 3
Circle time/class meetings
Section 3
Explicit teaching
The explicit teaching cycle provides a framework to help introduce new
concepts. Learning success is more likely to be recorded when the cycle is
used alongside other effective strategies like
multi-sensory teaching
making appropriate adjustments (pg 100 - 101)
The cycle, below, is a relevant strategy for all learners and allows teachers to
monitor learner progress at each stage.
Some learners with disabilities may need to repeat stages 3, 4 and 5
Section 3
Inclusive planning: Higher Order Thinking Skills
(HOTS)
BEC wants:
9 Learners in the Philippines to be active learners using information in
meaningful ways rather than only listening to lectures and recalling the
information
9 Teachers in the Philippines to use constructivist methods for teaching
and learning
9 Assessment that encourages learners to apply Higher Order Thinking
Skills (HOTS)
9 The role of teachers in constructivist methodology is to structure the
learning environment for all learners to learn
9 Guide the learners as they construct their own understandings building on
what they have already learned
Section 3
Build and develop skills for life
9 self-direction and responsibility
9 creativity and originality
9 intrinsic motivation through success
9 a sense of increased competency
9 confidence and independence
This happens because
Connections are made between what is known & new
learning
Existing skills are built upon
Problem solving, critical thinking and a sharing of
learners to be successful
Tasks are multi-modal and so cater for learning
preferences
Section 3
1. Identify & Plan
(Comprehension)
- What am I asked to do?
2. Processing
(Analysis)
What information do I
need to find?
What information will
I use?
3. Applying
(Synthesis)
Tasks:
Identify what the task is
Tasks:
Gather information
Sort it for usefulness
Classify
Analyze
Tasks:
Decide on layout
Decide on order of
information
Section 3
The teacher plans the learning sequence around a
rich question for learners to explore. The teacher
has mapped out the evidence that will show if a
learner has achieved the BEC competency.
A rich question is one that stimulates thinking and initiates a
variety of learning directions.
The example on the next five pages illustrates how to integrate
HOTS in a lesson sequence with adjustments to include learners
with disabilities.
The levels of questioning on activity sheet 1 can be viewed in
Section 3 Speech and language impairment (pg 191).
Section 3
Everyone needs a pet?
Section 3
ACTIVITY SHEET 1
Draw or write the answers in the boxes
Level 1
questions
Level 2
questions
Level 3
questions
Your question
Level 4
questions
Section 3
ACTIVITY SHEET 2
Record what others say
NAME
Do you
have
pets?
What type?
Section 3
ACTIVITY SHEET 2
Record what others say
Which ones are our pets?
(Mark beside the picture.)
Other pets
Other animals
Section 3
What does this look like when the teacher does it with the class?
BEC Competency
ALL:
Whole class introduction
to poem
Adjustments:
Enlarge sheet to A3
and give Level 1
questions only
ALL:
Whole class works on Activity 1
Learners work through questions
at their ability level.
Self
assessment
then..
Teacher
assessment
Adjustments:
Learner talks about
their graph with
teacher prompting
Adjustments:
Learner uses
picture sheet &
puts tally marks
MOST:
Most learners work on Activity2
Choose appropriate recording
format to maximize inclusion
of learners
Self
assessment
SOME:
Possible investigations: Difference between pets and
other animals
Animals and survival
Animals and business
Regional agriculture
Self
assessment
Adjustments:
Seat learner in
front of teacher
Teacher
assessment
Adjustments:
Learner makes bar graph
of pets. Large paper, cut
and paste 1:1 match of tally
Teacher
assessment
ALL:
Whole class
Sharing & Reflection
Self
assessment
Teacher
assessment
Section 3
Inclusive planning: All, Most, Some & Blooms Taxonomy
"Think left and think right and think low and think high. Oh, the
thinks you can think up if only you try!"
(Theodor Seuss Geisel)
levels are thought to be useful for development of higher order thinking skills
or HOTS. The levels are sometimes described as hierarchical.
Blooms taxonomy is a useful framework for planning using the All Most Some
pyramid and also a useful tool for curriculum modifications and adjustments.
(pg 98)
This enables learners with disabilities to be included in a classroom program.
Section 3
Blooms Taxonomy
Foundational thinking
Remembering
(factual recall)
Understanding
(comprehension)
Creating
(new products)
Applying
(using information)
Evaluating
(justification, decisions)
Section 3
Section 3
How do I use this model to plan inclusively?
The process
Choose the BEC curriculum competency or competencies you
will be addressing
Select a topic
List what learners need to know and demonstrate in order to
achieve the result
List the prerequisite skills and capacities learners will need in
order to be successful
Rationalize the list to reflect what All, Most & Some learners
will do and learn
Identify the adjustments, strategies and resources needed
Select assessment methods
Section 3
Blooms
Taxonomy
Some Evaluate
Most
All
Verbs
Possible activities
Create
Create, Invent,
Compose, Plan,
Construct
Design, Imagine,
Devise, Formulate,
Hypothesize
Analyze
Analyze, Distinguish,
Examine, Compare
Contrast, Investigate,
Separate
Advertise, Take apart,
Differentiate
Design a questionnaire
Write an advert or report
Construct a graph
Make a diagram to show
relationships, Put on a play
Write a song, poem
Apply
Section 3
YEAR 3 Math Lesson- Points, Lines, Planes
Reynante Solitario
The lesson aims to consolidate basic terms in geometry and show the
relationships among these terms. Aside from learning and seeing the
importance of the study, the lesson is inclusive and fun. The use of HOTS is
evident because at every stage, as learners engineer their product, they are
analyzing and refining
creating and recreating
evaluating and re-evaluating
The lesson is designed with a class of 60 students in mind. In the class there
is a learner with physical disability, a learner with intellectual disability, a
learner with Attention Deficit Hyperactivity Disorder (ADHD)
Materials for the whole group
The teacher will act as a store owner who buys and sells products. They will
sell personal belongings and buy the materials needed to complete the task.
The only available products will be the materials used for building a tower.
Introduce learners to the process.
ALL LEARNERS CAN BE INVOLVED AT EVERY STAGE IN THIS LESSON
Adjustments for optimum inclusion of some learners are suggested. The
design of the lesson is very supportive for learners who have
visual, kinaesthetic, auditory learning styles
logical/mathematical, interpersonal, verbal/linguistic, visual/spatial, body
kinaesthetic, naturalist intelligences
Section 3
Task: POINTLINE TOWER
1. Form groups of 6-10. Assign roles.
Adjustments
Provide written instructions
(board or paper) Cross out as
completed
Draw symbol pictures next to
instructions to enhance
understanding
Rehearse process with class
Learners are likely to self select
a job that suits them. eg Active
learners will enjoy travelling,
learner with physical disability
can be a builder, the learner with
intellectual disability can be a
builders labourer
Section 3
4. The groups will now consult for 10
minutes.
Builders stay with the timer & leader
and talk to visiting travellers
Travelers visit other groups and
return to their group. They share
what they have seen. Plans may be
refined.
5. When all groups are ready, give
them a GO signal. Allow only 15
minutes to build a tower. When the
time is up, students gather data on
their outputs. Using a ruler to
measure the height of group's tower.
Record points, lines, planes
6. Winning group/s will be determined
by
tower strength
tower height
most points
most lines
most planes
least materials used
creative design
7. Leaders report to group on
How they made the tower
How their consultation affected their
plan
The data about their construction
Section 3
Modifications and adjustments
Teachers will plan for learners with disabilities in ways that
support the learner to achieve
require the least modification for success
adjust the learning contexts to ensure access and participation
Modifications
What modifications can be made to a class
program to ensure participation of the learner?
Four levels of intervention can be considered.
1. Same as for other learners with adjustments
2. Same activity/different level
3. Same activity/embedded skill
4. Different activity/different skill
At every stage the learner could have some adjustments (pg
100-101) in place. Learners might need less modification or
fewer adjustments for some lessons because of their skills,
knowledge and strengths.
Section 3
Some examples of modifications at each stage.
Participation level Lesson/activity
1. Same with
English writing
adjustments
none
Maths exercises
none
Paper in columns
Answers given for
checking
Maths addition
Concrete aids,
prepared sheet,
peer or volunteer if
needed
Geography
Finished model
shown
One instruction at a
time given
Science report
Simplified format
First, then, what
happened? Student
learning sequences
Format provided
Verbal prompts &
cues, rehearsal
Verbal presentation
Sport games
Adult or buddy
Time sheet to mark
Clock, prompts
English reading
Class reading
activities
Learner in small group
letter recognition
Concrete letters or
cards or game ie
fish game, prepared
sheet
Maths
2. Same activity
Different level
Learner is
working as
others but on a
task at own level
3. Same activity
Embedded
skill
Goals may be
different to the rest
of the group
4. Different
activity
Different skill
Parallel activities or
alternatives
maps
calculating area
Modification
Adjustments
Section 3
Adjustments
What are adjustments?
Adjustments are special measures put in place to
ensure learners can access and participate in
learning activities.
Particular adjustments may need to be available to the learner
every time they undertake some tasks. For example
Dark lined paper for a learner with vision impairment each
time they write
A learner with hearing impairment in the left ear, seated at the
front with the right ear closest to the teacher
Others adjustments may be contextual. For example
A learner may benefit from additional time in writing tasks but
not need it when doing maths.
A small group might be needed for developing reading skills
but is not required in Makabayan
Section 3
What types of adjustments can be made in regular
classes?
Adjustments can be made to how learning is
presented, the class setting in which it is
presented, the type of tasks students will do, the
timing considerations for various components of the
learning process.
Presentation of learning
Section 3
Class settings
Timing considerations
small groups
in class with peer support
hospital
separate venue or room
home
provision of special equipment
vary seating arrangements
provide a quiet place
adjust lighting
improve auditory quality with wall
hangings, posters, floor mat
Section 3
Section 3
Teachers can quickly locate the information they need to support referrals for
specialist services, and to help plan for the inclusion of learners requiring
specific modifications and adjustments.
Planning process
for learners with
disabilities
Section 3
START HERE
Section 3
Section 3
Name:
Teacher:
Date:
Section 3
Parent comment and observations:
Follow up:
When:
Section 3
Adjustments
Develop an IEP for the learner
Find out about medication and set up recording measures to
monitor this
Create a routine environment.
Let the learner doodle or fiddle with an appropriate object to
help keep focused and satisfy kinesthetic needs
Use visual organisation techniques
o display timetables and refer to them
o label things
o put up cue questions
Avoid components that are distractive
o minimize dangling display
o ensure line of sight to teacher/board is clear
o minimize interfering noise
o keep formal aspects of lessons shorter
Arrange the learners seating for their needs
Teach relaxation techniques
Give templates for writing formats
Support development of organization skills(see Autism
Spectrum Disorder)
Teaching strategies
Learners with ADD/ADHD will be supported by good teaching
practices.
Some things to do of particular benefit: Keep learner involved by talking less and asking the learner
more
Talk with them in a direct way
Explicitly teach attending behaviors and strategies
o Giving eye contact or focusing on a spot near the
speakers eyes (ears?)
o Using an acronym to help self regulate SAFE (see
Ideas)
Use group work approaches to allow interaction and activity
Incorporate learning preferences and multiple intelligences
especially the kinesthetic
Choose multi-sensory activities
Section 3
Be visible and accessible
Teach routines, practice, role play
Use buddies to help with routines
Break tasks into smaller chunks & list on checklists-teach the
learner to make lists
Use rewards and reinforcements
Develop an intervention plan for dealing with unexpected
issues
Be aware of the learners legitimate need to move and program
for breaks:- a run, energizer, exercise, game
Ideas
SAFE
Make up a cue card/poster for the class that reminds learners
about attending
Sit upright
Act interested
Look Enthusiastic
Section 3
CHECKLISTS/TIMERS
Develop lists for the learner to
keep track of what they need
to do
Provide times next to list
items.
Use a stop watch
STOP! THINK! DO!
Make a poster to help the child plan and manage problem solving
Stop!
Look and listen
What is the problem?
Think!
What can we do?
Think of ways to solve the problem
Do!
Lets do it!
Try out the solution
(Petersen 2002)
Section 3
Resources
Attention difficulties, poor impulse control, overactivity or ADHD
(attention deficit/hyperactivity disorder):Teaching and managing
children and school students Department of Education and
Childrens Services, Sth Australia. A pdf document available on
the website.
http://www.decs.sa.gov.au/speced2/pages/health/chessPathways
Learning Difficulties On Line extensive resources and
information on ADD/ADHD for teachers, parents and learners.
http://www.ldonline.org/adhdbasics
Stop! Think! Do! website with social skills programs for learners
www.stopthinkdo.com
Section 3
Section 3
Recognizing autism spectrum disorder
Learners with Autism may experience difficulties in the
following areas
Communication
Social interaction
Motor skills
Sensory processing
Organization
Transitions
Repetitive behaviors
The checklist provided is a guide only, to assist teachers to
better understand the learner who is having significant
difficulties with learning. The information may then support
referral to relevant specialists. Diagnosis of autism spectrum
disorders is confirmed by qualified professionals.
Section 3
Name:
Teacher:
Motor skills
Section 3
Transitions
Organization
skills
Sensory issues
Comment/Action:
limited diet
reactions to smells
negative responses to dirt, paint, glue
adverse reactions in noisy situations ie covering ears
assembly, music
removes clothes
leaves clothes on for inappropriate weather
appears frightened
reacts to touching
parent reports afraid of hairdresser, dentist
distracted by the sensory input
becomes upset when sensory input is stopped
doesnt seem aware of or indicate injury
over reacts to minor scrape, bump
When:
Section 3
Adjustments
Communication
Know about
the learners communication method e.g. verbal,
pictures, signing
expressive and receptive language level
the learners nuances of language
level of questioning (pg 197)
provide instructions at individual level and in multi
modal way - verbally, written, chunked and check for
understanding
Social skills
provide clear expectations and be prepared to revisit
often
role model social situations
teach flexibility and cooperation allow time to
incorporate give cue cards of skills to learner
provide positive strategies for reporting and dealing
with harassment
help student monitor own social behavior with
positive reinforcements
Motor skills
Organization
set up a personal work space for the learner
clearly name personal items
have visual lists of things in the learners work area or
diary
give a copy to parents
workbook/folder
place tray near student or attach a bag for books to
students desk
Section 3
colour code folders, workbooks, worksheets
provide student with a map which has classroom
colour coded to corresponding subject
to keep things consecutively fold back tip of page or
number pages consecutively
provide home with a time schedule
picks up notices on specific day when she picks up
her son/daughter
Transitions
Get to know
o learners reaction to changes
o what works in preparing for change
o particular rituals and routines
accommodate routines if possible and appropriate
share information and strategies with other teachers
provide family with a visual schedule for home
engage in small changes rather than big changes
provide adequate time for transition
provide student with a map of the school
Repetitive behaviors
Learners with Autism Spectrum Disorders may engage in
repetitive actions such as hand flapping, flicking items,
rocking. Sometimes these actions allow them to disengage
from sensory overload in their environment. Other times
they could help the learner relax.
Behaviors can be more prevalent in times of stress or
anxiety. Control of the behaviors is often more achievable
than trying to remove them completely.
Designate a particular time for the behavior
Replace inappropriate objects with appropriate
objects ie banging hands on a basketball rather
than a table, throwing a ball against a wall rather
than stones
Sensory processing
monitor after falls/accidents
change the environment if possible
tailor learners work area
place leaners things out of main traffic zones
allow movement at another time or different direction
Section 3
give lunch at an alternative time
provide equipment that can be used e.g. ear plugs,
walkman, rubber cushion, heavy blanket
skill the student as to what he/she can do e.g. get a
tissue and wipe paint off handle of brush
provide sensory input
Teaching strategies
Communication
use simple precise language avoiding idioms or
sarcasm
seat at the front of the class
repeat/rephrase instructions and use visuals
allow wait time to process information and give a
response
encourage eye contact but do not demand it many
learners with Autism have peripheral vision and have
a good view
prepare for attending by giving verbal cues:- Say
their name and instruct Flordy, look at me! Listen to
this, its important!
explicitly teach
o conversation skills
o how to ask for help
o class routines
make a special time for talking about special
interests
Social interaction
teach rules
use social stories (see Ideas)
design and implement a social skills program
o feelings
o taking turns
o sharing
o play
o interpreting body language/facial expressions
o displaying facial expressions
Section 3
Motor skills
accept alternative assessment to writing- verbal,
graphic organizers, scribing, dot points
involve in sport lessons in interesting ways time
keeper, scorer, referee, equipment manager
reward alternative roles as authentic components of
sport
Organization
have extra pencils and other equipment to avoid
delays in getting started, or anxiousness
break instructions into chunks and give visual back up
use folder with divider pages, rather than a lot of
separate books
provide scaffolds to help organize writing - templates
organize alternative ways to get information home to
parents
monitor recording in the diary
Transitions
teach relaxation
introduce change to the learner ( see Ideas)
use visual schedules (pg130-131) timetables,
calendars
use social stories (see Ideas)
use pictures, photographs of student doing a variety
of tasks and use them to forecast changes eg: Show picture of learner packing up and say
Sammy, in 5 minutes its time to pack up.
Repetitive behaviors
include on visual timetable, time for learner to engage
in the behavior
minimize needs by providing opportunities for sensory
input
Section 3
Sensory processing
get to know sensory stimuli affecting the learner
make time for positive stimuli and use as a reinforcer
provide sensory activities as part of the program
predict difficult stimuli times for the learner and
prepare or reschedule
make use of social stories
provide visual cue cards
Adapted from Autism SA Factsheets www.autismsa.org.au
Ideas
Q CARDS
Section 3
An example of a social story
Rhizas Questions
The teacher tells the class
what to do. Everyone listens.
When she stops talking we all
start our work.
I am listening to the teacher. I
have a question to ask. I wait
to see if the teacher tells the
answer. If I dont know what
to do
I think
I look at what my
friends are doing
I ask my friend
If I still dont know I can use a
question card. I can use 2
question cards in the lesson.
When the teacher is telling
the class what to do she is
happy when we all listen. It is
good to wait until she has
finished talking to see if I
know what to do. The teacher
likes me to ask my friends
what to do and to use a
question card only if I still
need help.
I remember that I need to
listen when the teacher tells
us what to do. I think about
what she is saying. I try to
find out what to do by myself.
When I have tried to find out
what to do, I can use one of
my question cards.
Section 3
SURPRISE SESSION
This strategy may assist learners with Autism who are
sensitive to transitions.
At the end of each day, forecast the next days activities.
Include a ? box in the schedule. This spot is the surprise
session .
Resources
Autism South Australia
www.autismsa.org.au
Autism society of America
www.autism-society.org
Autism Web: a parents information website
www.autismweb.com/
Section 3
Section 3
Factors following birth
Section 3
Name:
Teacher:
Early
development
Social skills
Curriculum
Section 3
understanding and responding to questions
oral expression retelling events
learning a second language
following instructions, repeating
reading
general knowledge
writing
counting, matching
other
Attention
Motor
development
Section 3
Comments
Follow-up Who/What
When
Section 3
Adjustments
One list will not necessarily meet the needs of all learners with
intellectual disability.
In the first instance: Utilise the learners IEP for information about the best
supports for them
Liaise with others the special education teacher, resource
room teacher, services, colleagues, parents
Seek out local resources - volunteers
Think big and start small
Negotiate with your principal for the support you need to plan
effectively
In the classroom
Remember to personalize curriculum
Set learners up for continued effort and motivation
80% success, 20% challenge
Negotiate homework
Look for learning in smaller chunks
Praise and encourage effort rather than outcomes
Use learner strengths
Section 3
Teaching strategies
Find interesting relevant things to learn
Use real things in the childs experience to help connect
learning
Use favourite things for the same purpose
Keep the child active in tasks rather than listening and
answering
Break tasks into smaller chunks
Use prompts as needed
Use backwards chaining
Use a multi-sensory approach
o gestures
o actions
o facial expression
o practical demonstrations & written examples
o verbal explanations
Use repetition
Model what to do
Give practical demonstrations
Talk as you show
Let the learner copy alongside you, then repeat what you did
with verbal coaching
Stick to a routine way of doing things, even use the same
language
Show what the finished product looks like
Demonstrate how to deal with mistakes too!
Teach & practice self talk:o Talk through routines as you go
Section 3
o Repeat & practice internally the things that need to
be learnt
o Demonstrate - multi sensory
o Prompt to help internalise
Give help when it is needed
Ideas
Communicate regularly with the learners parent through a
communication diary or note book (Section 2 pg 41)
VISUAL SUPPORTS
Put a range of visual supports in the class
Labels and signs
Tape a cross on the floor where the learner will sit for some
activities
Provide proformas to help the learner organize work
PERSONAL ACTIVITY KIT
Set up a container or area with preferred activities and resources for
the learner to access if a break is earned or they are tired.
Books, games, sensory toys/equipment, tape
Section 3
VISUAL SCHEDULES
Make visual schedules to help with routines and transitions. Send
copies of the visual schedule home or make a home specific one.
Sammys schedule
Unpack my bag
Reading for10
minutes
Writing for 10
minutes
Do my maths
Choose an activity
Section 3
ACTIVITIES FOR MOTOR SKILLS
Play dough (make shapes, letters, numbers)
Using pegs
Cutting
Packing up activities, bunching things with rubber bands
Playing with puppets
Typing
ACTIVITIES FOR INDEPENDENCE
Give responsibility and then record efforts
Putting up the chairs at the end of the day
Giving out equipment
Taking messages to another class
Make charts to show progress, achievement, earn rewards
Try to instigate cooperative rewards the learner completing their
schedule earns rewards towards the whole class total.
Encourage social skills development and class team building by
getting everyone to catch the positive behaviours of classmates.
When someone reports catching a classmate, a piece of paper
with their name on it is added to a container. At the end of the
day/week a name is drawn at random from the container and that
learner chooses a class activity for everyone to do
I was caught
Listening in group
time
Helping someone
Sharing ideas
Asking a question
Trying hard
Attending
Self correcting in
reading
Using manners
Finishing my work
Section 3
Resources
Resources for teachers in many areas of disability and learning
difficulties
http://specialed.about.com/od/devdelay
DepEd to input local resources here.
Down syndrome association of the Philippines
http://downsyndrome.org.ph/
Dual diagnosis Autism and down syndrome
http://uk.geocities.com/grahamdavidcook@btinternet.com/index.htm
Teachnology website online resources for teachers of students
with intellectual disability
http://www.teach-nology.com/teachers/special_ed/disabilities/down/
Section 3
Learning disability
About learning disability
Learners whose skills are below expectation for their age and
ability may be identified by parents or teachers
as having learning difficulties. A small percentage of these may
have learning disabilities.
Learning difficulties and learning disabilities are different. Research
suggests that about 10-16% of learners may have a learning
difficulty which could develop as a result of one or more of the
following:
developmental delay, eg speech and language difficulties
poor coordination, eg fine and gross motor skills
emotional difficulties and/or trauma
limited environmental experiences
deficiencies in appropriate educational opportunities
interrupted or non attendance at school
illness
Section 3
What are some different types of learning
disability?
Several types of learning disability are well
documente
d.
No limits: Teachers including learners with disabilities in regular classrooms
135
Section 3
Section 3
Name:
Teacher:
Language Difficulties with:
phonological skills
understanding and responding to questions
oral expression
sequencing words in sentences
summarising information
retelling stories, events
learning a second language
articulation
reading comprehension
reading
decoding
naming words
written language
spelling
Section 3
Motor
skills
Difficulties with:
pencil grip
copying text
handwriting legibility
letter formation
motivation to write
writing speed
self-managing of physical movement eg sitting still
physical stamina
Attention
Difficulties with:
listening
concentrating
attending
mental fatigue
physical restlessness
impulsiveness
self-management strategies
Memory
Difficulties with:
recall of facts
learning lists ie alphabet
remembering and following verbal instructions
remembering sight words
sound sequences
Section 3
Follow up:
When:
Adjustments
Do
Possible strengths
practical dexterity
problem solving approach
spatial skills
creative thinking
imaginative
visual thinking
average/above average IQ
strategic thinking
oral presentation skills
social
Section 3
Dont
Handouts
Use supportive fonts when designing handouts
Arial, Comic Sans MS and Microsoft San Serif
***Fonts that have serifs like Times New Roman can make the
Teaching strategies
** All learners will benefit from these approaches
Recognize and use the strengths and interests of the learner
Reward learner efforts
Focus on assessment of concepts rather than conventions
Section 3
Break instructions into chunks
Provide clear, unambiguous, sequential instruction
Teach prerequisite skills beforehand
Build in practice opportunities to internalize new skills
Use multi sensory (pg 75) approaches
Incorporate the explicit teaching cycle (pg 79) when teaching
new concepts
Reading
Spend 5-10 minutes previewing texts before reading and
reviewing texts when resuming reading
Look at the cover, title, pictures
Discuss, predict, question and relate to learners
experience.
Teacher scans pictures/text for difficult words and asks
learner to find item and then the words
Use Paired Reading (see Ideas) to familiarize learner with a
new text and build fluency
Writing
Give more time for drafting & editing
Select key tasks to be undertaken rather than all
Model show a completed example of what is required
Accept notes and drafts as the assignment
Use cloze
Use images, story boards, cartoons
Section 3
Teach editing strategies TOWER & WATCH (see Ideas)
Allow use of word processors if available
Provide scribing (teacher or buddy)
Provide notes to highlight and learn from
Create user friendly handouts
Note taking
Why is the learner taking notes?
Write down the main points & terminology for learners
Provide handouts, summaries, copies of notes, OHTs
Avoid dictation
Provide guided, structured lectures write key points on the
board
Indicate key points/changes in topics
Allow students time to absorb and process information
Teach use of graphic organizers to map key points
Section 3
Dont penalize for spelling or grammar errors focus on the
answer
Allow extra time or no time limits if learner is keen to finish
Allow to resit
Ideas
PAIRED READING
1. Choose a text to read together.
2. The text should ideally be at an instructional level.
3. The learner holds the book and is instructed to follow the text
while the adult reads a paragraph.
4. The adult reads at a reasonable rate and uses appropriate
expression.
5. Next, the learner and adult reread the paragraph together.
They do not stop for errors. The adult pulls the learner along
reading expressively.
6. The adult asks the learner if they would like to reread it alone.
a. If no, the adult and learner read together with the adult
fading in and out to let the learner take more control.
b. If yes, the learner reads alone. The adult does not
intervene or correct during the reading process.
DICE WRITING & SPEAKING
This simple strategy helps to extend ideas, structure story telling,
reporting or writing, projects. Individuals or groups can form
writing
Cover the faces of the dice with the words
Section 3
SENTENCE MAKEOVERS
This strategy assists learners to extend vocabulary and build
understanding of grammatical structures. It aids learners in
seeing how phrases and words in different positions in a sentence
can preserve or change the meaning. It can also be used to
understand the components of individual words and to learn
mathematical facts
1. Learner writes a sentence or teacher scribes sentence on a
strip of paper. Writer sounds out as they write.
2. Learner cuts sentence into individual words and reforms.
3. Student arranges words in other orders and comments on
meaning changes. Provide punctuation marks as needed.
4. Teacher asks questions to elicit additional words to add into
the sentence, writes the words on additional paper and has the
learner place them.
5. Continue asking questions using who, what, when, where,
why, how
6. The teacher can change the beginnings of extended sentences
by moving phrases. The learner completes the sentence.
Mt Apo is beautiful.
Mt Apo
is
is
Mt Apo
beautiful.
beautiful.
Where is Mt Apo?
Section 3
What is beautiful about Mt Apo?
Where is the scenery?
How beautiful is it?
The scenery
near Davao City
Mt Apo
on
is
very
beautiful.
TOWER
T
O
W
E
R
WATCH
Section 3
Resources
Learning disabilities and ADHD
www.ldonline.org
Dyslexia Action: assessment, education, training
www.dyslexiaaction.org.uk
Learning disabilities, learning styles
www.ldpride.net
Section 3
Section 3
Some known conditions which can result in physical disability
and/or multiple disabilities are:
o
o
o
o
o
o
o
o
o
o
cerebral palsy
spina bifida & hydrocephalus
muscular dystrophy
rheumatoid arthritis
arthritis
ontogenesis imperfecta
congenital malformation of the limbs
acquired brain injury
cancer
motor neurone disease
Cerebral palsy
Cerebral palsy is caused by damage to the developing brain either
before birth, during birth or in the first few years of life. The
impairment depends on where in the brain the damage occurs.
Often control of the muscles in the body is affected and the learner
can experience uncontrollable spasms. It is not a curable condition.
Cerebral palsy can impact on learning, but as with other
disabilities, to varying degrees, depending on the severity of their
condition. The range could include
severe multiple disability to mild physical disability
profound intellectual disability to gifted
any combination
Section 3
Learners with spina bifida could also experience
paralysis or loss of sensation to some parts of the body
incontinence
problems with learning ( although the full range of capability
exists)
Muscular dystrophy
Muscular dystrophy is an inherited disorder characterised by
gradual weakening of the voluntary muscles of the body.
The most common type of muscular dystrophy is
Duchenne muscular dystrophy (DMD) an incurable, degenerative
condition which only affects males and is inherited from a gene
carried by females. Life expectancy is severely shortened.
The condition is often diagnosed when children are toddlers. They
may have problems attaining physical milestones, be excessively
clumsy, have an unusual gait, and or lack physical stamina.
As the condition progresses, symptoms become more pronounced,
until the affected person becomes dependant on others for their
care.
Section 3
social skills
personal health
This could affect the way a learner participates in the classroom.
They may experience difficulties with
self esteem
social inclusion
information processing
receptive language
expressive language
problem solving
motor planning
memory, attention
learning new skills and concepts
access and participation in learning
stamina
continuity of attendance at school owing to health issues
The learner with multiple disabilities is highly likely to have
significant difficulties in more than one of the areas above
A learner with multiple disabilities enrolling at or attending a school
is likely to be easily identifiable. Depending on the severity, it may
also be obvious that a learner has a physical disability.
The checklist provided is a guide only, intended for use by leaders
or teachers to
gather general information about the learner from
parents, the student themselves
guide discussion with other specialists
form the basis of initial planning for support and
modifications
Section 3
Name:
Teacher:
Cause of disability
brain injuries
before birth
during birth
close to birth
other injuries
before birth
during birth
close to birth
brain injuries through
accidents
near drowning
electrocution
violence/trauma
abuse
other injuries (eg spinal) through
accident
near drowning
electrocution
violence/trauma
abuse
injury to the mother before birth
premature birth
syndromes
genetic abnormalities
disease
malnutrition
progressive conditions
other
Section 3
Diagnosed
conditions
cerebral palsy
spina bifida
rheumatoid arthritis
muscular dystrophy
arthritis
ontogenesis imperfecta
congenital malformation of the limbs
acquired brain injury
cancer
motor neurone disease
other
Areas of
development
affected
muscle tone
muscle strength
gross motor skills
fine motor skills
mobility
communication skills
social skills
health
other
Impact at school
self esteem
social inclusion
information processing
receptive language
expressive language
problem solving
Section 3
motor planning
memory, attention
learning new skills and concepts
access and participation in learning
stamina
continuity of attendance at school owing to
health issues
self help skills
other
Others involved:
Additional
information:
Follow up Who/what?
When?
Section 3
Adjustments
Most learners with physical disabilities will be included in the same
curriculum as others in their class. They may or may not need
adjustments to better access and participate. Adjustments may be
required in the four areas profiled in the section on adjustments
(pg100 -101)
Learners with multiple disabilities will usually need significant
adjustments and curriculum differentiation to maximize inclusion in
the classroom program. A range of people may be involved and a
team approach is recommended.
The IEP can be used to document what needs to be done
differently to support individual learners. Where the learner has
multiple disabilities or a significant physical disability the IEP is
crucial in identifying how they will access the learning environment
as well as what learning outcomes will be the focus. Particular
attention may need to be given to physical access.
Physical environment & class setting
Ramps and pathways may need construction
Classroom location may need to be negotiated:- one
classroom may
o already have a ramp
o be larger and have room for special equipment to
be used and stored
o be close to the office or comfort room
o be downstairs
A comfort room may need modification
The classroom furniture may need special arrangement to
make space for the learner and easier access.
The school yard may need to be vetted for access
Equipment
Learners with high support needs may require a range of special
equipment to help them access and participate in curriculum.
augmentative communication devices
adjustable tables, chairs or wheelchair table
frames/hoists to assist with repositioning for different tasks
Section 3
Respect for the learner with physical disabilities and multiple
disabilities is paramount.
Work with the learner, not on the learner.
Check with the learner to find out what help they would
like/need
Involve the learner in discussion about them or talk about them
somewhere else rather than in front of them.
Give learners the opportunity to solve their own problems
As for learners with other disabilities ask first and/or explain
what you are doing or are about to do ie if you are going to
reposition the learner explain and involve the learner throughout
the process
Repositioning
Teachers and other staff involved in repositioning learners with
physical disability need to lift and move learners in ways that are
safe for themselves as well as the learner. Good movement takes
practice and concentration. Two people may need to work together
to move a learner.
Professional advice may be available. Ask your principal to find this
out. Some general principles to follow are
Plan the move before attempting it
Minimize the range of movements
Protect your back
Minimize repeated stress on the spine:-twisting, height of the
load
Move in a considered and smooth way informing the learner
will help them to contribute to the lift as much as they can
Teaching strategies
Having made adjustments to enable the learner to access the
learning environment, the next stage is modification to curriculum
to ensure participation in learning that maximizes independence for
the learner.
Section 3
Social skills
Encourage peer interaction and teach how to interact
Provide disability awareness information for class members.
Teach them to ask the learner first to see if they want help
Award wheelchair buddy licences to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
Be aware of the impact of health and personal care and mobility
on social time with peers Count the lost time each week to get a
picture of this
Communication
Learners will have a range of communication abilities depending on
the level of disability. Severe physical disability and inability to
communicate does not indicate an intellectual impairment. The less
opportunity for practice given, the longer it will take for skills to
develop.
It is very important to ensure the learner has opportunities to
communicate. Utllize the communication system that has been
designed.
Get to know the communication nuances of the learner eg
poking out the tongue may be the learners way of indicating no,
a kissing noise may mean yes. A grimace may mean stop.
Wait for the learner to process the incoming information, motor
plan and perform a response. Do not speak for the learner.
Ensure the learner is positioned for optimum participation.
Position yourself for optimum communication/interaction.
Encourage others to speak directly to the learner.
Social and emotional needs
Teachers can take the lead in advocacy for
o the learner, their strengths, their value as a
contributor in the class
o building positive attitudes in the community
o setting a positive environment for the learner with a
newly acquired disability, as they return to school
o sensitive and supportive approaches for learners,
aware of their limitations in comparison to peers
and, of their declining condition
Section 3
Learners in secondary schools may need additional support and
consideration as they encounter the issues associated with
adolescence. This can be a particularly difficult time for the self
esteem of learners with physical disabilities
Learning program strategies
Beneficial strategies will be different for each learner.
Depending on the needs of the learner, the sections on intellectual
disability and sensory impairments may provide useful strategies
and ideas.
Ideas that may match the profile of some learners include
providing larger work sheets to allow for motor skills
provide handouts to remove the need for notetaking.
simpler work sheets/posters/wall displays- not text dense
providing larger items to assist with grasp textas, foam around
pencils
modify sport to include the learner (see Ideas)
volunteers to assist in the class
use the equipment and programs assigned to the learner
through the local consultants
use different assessment methods see section on
Modifications and adjustments (pg 98)
for learners with multiple disabilities or severe physical disability
a higher level of curriculum differentiation is likely to be needed:same activity/embedded skill or different activity/different skill
Ideas
Strategies which may assist students to learn include:
SENSORY ACTIVITIES
Provide a range of sensory opportunities for learners. Set up
noisemakers, shiny objects, textures objects and toys, moving
objects, different smells.
Suspend objects in front of the learner
Use guided movement to let the learner experience textures,
noises so building knowledge of cause and effect relationships
Section 3
BALL GAMES
Many mainstream ball games can be modified into table top
games. Most learners are at a similar level or qualizer
restrictions for able-bodied learners can be introduced. Keep
scores and as an added surprise, to decide winners roll dice and
decide if team A(odds) wins or team B (evens)
A range of games can be provided in a circuit as a tournament.
Table bowling: Set up objects on a table top and roll a ball to
knock them down. Able bodied learners replace them. Scores
are kept. Able bodied learners can have restricted bowling eg
no hands
Table basketball: Teams of learners roll balls off the table into a
large bucket or bin. Keep scores. Time quarters and change
ends at half time.
Table tennis: table tennis balls are blown across the table top
into nets made of paper. Blowing activities are excellent for
respiratory health of learners with limited mobility.
GROUP ACTIVITIES
Tailored relays or obstacle races: get the class to help identify
what could be in a race that includes everyone
Freeze: the learner with a disability can be responsible for
releasing classmates who are frozen because they were
caught in a game of tag.
Time keeper: The learner times sporting matches and blows the
time whistle. The learner throws the ball back to the referee after
a goal is scored.
MUSIC
Design in-chair aerobics lessons for fitness, energizers during
the day. Learners have wonderful imaginations for thinking up
activities.
Use the collective wisdom of the class to workout how to include
the learner in folk dances and music performances. A learner
with a significant disability may be able to beat a drum or blow a
whistle or shake a maraca.
Section 3
Resources
Christine Stopka, Ann Goodman and Claudia Siders. Inclusive
ideas for learners with multiple disabilities.
http://www.palaestra.com/featurestory.html
Education Queensland website with resources to support a range
of disabilities. Downloadable documents on physical disability
http://education.qld.gov.au/curriculum/learning/students/disabilities/
Publications from the National Dissemination Center for children
with disabilities
http://www.nichcy.org/pubs/factshe/fs10txt.htm
Section 3
Sensory Impairment: Hearing
About hearing impairment
Hearing loss occurs when there is a problem with or damage to
one or more parts of the ear or ears. Some people are born with
hearing impairment and some can lose their hearing for many
reasons like:
physical trauma
prenatal infections
disease or illness
upper respiratory tract infections
heredity
malnutrition
blood incompatibility of parents
medications
long term exposure to excessive noise
Hearing impairments can range from
mild to moderate
moderate to severe
severe to profound
People with hearing loss are sometimes referred to as hard of
hearing or deaf.
People who are hard of hearing can hear speech tones when
wearing hearing aids.
People who are deaf do not benefit from these.
Section 3
Recognizing hearing impairment
An audiogram shows the results of a formal hearing assessment
A sample audiogram
Section 3
Name:
Teacher:
Comment:
Section 3
Adjustments
Teachers can learn the basics of the manual alphabet/signing
and teach other learners.
Section 3
Numbers
Section 3
Section 3
Section 3
Words/Sentences
Section 3
Section 3
Section 3
May I go out?
Teaching strategies
Communicating with learners who are hard-of-hearing
Put the learner close to the teacher for better sound
reception and visual cues
Be sure the light, natural or artificial, falls on the teachers
face rather than behind
Reduce classroom noise levels with wall hangings, mats,
curtains
Get the learners attention before commencing talking
Make use of the residual hearing by using amplification
Speak slowly, clearly and face to face with the learner
Rephrase - especially if the learner does not understand
what was said
Write key words or outlines when shifting to a new topic
Seat or place the learner in a position with full visual access
to the teacher
Section 3
Communicating with learners who are profoundly/totally deaf
Ideas
Talk to them not about them.
Reading
While reading a story to the class, show the book or prepare
visual aids. After the story, group the class into 5. Give each
group strips of paper with the important details of the story.
After 5 minutes or so, let them arrange the strips according to
the sequence of the story. Each member of the group will stand
while holding the strip. The first group to finish the sequence
correctly will be declared the winner.
Music
Let the hearing impaired hold a stick or drum. While the other
students are singing a song, the child can beat the drum every
four counts. The teacher has to count showing his fingers for
the child to follow. This way, the child knows that when the
teacher shows four fingers, he has to beat the drum. After a
week, the teacher may let the child beat the drum at the second
and fourth beats.
Section 3
Survival Tips!
Be patient.
Stay positive and relaxed.
Plan, plan, plan
Be flexible
Congratulate yourself for a job well done!
Use the learners strengths
Resources
Strategies for teaching learners with hearing impairment
http://www.as.wvu.edu/~scidis/hearing.html
Hear-it AISBL is comprised of IFHOH (The International
Federation of the Hard Of Hearing), AEA (Association
Europenne des Audioprothsistes).
Extensive resources to support teachers, families,
stakeholders.
http://www.hear-it.org/
Deaf Ministries International. Links to project in the Philippines
http://www.deafmin.org/
Section 3
Section 3
Visual Acuity measures
One way of understanding vision loss is to compare
measures on a visual acuity scale.
A visual acuity of 6/6 could be explained in this way.
Detail from 6 metres away is what a learner with normal
eyesight would see from 6 metres. If the visual acuity is
6/18, this person would need to be 6 metres away from an
object that a person with normal eyesight could see from 18
metres away.
Visual Acuity
6/60
60
6/48
48
6/36
36
6/30
30
6/24
24
6/18
18
6/15
15
6/12
12
6/9
6/7.5
7.5
6/6
Section 3
Eyesight Checklist
Grade:
Date:
School:
Name:
Teacher:
Comment
Behavior
Limited attention span in reading or writing activities
Makes excessive head movements or tilts when looking
at print or reading
Reluctant to commence reading, writing or close work
Makes errors when copying, missing letters, words, lines
Squints or frowns when looking at things- near or far
Has problems tracking print- Loses place when reading,
skips lines
Holds book very close
Omits words or makes errors when reading or copying
Closes or covers one eye when reading or doing near
work
Confuses similar words
Has unusual sitting posture when reading
Tilts head excessively to one side, up or down
Holds head forward to look at a distance
Rubs or pokes eyes
Turns head to apparently favor one eye
Is nervous, irritable, tense or restless after maintaining
visual
Concentration is slow
Misses some nonverbal cues
Misinterprets social cues
Section 3
Comment
Appearance of eyes
Turned eye/eyes- in or out
Frequent eye movements, quivering
Frequent blinking
Red eyes
Frequent eye infections
Watering eyes
Light sensitivity
Physical issues
Headaches
Sore eyes
Feeling of pressure in, near, behind eyes
Difficulty seeing clearly at distance
Blurring of vision while reading or writing
Print moves while reading or writing
Seeing double
Burning or itching eyes especially during or after close
work
Additional
information:
Follow up:
When:
Section 3
Adjustments
Respect the learner and build independence. Ask them
what they need.
Classroom environment
Learners may need mobility training in their environment.
Arrange class in an open plan, at least one wider aisle
with easy access/egress
Remove clutter
Only change the environment if the learner has had prior
warning
Arrange space for special equipment
Seat the learner in the most optimum position for their
available vision (ask experts about this)
Assign sighted buddies (ask first! )
Curriculum materials
Increase the size of the font on printed materials or
enlarge photocopies to the recommended size
Use concrete materials
Use dark lined paper (make a master of this to copy)
Investigate supportive colors and textures for the learner
and use these on the board, posters, flashcards, printed
materials, embossed print
Equipment
There are many devices to help the learner with vision
impairment. Equipment plus residual vision and other
senses help with reading, writing and participation.
Low vision aids include:
computers voice-activated software
magnifiers
special lighting
large print materials
Aids for learners who are blind
voice activated computers, talking clock and calculator
cane
guide dog
sighted guide
Brailler - a system where print is converted to Braille
Section 3
Teaching strategies
Multi-sensory teaching will ensure there are multiple
entry points for learners. The kinesthetic, tactile and
auditory domains are crucial for learners with vision
impairment.
Use the primary motivators of the learner
Use the time to describe where objects are placed
eg Your pencil is at 3:00 o'clock.
Use sighted classmates to dictate homework or other
important tasks or ideas (ask first)
Give explicit instructions and oral presentations
ie If you are showing the class something, think of the
exact language that describes on the top left corner of
the page put .. rather than up here put..
Face the learner when you are speaking.
Avoid commentating between instructions.
Use local examples and teaching materials.
Program in additional time for the learner to complete
tasks or adjust tasks to make this equitable. Seek advice
about this.
Section 3
Use alternative assessments (other than writing) to allow
the learner opportunities to demonstrate the potentials of
their skill and knowledge.
Seek advice from experts to assist you with
modifications
Ideas
Support the appreciation of classmates by making
posters of inspirational statements of people the class
admire.
Section 3
Resources
Resources for the Blind Inc a guide to services and
locations in the Philippines
www.blind.org.ph
Wikipedia online encyclopaedia with information from a
variety of sources. Other links are usually
http://en.wikipedia.org/wiki/Visual_impairment
Information about particular conditions affecting vision
http://www.kidshealth.org/teen/diseases_conditions/sight/vi
sual_impairment.html
Inspiration from a sporting organization
http://www.blindsport.org.nz
Section 3
Section 3
Depression is the most likely medical disorder seen in school
physical
sexual
emotional
neglect
Section 3
bullying
low school performance
abuse, neglect inconsistent or unclear discipline
low socio-economic circumstances
Section 3
Name:
Teacher:
Mental health
indicators
enthusiasm
coping with stress
coping with disappointment
tolerance of others
happy with self
consideration of others
strong friendships
positive connections to family
trust of others
trusted by others
empathy
Depression
Section 3
Child abuse
forgetting things
difficulty concentrating
trouble making decisions
sleeplessness or too much sleepiness
headaches
unexplained pain
unexplained injuries
covering of injuries
running away
fear of physical contact
self harm
aggression
excessive punishment disclosed
afraid of perpetrator finding out of
disclosure
Section 3
Emotional Abuse
Neglect
Follow up:
Who/what?
When?
Section 3
Adjustments
Learners with mental health problems, may not recognize that
they are experiencing problems and so do not get the help they
need.
They might
have trouble asking for help
blame themselves
not be aware that treatment is available or can help
The teacher has an important role because they are often the
first to notice problems.
They can
actively listen to the learner (if they choose to disclose to the
teacher)
advise of others the learner might prefer to talk with: friends,
special relatives, a priest, imam or other spiritual advisor,
another teacher or the principal
use the checklist to guide discussion with the learner
reassure them that they are not to blame for the difficulties
they are experiencing and that help is available
communicate with parents following discussion with the
learner (a crucial step in getting the help that is needed)
If there is a learner in the class experiencing problems in this
area
set up a support network for them at school
create a safe place for the learner to go if they are feeling
anxious, overwhelmed, emotional
work with families to manage medication, monitor the
wellbeing of the learner, communicate
Section 3
Teachers are crucial in recognizing suspected child abuse
If you suspect abuse and/or a learner discloses:
reassure them
find a quiet place to talk
believe them- even if the events did not occur the learner
still needs help
actively listen
express respect that the learner has told someone
Affirm that you will do your best to protect and support
them
Follow the procedures outlined in DepEd child protection
policies
Put support mechanisms in place to support the learner
(see Depression)
Stress that the learner is not to blame
Teaching strategies
It is important to raise awareness about mental health, wellbeing
and child protection with the whole class, especially that help is
available.
When you notice some changes in behaviour or mood
Start by saying you have noticed some changes and ask how
things are going?
Actively listen to the learner and tell them you will not judge
them
Recognize the point at which the problem needs to be
referred to others
After the diagnosis or report
Take an interest in the treatment and how the learner is going
Encouraged exercise, healthy eating and involvement in class
and social activities
Keep in touch with families or carers
Develop support mechanisms to help the learner when
Section 3
problems arise at school
Be flexible: Modify and adjust learning programs and
expectations to cater for fluctuations in the learners wellness
and emotional state
It is NOT helpful to
Ideas
WEBSITE RESOURCES
See resources for a range of websites.
Visit the Beyond Blue website for resources to share with
learners and colleagues. The site deals with depression, anxiety,
bipolar disorder and post natal depression. Many fact sheets and
resources for teachers are available.
A downloadable 30 session learning program is available that
teaches skills to increase the capacity to deal with 'life'
challenges.
The program is built around the development of protective
factors in learners
sense of self worth
sense of control
sense of belonging
sense of purpose
sense of future
sense of humor
http://www.beyondblue.org.au/
Section 3
FEELINGS CHART
Support learners with limited ability to identify feelings by
providing a feelings chart. Specifically teach feelings.
Happy
Angry
Tired
Unwell
Scared
Bored
Sad
Confused
Worried
Section 3
Resources
The Philippines Bantay Bata 163 child welfare website
http://www.bantaybata163.com/
Headroom: A mental health and wellbeing resource site for
teachers, students, parents, service providers
http://www.headroom.net.au/
Australian Institute of Health & Welfare free publications with the
latest research
http://www.aihw.gov.au/publications/index.cfm/
Federal Emergency Management Agency website for kids: After
the disaster post trauma mental health checklist for children.
Colouring book/story to help children understand disasters.
Many games and resources.
http://www.fema.gov/kids/tch_mntl.htm
Bright futures, Georgetown University mental health resource
website.
http://www.brightfutures.org/mentalhealth/pdf/tools.html
Section 3
Section 3
Recognizing speech and language impairment
Speech and language impairments may occur in one or more of
these five areas and be across the range mild to severe.
speech processing:-recognizing speech sounds coming to
them from a variety of sources
speech production:-articulation, enunciation
language processing:-understanding the way communication
is sent to them- whether written, oral, non-verbal
language production:- creating their own language using a
language system understood by others written, oral, nonverbal
language use:- choosing and using the right type of language
for the context
The list below outlines some speech and language milestones
that could reasonably be expected of most learners of about 5
years old in their first language.
Understanding of spatial concepts such as behind, next to, in
front of
Command of speech with some difficulties with long words eg
sgabetti instead of spaghetti
Spoken vocabulary of around 300 words
Descriptions of simple processes and events- how to get to
school
Categorization of some words:- animals, fruit
Understanding and answering complex questions eg using
why?, why not?
The following checklist is a guide only and cannot diagnose
speech and language disorders and disabilities. The components
are useful for teachers as a tool to
better understand learners whose speech and language
skills are of concern
form the basis of discussion with families and educators
with expertise in this area
Section 3
Name:
Teacher:
Speech processing
Speech production
articulation
substitutions of sounds
omissions of sounds
distortion of sounds
stuttering or lack of fluency
hoarseness
voice volume control
vocabulary development
Language processing
Language production
Section 3
Language use
Other
Comment:
Follow up:
Who/what?
When?
Section 3
Adjustments
provide written back up of instructions, tasks on the board or
copied
display charts and posters
o class routines
o checklist for starting a task
o independently finding out what to do
o getting ready in the morning/afternoon
o with question starters
teach self help skills
teach routines
Teaching strategies
Rule out the presence of vision and hearing problems
Use a multi-sensory approach to ensure learners have a
range of modalities through which to understand
Do introductory activities for new lessons to get learners tuned
in to what is happening
Pre-teach the vocabulary needed for the lesson- all learners
will benefit from this
Allow time for the learner to process language and formulate
responses
Questioning
o Teach levels of questioning ( see Ideas) and ask the
learner questions at their level of skill and to develop
skills
o Use a hierarchy of supports
Repeat
Repeat with different words
Simplify
Reframe as a statement
Add visual cues
Say the sentence and leave a gap where the
right word or phrase will go
Say the answer as if the learner was about to
say it, re-ask the question for the learner to
repeat the answer
Section 3
Ideas
ARTICULATION
Speech games that target the focus sounds
Rhyming games
Tongue twisters
Songs
Nonsense words
Have fun specifically teaching idioms and metaphors
CUE CARDS/POSTERS
An example of a visual cue to help learners with a routine
remembering the routine of things to do in the morning
A hand is ideal for a list of up to 5 things
Pencils & books ready
Homework on my table
Look at schedule
Section 3
QUESTIONS
Play cooperative card games in which learners need to ask for cards,
match
Use the who/what/when/where/why/how dice to frame stories, telling news,
recounting events
Use the Blank, Rose and Berlin levels of questioning to help plan the
questions asked of learners at different levels. Level one questions equate
closely to the Remember level of Blooms taxonomy (pg 93)
Level 1
Level 2
Level 3
Level 4
Show me what
What is s/he
Which one is
What could we
you touched.
doing?
not ?
use (to fix)?
Show me what
Find one that
Find one that is
What could you
you heard.
is
and
do if ?
Show me a .
Tell me its
Find one that is
How can we tell
Whats this
(colour, size)
not
?
called?
How are these
Tell the story.
Why will?
What did you
two different?
What happened
Why wouldnt
touch?
Finish this
to all of these?
you.?
What did you
(eg I like to)
Tell how ? (eg
What will happen
hear?
Where?
we made cakes) if?
Can you find
Who?
How are these
one like this?
What things
the same?
Say this
(eg fly)
What could
What did you
Find one that
s/he say?
see?
can (eg cut)
What else
What is this?
What is
(eg flies)?
happening?
What will
happen next?
What is a
(eg car)?
Section 3
Resources
Philippine Association of Speech Pathologists
http://www.pasp.org.ph/pasp_pages/faqs_pg.html
Online speech and language activities
http://www.angelfire.com/nj/speechlanguage/Onlineactivities.html
American speech, language and hearing associaiton
http://www.asha.org/students/professions/overview/sld.htm
About.com Special Education information website.
http://specialed.about.com/cs/exceptionalities/a/speech.htm
Section 4
Section 3
The framework recognizes, that what teachers know and do, is the most
important factor influencing student learning outcomes.
It covers
teacher self reflection on practice
development of new teaching practices
professional development planning
use of common language in the profession, to frame discussion
around teaching practices
The Philippine Education for All 2015 Plan (2005) aims for a 2% increase in
the numbers of learners with disabilities identified each year.
Implementation of concepts and strategies in this resource will support the
DepEd plan and the NCBTS by
increasing the knowledge of teachers about planning and teaching
for all learners, including those with disabilities
enhancing the capabilities of teachers in regular classrooms in
identifying learners with existing or emerging needs
enhancing the capabilities of teachers in provision of quality
educational programs, modifications and adjustments to support all
learners
increasing awareness of disability and disability issues in schools
and their communities
increasing connections between schools, special education expertise
and the community
advocating structures that build a culture of inquiry and partnership
among teachers
Section 3
The intended audiences for the resource are:
Receiving teachers of learners with disabilities or grade level
teachers needing additional information to identify the learning needs
of others in their classes
Leaders who are new to the area of special education or require
additional information to support teachers
Special education teachers who are specialists in particular areas
and need general information about other disabilities, curriculum and
ideas
Region, Division and District personnel with responsibility for special
education
Other stakeholders, volunteers and parents. Leaders and teachers
may find some resources and information in the resource useful for
sharing with these groups.
Section 3
1. Professional development
The resource is designed as front line general information for educators.
It allows discreet sections to be provided to schools as required. For example:
A teacher may receive a learner with hearing impairment and need some
information to assist them to make adjustments until an Individualized
Education Plan can be organized. The relevant section can be copied and
forwarded.
It can also be used as:
a comprehensive professional learning program or as a whole or in
sections
teacher intervention planning
to inform Region, Division, School based action planning
a basis for professional discussion and learning with School Based
Learning Groups
information sharing with families and stakeholders
a reference
self directed learning with the E-Learning resource
The Division Office can monitor the use and implementation of the resource
through existing processes
Section 3
2. Templates for monitoring and review
The following pages provide models of interview guides used in some
divisions. Two of them have a focus on special education.
Division special education interview guide for principal
Division special education interview guide for teachers
Teacher observation checklist
Your division or region may have their own proformas.
Section 3
Sample: Division special education interview guide for principal
Provided by Carina Frasco ES1Pvt. Schools/SPED Compostela Valley
Name
School
Date
District
Division
Region
List any problems with implementation of the SPED program
Other comments
Follow up
Interviewed by
Section 3
Sample: Division special education interview guide for teachers
Provided by Carina Frasco ES1Pvt. Schools/SPED Compostela Valley
Name
School
Date
Qualifications
District
Division
Region
List any problems with implementation of the SPED program
List how parents and community members have been involved in your school
activities
Other comments
Follow up
Interviewed by
Section 3
Teacher observation checklist
Teacher
Subject
Date
Teacher Behavior
Observations
Grade
School
District
Observer
comment
Teacher
comment
Presentation of lesson
Checks assignment
Explains objectives
Motivates learners
Involves all learners
Relates to previous
lesson
Development of lesson
Anticipates learner
difficulties
Mastery of lesson
Logical sequence
Uses inclusive
methods
Utilizes appropriate
aids
Appropriate tasks
Asks appropriate
questions
Gives appropriate
feedback to learners
Integrates values
Keeps learners
engaged
Monitors progress
Gives appropriate
assessments
Utilizes instruction
time
Teacher delivery skill
Communicates
appropriately
Appropriate
nonverbal
communication
Visuals: Boardwork, &
Handouts
Readable to all
Sequenced
Highlights important
points
Handouts accessible
to all learners
Section 3
Teacher Behavior
Observations
Observer
comment
Teacher
comment
Behavior management
Actively engages all
learners
Interaction with all
learners
Manages transitions
Positively reinforces
Wrap up
Opportunities for
learners to show
learning
Teacher provides
summary
Summary:
Follow up:
Acronyms
AAMD
ABA
ACA
AFA
AFCIG
APDDP
ASNE
Au
BCFE
BD
BEE
BESRA
BSE
CBDS
CCP
CD
CP
CPAP
CRM
CSIE
CSN
CWA
DB
DECS
DICAG
DMI
DSA
DSWD
EADSNE
EARS
EEC
EED
EENET
EFA
EPP
FE
FL
G
GOs
HI
HKS
IADL
IDEA
IE
IEP
ILO
ITP
LD
LGU
LV
MD
MH
MR
MSEP
NCDP
NFE
NGOs
NOH-SCC
OECD
OH
OI
PACMR
PAP
PASE
PELC
PEPT
PMAG
PSF
PTC
PTM
RA
RAMSE
RS
SBLG
SD
SDS
SEC
SEC
SED
SED
SHP
SK
SLD
SPED
TB
TBI
TEACH
TPDF
UNESCO
UNICEF
VAKT
VI
WHO
Glossary
Adjustments
Backwards chaining
Behavior management
Chunking
Cloze
Conflict prevention
Cueing
Curriculum
Equity
Expressive language
Goal
Graphic organizers
Guided movement
HOTS
Inclusion
Instructional strategies
Jargon
Kinesthetic
KWL
Learners
Learning difficulty
Learning disability
Learning environment
Learning styles
Literacy
Mnemonics
Multigrade class
Multi-sensory approach
Numeracy
Objective
Pedagogy
Perseveration
Phonemic awareness
Phonological awareness
Prompting
Receptive language
Scaffold
Sensory impairments
Special provisions
Task analysis
Tactile
References
Australian Association of Special Education, 2004, Standards for highly accomplished
Bureau of Elementary Education Department of Education, Culture & Sports 1994, The
multigrade teachers handbook, reprinted by BEAM 2007
Department of Education and Childrens Services, 2004, Early intervention learning
Dizon E, Sacris C, 2002, Individualization of educational contents and strategies: Trends &
application in varied placement programs for children with special needs, University of the
Philippines
Erickson R, Ysseldyke J, Thurlow M, Elliot J, 1998, Inclusive assessments and
Giangreco M, 1997, Quick guides to inclusion: Ideas for education students with
disabilities, Maryland, USA, Paul H Brookes
Inclusion International Asia Pacific Region, 2004, Supporting children with a disability &
Including children with special needs in village schools, Adapted Samoa Department of
Education
Mastropieri M, Scruggs T, The inclusive classroom: Strategies for instruction 2nd edition,
Pearson, Ohio
Mindanao E Learning Space, 2004-5, Constructivism in teaching and learning
Mindanao E Learning Space, 2005-6, Higher order thinking skills
Mindanao E Learning Space, 2005-6, Multiple intelligences
National Council for the Welfare of Disabled Persons, 1999, Philippine dictionary of signs
Republic of the Philippines, Department of Education, 1997, Handbook on inclusive
education
education
Westwood P, 2003, Commonsense methods for children with special needs, 4th edition,
London, MacMillan
References: Websites
Resources for the Blind Incorporated
www.blind.org.ph
Learning difficulties on line
www.ldonline.org/ld_indepth
Chan Robles virtual law library
www.chanrobles.com
Department of Education of the Philippines
www.DepEd.gov.ph
Department of Education and Childrens Services, South Australia
www.decs.sa.gov.au
Deaf Ministries International
www.deafmin.org
Teachernet: the education site for teachers
www.teachernet.gov.uk
L D Pride
www.ldpride.net
The World Caf
www.theworldcafe.com
Autism Association of South Australia
www.autismsa.org
Kurwongbah state school, Queensland
http://www.kurwongbss.eq.edu.au/thinking
Education Tasmania, Inclusive education
http://ltag.education.tas.gov.au/focus/inclusiveprac
Appendix 1
A list of Legislation Orders and Republic Acts Pertaining to Special Education
DECS Order #26 s. 1997 March 7, 1997
Institutionalization of SPED Programs in all Schools
Executive Order #417
Directing the Implementation of he Economic Independence Program for Persons with
Disabilities
DECS Order #5, s. 1998 January 21, 1998
Teachers and Principal Items to Special Education SPED Teachers and Special School
Principal Items
Batas Pambansang Bilang 344 Accessibility Law
An act to enhance the mobility of disabled persons by requiring certain buildings institution,
establishments and public utilities to install facilities and other devices
DepEd Memo #278 s. 2005 September 23, 2005
2nd BIENNIAL CONGRESS in Gifted Education
Presidential Proclamation No. 189 Oct. 19, 1999
The 2004 National Week for the Gifted and Talented will be observed on Nov 22-26.
DECS Order #91 s. 1999 Oct. 30, 1999
Guidelines on the Establishments and Operation of Integrated Schools
DECS Order #108 s. 1999 Oct. 5, 1999
Strengthening of Special Education Programs for the Gifted In the Public School System
DECS Order #26 s. 1997 May 7, 1997
Institutionalization of SPED programs in all schools
RA No. 6759 September 18, 1989
White Cane Safety Day Every August 1
RA No. 7277
Magna Carta for Disabled Persons
RA No. 7277 March 24, 1992
Enhancement of Magna Carta for Disabled Persons
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office within the work is created shall be necessary for exploitation of such work
for profit. This material has been developed within the Basic Education Assistance for
Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM
Project Management Unit and the source must be clearly acknowledged.
Produced by the Materials Development Center, Region XI, 2007