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No limits: Teachers including learners with disabilities in regular classrooms

i

Foreword

TheDepartmentofEducationinthePhilippinesiscommittedtoprovidingaqualitysystemofeducationthatpreparesyoungpeopleforparticipationinFilipinosociety.Thisinvolvesprovidingschoolexperiencesthatenablelearnerstoreachtheirpotential,anddeveloptheskills,attitudesandabilitiestheyneedtorespondtothedemandsofarapidlychangingworld.Inpursuitofthiscommitment,arangeofinitiativeshavebeenundertaken,toensureequalaccesstoqualityeducationforalllearnersinFilipinoschools.

Nolimits:Teachersincludinglearnerswithdisabilitiesinregularclassrooms ,isaRegionXIinitiativesupportedbyBasicEducationAssistanceforMindanao.Itrecognizesthecrucialroleteachersplayinmaximizingpositivelearningoutcomesforlearners.Theresourcereflectsbestpracticemodelsandfocusesonregularteachersasplannersandimplementersofinclusivelearningexperiencesforlearnerswitharangeofabilities.

LedandshapedbyTechnicalWorkingGroupsinRegionXI,RegionXIIandthe AutonomousRegionofMuslimMindanao,theresourcerepresentsthevoiceoftheprofession.LeadersfromeachRegionandDivision,principalsandteachersfromregularschoolsandspecialeducationcenters,andparents,contributedtechnicalexpertise,wrote,editedandcritiquedmaterials.Mygratitudetoallofthem.

Theculminationofthisworkisapracticaltoolencouragingcollaborationatalllevelstowardsimprovementofeducationaloutcomesforlearnerswithdisabilities.Theresource

supportseducatorstounderstandthelegislativeandethicalframeworksrelatedtoinclusiveeducation,andapplyitintheireverydaywork

integratemainstreammodelsofteachingandlearning,withspecialprovisionsforlearnerswithdisabilities

accessprofessionallearningtoincreasetheeffectivenessofteachingandlearningforlearnerswithdisabilities

seek,utilizeandmaintaincollaborativepartnershipswithstakeholdersinthe

educationcommunityIrecommendthisdocumenttoalleducators,asacomprehensiveguidetoqualityserviceprovisionforlearnerswithdisabilities.Iencourageitswideusebythewholeschoolcommunity,toenhancetheirknowledge,skillsandcapabilitiesastheyworktogetherforbetterlearningopportunitiesforlearnersmostatriskinourschools.SusanaTeresaB.EstigoyBEAMPhilippinesProjectDirectorJune2007


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ii

Acknowledgments


wasdevelopedandwrittenasaresultofworkundertakenbyRegionsXI,XIIandtheAutonomousRegionofMuslimMindanaoinpartnershipwithBEAM

The project was managed by

DrMinervaFabros–AssistantChiefElementaryEducationDepartmentDeborahMoulton–BEAMIn-ServiceAdviser

The primary writer of the material wasGenevieveReynolds,Consultantsupportanddisability,SouthernSea&Vines,DepartmentofEducationandChildren’sServices,SouthAustralia

The writer wishes to acknowledge the contributions of

CarmenDiamanteCarinaFrascoCristeleenLucerosRosalindaAdlaon ArlynLim

DjhoaneAguilarReynanteSolitario

Design:GenevieveReynolds

Layout:FlordelynAlagao

Artwork:McRobertNacario

Project Support:CherryMayEdison,DovieJuneMontañer,SammyMuda


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iii

Technical working groups

WorkinggroupscomprisingleadersfromRegions,Divisions,Districts,Specialeducationcentersandschoolsguideddevelopmentateachstagewithprovisionofmaterials,informationandediting.

DepEd Central Office

MirlaOlores–ChiefofSpecialEducationDivision

Region XI Region XII ARMM

MinervaFabros

CarmencitaDiamanteSaraMarieExala

LorelieLimoranRosalindaAdlaonMaryMetcheFiel

CarinaFrascoMaryGlorTabanaoLucitaPayot RichlieSolisRolandoOrbitaCristileenLuceroVicenteApolinares

AmyMalbunCoronaDilangalenRizaGuianaTeofiloMoralaPacitaBalabboElsaDuran

BaiTuslaCabiloJelenMariporFranciscaSabenicioVirginiaAmanonJuanitaLeeJosephPilotosJulietSisonTeresitaGardoniaPepitoPorquezEmerencianaRobin

GarileneAgnesDona-al

EstrellaKamedRahimaSalik ArmelaBansilHeratonAlangNoraWatamamaPatalinangPangcatan

Teachers

Overseventyteacherspresentedclassroomperspectivesandprovidedvaluableenhancements.

Parents

TheinputofMr&MrsCesarCuyuganisgreatlyappreciated.


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iv

Context

DrMinervaTFabros

Why has this resource been developed?

Theincreasingenrolmentoflearnerswithdisabilitiesinspecialeducation(SPED)centers,special classes and regular class settings has signalled a real need to assist regularclassroom teachers identify and support these learners. The Department of Educationmandatesthatalllearners,includingthosewithdisabilitiesareaccordedequalaccesstoqualityeducation.

Article 11, Section 1 of the Policies and Guidelines for Special Education Handbookdefinesspecialeducationas‘theeducationofpersonswhoaregiftedortalentedandthosewhohavephysical,mental,socialandsensoryimpairmentandculturaldifferencessoastorequiremodificationsoftheschoolcurricula,programsandspecialservicesandphysicalfacilitiestodevelopthemtotheirmaximumcapacity.’

Thisresourcehasaparticularfocusoninclusiveeducationandlearnerswithdisabilities.

Theprojectrecognizestheimportanceofthecollaborativeworkofthespecialeducationteacher, the regular teacher, school administrator, parents and other stakeholders inimproving outcomes for learners with disabilities and specifically focuses on regular

teachersintheinclusivesetting.

It summarizes the responsibilities of leaders and teachers as outlined in Philippinelegislativeframeworksandexamineshowleadersandteacherscanplan,adaptinstructionandworkcollaborativelytoimplementtheDepEdinclusiveeducationpolicy.

Teachersmustbecognizantoflearners’strengthsandneedsanddeveloptheskillstoplanprograms accordingly. This resource provides information to assist teachers with thedesign of inclusive curriculum and use of a range of models supporting learners withdisabilities.. It is important to emphasize that some learners benefit from individualizedapproachesthataddresstheircurrentandfutureneeds.TheIndividualizedEducationPlan

istheDepEdframeworkforthispurpose,andisprovidedinthisresource.

Who is this resource for?

Theintendedaudiencesfortheresourceare: Receiving teachersoflearnerswithdisabilitiesorgradelevelteachersneeding

additionalinformationtoidentifythelearningneedsofothersintheirclasses Leaders who are new to the area of special education or require additional

informationtosupportteachers Special education teachers who are specialists in particular areas and need

generalinformationaboutotherdisabilities,curriculumandideas Region and Division personnelwithresponsibilityforspecialeducation

Other stakeholders, volunteers and parents. Leaders and teachers may findsomeresourcesandinformationinthekitusefulforsharingwiththesegroups.


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v

What is in this resource?

Four sections provide practical information, suggested activities for professionaldevelopmentandanextensiveglossary and list ofacronyms.AnE learningresourceisavailabletosupporttheresouce.

Section one, Our work in the Department of Education

LegalandethicalaspectsofworkinginDepEdrelatedtospecialeducation RolesandresponsibilitiesofDepEdemployees

Section two, Our work in schools and communities

Adultlearning,communicationandproblemsolvingandtheircontributionto

collaborativerelationships Considerationsandideasforpositiverelationshipswithfamiliesandstakeholders

Section three: Our work with learners

Inclusivecurriculumincludingteachingmethodologiesandstrategiesforworkingwitharangeoflearners

Informationandstrategiessupportinglearnerswithdisabilities

Section Four- Monitoring and Review

Professionallearningoptions

Region,Divisionandschoollevelmonitoringprocessesandtemplates

How can this resource be used?

Theresourceisdesignedasa‘frontline’generalresourceforeducators.Itallowsdiscreetsectionstobeprovidedtoschoolsasrequired.Forexample: A teachermay receivea learnerwithhearing impairmentandneedsome information toassistthemtomakeadjustmentsuntilanIndividualizedEducationPlancanbeorganized.Therelevantsectioncanbecopiedandforwarded.Itcanalsobeusedas

acomprehensiveprofessionallearningprograminsectionsorasawhole

teacherinterventionplanning toinformRegion,Division,Schoolbasedactionplanning a basis for professional discussion and learning with School Based Learning

Groups informationsharingwithfamiliesandstakeholders areference selfdirectedlearningwiththeresourceorusingtheE-LearningCD


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vi

Table of contents

Foreword i

Acknowledgements ii

Context iv

Table of contents vi

How to use this resource viii

Section 1 Our work in the Department of Education 1

AboutourworkintheDepartmentofEducation 21. Legislation,policiesandguidelines 3

Aboutlegislation,policies&guidelines 4 Thelegislation 8 Thepoliciesandguidelines 11

2. Roles&ResponsibilitiesofDepEdpersonnel 15 Aboutroles&responsibilitiesofDepEdpersonnel 16

Roles&responsibilitiesofleaders 19 Roles&responsibilitiesofteachers 20 Professionalethicsandconduct 22

Section 2 Our work in schools communities 26

Aboutourworkinschoolsandcommunities 271. Workinginschools 28

Adultlearning 29 Communication 32 Problemsolving 36

2. Workingwithfamilies 383. Workingwiththecommunity 44

Section 3 Our work with learners 48

Aboutourworkwithlearners 491. Holisticapproachesandlearnerswithdisabilities 50

Differentwaysoflearning 51 Learningpreferences&learningstyles 52 Multipleintelligences 55

Learnerswithdisabilities 58


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vii

2. InclusiveCurriculum 60

IndividualizedEducationPlans 61 Inclusiveteaching 71

Effectiveteaching 72 Explicitteaching 79 Inclusiveplanning:Higherorderthinkingskills(HOTS ) 80 Inclusiveplanning:All,Most,Some&Bloom’sTaxonomy 89 Modificationsandadjustments 97

3. Includinglearnerswithdisabilities 102 Aboutincludinglearnerswithdisabilities 103 Attentiondeficitdisorder 105 Autismspectrumdisorder 112 Intellectualdisability 122 Learningdisability 134 Physicalandmultipledisabilities 146 Sensoryimpairment:Hearing 159 Sensoryimpairment:Vision 172 Socialandemotionalproblems 180 Speechandlanguageimpairment 191

Section 4 Monitoring and review 199

Aboutmonitoringandreview 2001. Professionaldevelopment 2022. Templates 203

Acronyms 208

Glossary 211

References 213

References: Websites 215

Appendix 216


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viii

Using this resource

Theresourcehasbeendesignedtofacilitateeasyaccesstoinformationforbusyteacherswitharangeofpreferredwaysofreceivingandperceivingandunderstanding.

Thedesignattemptstomodelsupportivewaystopresentinformation Informationhasbeenpresentedinnoteformwhereverpossible Importantpointsareinboldanditalicsratherthanunderlined Asanseriffonthasbeenusedforclarityandislargerthanmanypublications Amixtureofdiagrams,tables,graphicorganizers,picturesandsymbolshave

beenusedtoaddmeaningtoprint.

Iconshavebeenusedthroughouttheresourcetoenableteacherstoquicklyscansectionsandlocatetheinformationrequired.

Question Keyquestions

Answer Responsetoquestion

Methodology Ateachingpractice

Information

Generalinformationaboutatopic

Characteristics

Cluestorecognizinglearnerswithdisabilities

Adjustments

Accommodationstosupportlearners

Teaching

strategies

Methodologiestosupportlearners

Ideas

Activitiestousewithlearners

Resources

Sourcesofextrainformation


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1

Section 1

Our work in the

Department of Education


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Section 1


2

About our work in the Department of

Education

ThissectionoftheinductionkitexaminestheframeworksunderwhichweworkasemployeesoftheDepartmentofEducation(DepEd)intheRepublicofthePhilippines.

Learning outcomes

Youwillgainanoverviewof

nationallegislation,policies,guidelinesandsystemsrelatedtospecialeducation

thevaluesunderpinningthepoliciesofDepEd

therolesandresponsibilitiesofleadersinsupportingspecialeducationinDepEdschoolsandthecommunity

therolesandresponsibilitiesofteachersworkingwithlearnerswithspecial

educationneeds


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3

1. Legislation, policies and

guidelines


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Section 1


4

About legislation, policies and guidelines

AllcitizensofthePhilippinesareaccountableundernationallaws.

KeynationallegislationimpactsontheworkofDepEdemployees.

Somelegislationrefersparticularlytopeoplewithdisabilitiesandhighlightstheeducationoflearnerswithdisabilities.

DepEdhasaninclusiveeducationpolicywhichisunderpinnedby

internationalagreementsabouthumanrightsandeducation.

Additionalframeworksexpandonthislegislationandmakemoreexplicitwhatprovisionsaretobemadeforlearnerswithdisabilities.

DepEd,asagovernmentdepartment,institutespoliciesthatdelineatehowitplanstocomplywithlegislation.DepEdOrdersannouncespecificapplicationofpolicyelements.PoliciesandOrdersareupdatedregularlyontheDepEdwebsite:

www.deped.gov.ph.

DepEdalsodevelopsandpublishesguidelinesandhandbookstoassistschoolswithhowtheywillputpoliciesintooperation.

AttheRegion,Divisionandschoollevels,policiesandguidelinesaretranslatedintoactionplansthatdetailthestrategiesthatwillbeimplemented. Atschoollevel,thelearnerisatthecenterofplans.


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Section 1


5

Region/Division

Localpublications ActionPlans

The cycle of legislation, policies, guidelines

Schools

ActionPlans

National Legislation

1982EducationAct 1987Constitutionofthe

RepublicofthePhilippines 1987ChildandYouth

WelfareCodePD603 1992MagnaCartafor

DisabledPersons

2001GovernanceofBasicEducationAct

DepEd

1997Policy&GuidelinesforSpecialEducation

1997HandbookonSpecialEducationrevised

1999HandbookonInclusiveEducation

1997CodeofEthicsforProfessionalTeachers


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Section 1


6

What impact does legislation and policy have on my

work?

National legislation impacts on educators’ work

TheEducationAct1982

ConstitutionoftheRepublicofthePhilippines1987

ChildandYouthWelfareCodePD6031987

MagnaCartaforDisabledPersons1992

CodeofEthicsforProfessionalTeachers1997(withinRepublicAct4760)

GovernanceofBasicEducationAct2001

AlloftheseActshavearticlesandsectionsthatrelatetoworkingwithlearnerswithdisabilities

National Policies and Guidelines make more explicit,

what schools will do to comply with legislation DepartmentofEducation‘PoliciesandGuidelinesforSpecialEducation(RevisedEdition)’1997

DECSOrderno.26InstitutionalizationofSPEDprogramsinallschools

HandbookonSpecialEducation’1997

‘HandbookonInclusiveEducation’1999

ThesepoliciesandguidelinesoutlinetheobjectivesofDepEdfortheeducationoflearnerswithdisabilitiesandprovideaframeworkfromwhichregions,divisionsandschoolsdeveloptheireducationplans.


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Section 1


7

Does DepEd legislation link to international

developments?

Yes. DepEd lists the legal mandates underpinning

inclusive education in the Philippines

UniversalDeclarationoftheRightsoftheChild1959

TheWorldDeclarationonEducationforAll1990

TheSalamancaStatement1994

TheAgendaforActionofAsian&PacificDecadeofDisabledPersons1993-2002

TheDakarFramework2000

PhilippineparticipationinthesesignificanteventshasculminatedinthePhilippineEducationforAll2015Plan(2005) accessibleontheUNESCOwebsite

www.unescobkk.org

Eachoftheseinternationaldevelopmentsseekstoredressthedisadvantageexperiencedbyvariousgroupsandassertstherightofeverychildtoaneducation.

DepEd’svisionforFilipinochildrenwithspecialneedsencompassesthevisionofthefamilyandcommunityforadiscriminationfreequalityeducationthatsupportsdevelopmentof

potential productivity

selfexpressionofrights

nationalpride

loveofGod


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Section 1


8

The Legistation

Constitution of the Republic of the Philippines

1987 Magna Carta for Disabled Persons 1992

ThemandateforprovisionofeducationtoallpeopleincludingthosewithadisabilitiesiscouchedwithintheConstitutionoftheRepublicofthePhilippines.

ARTICLE XIV: Education,scienceandtechnology,arts,cultureandsports

EDUCATION

‘Section 1: The State shall protect and promote the right of all citizens toqualityeducationatalllevels,andshalltakeappropriatestepstomakesucheducationaccessibletoall.’

ThesubsequentAct–‘TheMagnaCartaforDisabledPersons’–makesmore

explicitwhatprovisionisrequiredspecificallyintheareaofeducationforlearnerswithdisabilities

TheActcovers:

increasedopportunitiesthroughdevelopmentofskillsandpotentials

therightsandrespectofpersonswithdisabilities

serviceprovision

collaborativesupport

Section12describesrequirements:

accesstoqualityeducation

opportunitiestodevelopskills

itbeingunlawfulforanylearninginstitutiontodenyadmissiontocoursesonthegroundsofhandicapordisability.

formulationofeducationalpoliciesandprogramstakingspecialneedsintoaccount


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Section 1


9

Section14addressesspecialeducation,requiringtheStatetoestablish,

maintainandsupportinallregions‘complete,adequateandintegratedsystemofspecialeducation’forthosewith

visionimpairment

hearingimpairment

intellectualdisabilities

othertypesofexceptionalchildren

The Education Act 1982

TheEducationActrecognizestherightofallpeopletoqualityeducation

‘regardlessofsex,age,breed,socio-economicstatus,physicalandmentalcondition,socialandethnicorigin,politicalandotheraffiliations.’

TheprimaryobjectiveoftheActistheprovisionof

‘…Abroadgeneraleducationthatwillassisteachindividual…to attainhis(sic)potentialsasahumanbeing enhancetherangeandqualityofindividualandgroupparticipationinthe

basicfunctionsofsociety acquiretheessentialeducationalfoundationofhis(sic)developmentintoa

productiveandversatilecitizen.’

TheActoutlinestherightsoflearners

‘…toreceive,primarilythroughcompetentinstruction,relevantqualityeducationinlinewithnationalgoalsandconducivetotheirfulldevelopment

aspersonwithhumandignity.’Itfurtheroutlinestheduties,obligationsandfunctionsof

TheRegion/DivisionOffice‘Implementeducationlaws,policies,plans,programs,rulesandregulations…’

Administrators‘…thepromotionandpreservationofacademicfreedomandeffectiveteachingandlearning …’

Teachers Accountabilityfor‘..theefficientandeffectiveattainmentofspecifiedlearningobjectives’


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Section 1


10

The Governance of Basic Education Act 2001

TheGovernanceofBasicEducationActotherwiseknownasRepublicAct9155,affirmsthat

allcitizenshavetherighttoaccessqualitybasiceducation attendanceatelementaryschooliscompulsoryforFilipinochildren thegoalofbasiceducationistheprovisionofskills,knowledgeandvaluesenablinglearnerstobecomecaring,seIf-reliant,productiveandpatrioticcitizens

schoolshavethesingleaimofprovidingthebestpossiblebasiceducationforalllearners

WithintheActtherearedetailsoftherolesandresponsibilitiesofDepEdpersonnelinensuringthattheseoutcomesaremet.Thiswillbeaddressedinthenextsubsection.

What does this legislation mean for me?

Compliance with national legislation is mandatory.

All employeesofDepEdmustcomplywiththislegislation

Itiscompulsoryforall learners toattendschoolincludinglearnerswithdisabilities

Accesstoschoolingmustbeprovidedtoalllearners

Appropriateteachingandlearningexperiencesmustbeprovidedtoalllearners


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Section 1


11

The policies and guidelines

Policies and Guidelines for Special Education

(revised edition) 1997

TheultimatepolicygoalofDepEdforspecialeducationis

‘…theintegrationormainstreamingoflearnerswithspecialneedsintotheregularschoolsystemandeventuallyinthecommunity.’

Thepolicyreiteratesthemessagesfoundinallofthelegislationmentionedsofarwithaparticularfocusonlearnerswith:

giftsandtalents

physicalimpairment

intellectualimpairment

socialimpairment

sensoryimpairment

culturaldifferences

Learnerswithspecialneedshavetherightto:

relevantqualityeducation aneducationalprogramsuitedtotheparticularneedsofthelearnerthatmaximizes

o potentialsforlearningo

valuesdevelopmento equalopportunitiesforauthenticinclusioninsociety

Thisinductionkitfocusesonlearnerswithdisabilities

Thepolicyrecognizesavarietyofprogramandserviceoptionsforlearnerswithdisabilitiescouchedinaphilosophyofprovidingtheleastrestrictiveenvironmentforthelearner.


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Section 1


12


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Section 1


13

Mainstreaming/Integration:regularschool,regularclassroomwith

negotiatedlevelsofspecialeducationsupport

Itinerant teacher:visitingspecialistortrainedteacherprovidingdirectorconsultativesupportinregularschools

Resource room :regularclassroomwithtargetedindividualorsmallgroupsupportfromtrainedteacher

Community-based delivery system:Instructionprovidedbyarangeofpeopletolearnerswithspecialneedsinremotecommunities

Special class:parttimeorfulltimeinclusioninspecializedprogramusually

withspecialistteachers

Special education center:aschoolwithinaschool;centersofexpertiseinregularschoolsprovidingarangeofspecialclassoptionsandabaseforservices(resourceroom,itinerantteacher)

Special day school:specializedprogramsforlearnerswithsignificantneeds.Accesstootherservices–medical,psychological,social

Residential school:ahighlyspecializedschoolforidentifiedlearnerswhorequirecomprehensiveserviceprovision

Hospital & homebound instruction:Programsprovidedbyteachersforlearnersunderclinicalcare

DECS(DepEd)OrderNo26(1997)calledfortheinstitutionalizationofSpecialEducation(SPED)programsinallschools.TheOrderdirected

allDivisionstoorganizeatleastoneSPEDcenter

alldistrictstoformSPEDprogramsinschoolswherethereareenrolmentsoftheselearners

traininginspecialeducationtobeimplementedatalllevels

ThePolicyalsoprovidesanoverviewof

rolesandresponsibilitiesofDepEdpersonnelandstakeholders

curriculumforspecialeducation–basedontheprescribedcurriculum

parentandwidercommunityinvolvement

programsamples


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Section 1


14

Handbook on Special Education 1997 Handbook

on Inclusive Education 1999

Thesehandbooksprovidecomprehensiveinformationtosupportschoolheadsandteacherswith

Legislationandpolicy

Assessmentandscreeningoflearnerswithdisabilities

Modificationofcurriculumandinstructionforlearnerswithspecialneeds

Programsamplesandactivitiesforteachers

Individualeducationplanning

Parentinvolvement

Where can I find out more about the Policies and

Guidelines for Special Education?

Regional offices have copies of these documents

RegionalEducationSupervisorswithresponsibilityforSpecialEducationcanassistDivisionsandschoolswithaccessingthisinformationandsupportingeducationaccessforlearnerswithspecialneedsandthosewithdisabilities

DepEd has published a range of other resources to

support leaders and teachers

ThesearealsoavailablethroughRegionalOfficeEducationSupervisorswithresponsibilityforspecialeducation.


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15

2. Roles responsibilities of

DepEd personnel


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Sections 1


16

About ‘Roles and responsibilities of DepEd

personnel’

Everyemployeeneedstobeclearabouttherolesandresponsibilitiesconnectedtotheirposition.

TheDepartmentofEducationhasarangeofpublicationsavailablethatspelloutthegeneralrolesandresponsibilitiesofadministratorsandteachers.Otherframeworksmakemoreexplicittheirrolesinrelationtolearnerswithdisabilities.

Legislation:

TheEducationAct TheGovernanceofBasicEducationAct TheCodeofEthicsforProfessionalTeachersPolicies and guidelines

PoliciesandGuidelinesforSpecialEducation Handbookonspecialeducation Handbookoninclusion

ThissubsectionprovidesanoverviewoftherolesandresponsibilitiesofRegion,DivisionandDistrictpersonnelaswellasprincipalsandteachers.RolesweresynthesizedfromtheGovernanceofBasicEducationActforthepurposeofunderstandingtheconnectionpointsatvariouslevelsintheDepEdstructure.


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Sec

Region Division Districts Principals

Values&Mission

Defineregionaleducationalpolicyframeworkthatreflectsvalues,needsandexpectationsofcommunitiesserved

MissionValuesSchooldirection

StandardsDevelopingregionaleducationalstandardstowards

Promotingawarenessofandadherencetoaccreditationstandards

Creatinganenvirowithintheschoolthconducivetoteachlearning

Education

Plans

Regionalbasiceducation

plan

Divisioneducation

developmentplan

Schooleducationa

improvementplan

ResearchResearchandregionwideprojects

Establishingschoocommunitynetworencourageactiveparticipationofteaandwidercommunfamiliesandorganisations

HRcompliance

Complywithnational

criteriaforrecruitment,selection&trainingofallstaffinregionanddivisions

Recommendingth

staffingcomplemetheschoolbasedoneeds;

HRrecruitment

Hiring,placingandevaluatingallemployeesintheregionaloffice;

Hiring,placingandevaluatingdivisionemployees,&schoolheads

Responsibilities of DepEd personnel

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1 8

Region Division Districts Principals

HRplanning

Planning,managingpersonnel,physical&fiscalresourcesoftheregionaloffice,includingstaffprofessionaldevelopment

Planning,managing

personnel,physical&fiscalresourcesofthedivisionoffice,includingstaffprofessionaldevelopment

Administeringandmanagingallpersonnephysicalandfiscalresourcesoftheschoo

BudgetingFormulatingbudgettosupporttheregionaleducationalplan

Monitorutilizationoffundsfromnationalandlocalgovernmenttoschools&learningcenters

Acceptingandreportindonations,gifts,bequeandgrantsforschoolimprovement

Evaluation Evaluationofdivisionpersonnel

Superviseoperationsofallschools,andlearningcenters

Encouragingstaff

development Accountabilityforhighlearningoutcomes

CurriculumMonitoring,evaluatingandassessingregionallearningoutcomes

ComplianceofqualitystandardsinbasiceducationprogramsStrengtheningroleofdivisionsubjectareaspecialists

Providingprofessionalandcurriculumadviceandsupervision

ImplementingtheschocurriculuminnovativemodesofinstructiontoachievehigherlearninoutcomesOfferingprograms,pro&servicesaccessiblealllearnersinthe

community.DataCollection

Informationmanagement

Resources Approvingestablishmentofschools&learningcenters

Other Otherfunctions Otherfunctions Otherfunctions

Responsibilities of DepEd personnel


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Sections 1


19

Roles and responsibilities of leaders

"Principalsmustlivewithparadox:Theymusthaveasenseofurgencyabout

improvingtheirschools,balancedbythepatiencetosustainthemforthelong

haul.Theymustfocusonthefuture,butremaingroundedintoday.Theymust

seethebigpicture,whilemaintainingaclosefocusondetails.Theymustbe

strongleaderswhogiveawaypowertoothers." RichardDuFour

("HelpWanted:PrincipalswhocanLeadProfessionalLearningCommunities."NASSPBulletin(1999).)

Inbrief,leadersofschoolshaveresponsibilityfor

curriculumleadership

welfareofstaffandlearners

encouragingstaffprofessionaldevelopment

daytodayoperationoftheschool

buildingandmaintainingpositiveschoolandcommunitynetworks

qualityenvironmentforteachingandlearning


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Sections 1


20

Forteachersandotherstaff,thismeansleaderswillbe

ensuringrolesandresponsibilitiesareclear

providingleadershiptoteachingstaffsupportingthemtosuccessfullymeet

theneedsoflearners

makingtimeforschoolbasedlearninggroupstomeet,planandsolve

problems

planningprofessionallearningneedswithteachers

assistingteacherstoaccessexpertiseaboutlearnerswithdisabilitiesand

theirleaning

Responsibilities of teachers

‘Whodarestoteachmustneverceasetolearn.’JohnCottonDana

‘Itouchthefuture.Iteach.’

ChristaMcAuliffe

Teacher’srolesandresponsibilitiesinclude

managementofthelearningenvironmentinwhichtheyteach

developmentofteachingandlearningopportunitiesforlearners

o planningandprogramming

o instruction

o specificmodificationsandinterventions

o assessmentofandforlearning

behaviourmanagement

reportingtofamiliesandthesystem

communitylinkages–egidentifyingchildrenwithdisabilitieswhoarenot

attendingschoolandencouragingfamiliestotakethemtoschool


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Sections 1


21

Forteachersthismeans keepingprofessionallyuptodate

undertakingthecommunicationnecessarytoprovideforalllearners

includingthosewithdisabilities

designingcurriculumresponsivetolearners’needsand

implementinginterventionandsupportprograms

activepositiveinvolvementandadvocacyinthecommunity


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Sections 1


22

Professional ethics and conduct

TheCodeofEthicsforProfessionalTeachers1997chargeslicensedteacherswithclearlystatedobligations.Theobligationscoveralleducators inalleducationalinstitutions andlist10areasofconductexpectations

Article Refersto2. Teachersandthestate

Supportingthelawsofthestateandcontributingtothepositiveculturalfutureofthenation.Notengaginginpoliticalandreligiouspromotion.

3. Teachersandthecommunity

Teachersasleadersandadvocatesinthecommunity,activeinthepromotionofeducationforall.

4. Teachersandtheprofession

Upholdingthestandardsoftheprofession.Maintainingacommitmenttocontinuouslearning.

5. Teachersandtheteachingcommunity

Professionalloyalty,cooperation,recognition,support,confidentialityandstandards.

6. TeachersandhighauthoritiesinthePhilippines

SupportingdepartmentalpoliciesTherighttoaccessgrievanceprocedures

7. Schoolofficials,teachersandotherprofessionals

ProfessionalstandardsofsupervisionCommitmenttopolicyimplementationEncouragementofprofessionallearningandrecognition

8. Teachersand

learners

Recognizingasapriority,theinterestsandwelfare

oflearners.Treatingalllearnersandtheirfamiliesequitably

9. Teachersandparents

Establishingandmaintainingrespectfulrelationshipsandcommunicationwithparents

10. Teachersandbusiness

Therighttoengageinbusinessactivityaslongasitisnotaconflictofinterests–iesellingtextbooks

11. Teachersaspeople Modellingexemplarybehavioranddispositions.RecognizingdestinyastheprovinceofGod


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Sections 1


23

TheCodeofEthicsforProfessionalTeachersprovidesthevaluesframeworkforalleducators.Twentytwovaluesarementionedinthecode.


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Sections 1


24

How do ethics and values impact on my work?

Our values shape our beliefs and are sometimes

tested.

Eachemployeehasavaluesandbeliefsystem.Althoughwemayhavethesamevalues,ourinterpretationsofwhattheymeancandiffer.

Thisbecomesanissueifthevaluesmandatedinourworkplacearedifferenttooursorthoseofthecommunity.

Itcanalsobeafactoraffectinghowschoolteamsfunction.

Someareasforprofessionaldiscussionandthedevelopmentofagreednorms/understandingscouldbe:

Beliefs and values

about learners with

disabilities

Interaction with

families &

organizations

Language,

sharing, storage

of

documentation

Behavior

management

Student

voice

Teaching

methods &

assessment


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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.

Wheneducatorsholdstrongopinionsaboutthewaythingsshouldbeinaperfectworld,itmeanstheworkingdaybeginsfromadeficitandnotthewaywebelieveitshouldbe.

Thewordshouldisoftenafeatureofthesebeliefs.

Anexampleofthistypeofbeliefcouldbe

Familiesshouldprovideenhancementactivitiesfortheirchildreneveryday

Itwouldbewonderfuliffamiliescouldprovidelearningenhancementseverydaybuttherealityisverydifferent.

Holdingontoabelieflikethismay createfrustrationforteachersandleaders maketheholderofthebelieffeelpowerlessandavictimofcircumstance

preventactionandtakingresponsibility

Formulatingaworkingsetofbeliefscanallowthespectrumofrealitytoco-exist.

Anexampleoftheabovestatementasaworkingbeliefcouldbe

Familiesareimportantinprovidinglearningenhancementfortheirchildren.

Theworkingstatement acknowledgestheideal doesnotapportionblame enablesavarietyofstartingpointstoberecognized


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26

Section 2

Our work in schools

communities


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About our work in schools and communities

Thissectionrecognizesthecollaborativenatureofteachers’workintheschoolandthecommunity.

Ideallyteacherswillnotonlyestablishandmaintainqualityrelationshipswithlearnersbutwillalsoformsupportivepartnershipswithfamiliesandmakestronglinkswithcommunitygroupsandorganisationsthatformpartofschoollife.Withintheschool,teachers,leadersandstakeholderswillworktogethertomeetthegoalsoftheschool.

Theabilitytoworkcollaborativelyisespeciallycrucialinsupportinglearnerswithdisabilitiesmanyofwhommayhavearangeofpeoplecontributingtotheireducation.

Learning outcomes

Teacherscanexpectto: gainanoverviewoftheprinciplesofadultlearningandhowtheycontributetocollaborativepartnershipsandteams

increaseunderstandingsabouteffectivecommunication recognizepositiveapproachestoproblemsolving exploreexamplesofstrategiesandapproachesthatpromotepositiveandproductivepartnershipswithstakeholders


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1. Working in schools


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Adult learning

SchoolsinthePhilippinesaremandatedtobuildstronglinkageswiththecommunityandstakeholders.Asschoolsandcommunitiesarecomplexsocialenvironments,skillsinworkingtogetherarecrucialtomaximizingpositivelearning.

Dealingwithadultstakesonspecialsignificancewhenweconsidertheirparticularcharacteristics.

Becauseoftheirlifeandworkexperiencesovertime,adults

havevaluableknowledgeandexperiencetoshare respondtorespectfulapproaches respondtoacknowledgementoftheircapacitiesandexperiences canexperiencealossofconfidenceinnewlearningsituations

How are adults best supported?

As well as acknowledgement of the skills theybring to a situation, in general adults prefer

whenthingsareplannedandtheoutcomesareexplicit

tobeactivelyinvolvementwiththingsthathavearealpurpose

interactioningroups

problemsolvingopportunities

multi-modalmethods–doing,seeing,hearing

choice

thattheirphysicalneedsarecateredfor

roomtemperature lighting furniture–comfortablechairs,tables refreshments appropriatefacilities


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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. Respectfortheskillsofeachteammember,setsthesceneforsuccessfulcollaboration.Thisprovidesafoundationforsharedlearningandproblemsolvingratherthanconflict.Adiversityofideascanresultincreativesolutionsownedbyeveryone.

Rather than…. Try….

Informingofmeetingtimes

Negotiatingmutuallyconvenientmeetingtimes

Presentingtheagenda Askingifthereareadditionalitems

foranagenda

Controllingtheteam Establishingagreednormsforhowtheteamwillwork

Waitingforacrisisbeforeraisingproblems

Settingupcommunicationprocessesforcontinuousfeedback

Reactingnegativelytofeedback Usingquestioningtounderstand

Interruptingorformingresponseswhileothersarespeaking

Activelylistenandbuildintimeforresponding

Assumingunderstanding Checkingperceptions,asking

othersfortheirunderstandings

Imposingthesolutiontoaproblemorissue

Investinginopenness,sharingideas,skillsandresources

Raisingissuesinfrontofothers Negotiatingatimeandplacetodiscussprivately


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School-Based Learning Groups (SBLG) are an

example of a collaborative team among colleagues

SmallgroupsofteachersandadministratorsformSchool-BasedLearningGroupsto discuss explore reflect shareunderstandings plan,implementandrevieweducationalideasandpractices

establishmonitoring&evaluationWhenleadersmodelunderstandingsaboutadultlearning,andtheyareincorporatedintoSBLGs,teammemberscan gainconfidenceinexpressingandtriallingnewideas benefitfromthecollectivewisdomofthegroup giveandreceivefeedbackinasupportiveenvironment supporttheirownlearningbydevelopingselfreflectionand

selfassessmentskillsIncludingthespecialeducationteacherintheSBLGcanprovideparticularexpertiseinhelpingteachersbuildpracticeinclusiveoflearnerswithdisabilities.

Idea

SBLG

In ut


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Communication

“Truecommunicationistheresponseyouget.”(RobertKryosakiinTaylor2005,p266)

Ifmeetingswithstakeholdersandschoolbasedlearningteamsaretobesuccessful,thenleadersandteacherswillneedtocommunicateeffectivelyinteractinginwaysthatprojecttostakeholdersthattheyareinarespectfulandsupportiveenvironment.

What is effective communication?

Communication is effective when there is

congruence between the message the speaker

expressed and what the listener understands.

Membersofschoolcommunitiesparticipateinarangeofmeetings: School-basedlearninggroups Staffmeetings Planningmeetingswithspecialistteachers Parent,TeachersandCommunityAssociation SchoolGoverningCouncil Parent-Teachermeetings IndividualEducationPlans

Thereareoftenadditionalmeetingswitharangeofstakeholders

inordertoprovideongoingsupporttolearnerswithdisabilities

Butnomatterwhatthecontext,anorganizedapproachhelpsmaximizeparticipationandproductivity.

Itisimportanttoestablishagreementon thegoalsandpurposeoftheteam/meeting therolesofparticipants normsandexpectations meetingtimelinesandplanning


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Active listening is crucial to effective

communication. It can build team cohesion andsupport positive relationships with stakeholders by

ensuring information sharing is a two way process.

Activelisteningmeans focusingonthespeaker usingarangeofsensestotryandfullyunderstandwhatthespeakerissaying

adoptingbodylanguagethatindicatesinterestandlistening

allowingpeopletospeakwithoutinterruptionsInterruptionscanbe Verbal-saying‘Yes’‘Iagree’‘That’sinteresting’‘Really?’ Nonverbal-nodding,facialexpressions,handmovementsVerbal communication Non verbal communication

Sometimespeopleinterrupt,makeapointandevenelaborate.Thiscouldmeanthatduringthetalking,the‘listener’hasbeenformingaresponse.Theymaycausethespeaker’sfullmessagetobeunrealized.


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Verbalandnonverbalinterruptionscan

giveamessagetoothersthattheirinputdoesnotwarrantdedicatedlistening

allowdominantpersonalitiestotakeoverproceedings taketheconversationindirectionsgovernedbytheinterruption

causethepotentialoftheinformationtobelost stoptheconversationorstopsomepeoplefromcontributing

Responding in appropriate ways contributes toeffective communication and can prevent conflict.

Thisisveryimportantwhenprovidingfeedbackorcheckingunderstanding.

Respondingservesanumberofpurposes

checkingunderstanding

continuingconversation clarifyingperceptions makingapoint

Respondingisapositiveexperiencewhen

itfocusesonstrengths ithasbeenorganizedforadedicatedtime–aseparateeventorsectioninameetingprocess

confidentialityisobservedandprivacyrespected


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Tips for positive responding and giving feedback

Build in time for thinking before responding

Checking understanding

ExpressappreciationforsharingRestatekeypoints

Summarizekeypoints Askquestionsthatwillgiveyouadditionalfacts

Making a point

Expressappreciationforsharing

Brieflysummarizetheideaheard

Tellyourideaina

reflectivewayInvitearesponse

Asking questions


Brieflysummarizethepointinquestion Askaclarifying

questionor

Continuing conversation


RelateyourownexperienceLinkyourexperiencetotheinformation

Generalizeittoanotherpossibleexample


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Problem solving

EffectivecommunicationwillgoalongwaytowardscreatingaCONFLICTPREVENTION environmentwhereproblemsareopportunitiesforlearningratherthanthreatening .

Fromtimetotimehowever,eventhebestcollaborativegroupsmayexperiencechallenges.Occasionallychallengesescalateintoconflictsituations.

Conflictcanoccurasaresultofstronglyheldbeliefs,misunderstandingsandincompleteorabsentcommunication.

Somecommonproblemsschoolsfacecouldberelatedto:

familyconcernsorinvolvement behaviormanagement teachers’work studentlearning staffrelationships

Aproblem-solvingstrategycanhelptoworkthroughissuesinanorganizedanddepersonalizedway

FocusonissuesnotpeopleUsedepersonalizedstatements

Personalized Depersonalized

Nanteisaproblemstudent.Hisbehaviorisdangerous.

TherehavebeensomerecentbehaviorissuesinvolvingNante.It

wouldhelptolookatthistogether?ItisyourdutytomakesureCherrydoesherhomework

Homeworkseemstobedifficult.Howcouldwedothingsdifferently?

Yourlearningprogrammodificationsarenotuptostandard.

Assessmentresultsareindicatinganeedtolookatlearningprogrammodifications.


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Iftheprobleminvolvesaconflictevent,itiscrucial

toput‘space’betweentheeventandreactingtoit

Stop,breathe Wait! Think!

Howdidthathappen?

WhatpartdidIplay?Whataretherealissues?


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2. Working with families


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Working with families

Thefamiliesoflearnerswithdisabilitiesarevaluablepartnersforeducators.

Familymembersarethefirstteachersoftheirchildrenandsoatthetimetheirchildcommencesschool,parentsandthechildthemselvesaretheholdersofthemostinformationaboutwhatthechildknowsandcando.ThisistherighttimetoorganizeanIndividual Education Plan (IEP)meeting.

Parentsareoftenanxiousatpointsoftransitionintheirchildren’slivesandthiscanbeespeciallysowhentheirchildhasadisability.

Arespectfulandwelcomingschoolenvironmentcanalleviatetheanxiousnessofparentsandtheirchildren.

Everyonebenefitswhenparentsandteachersworktogether.

Strongpartnershipsandregularcommunicationcan

supportthelearner buildappreciationandsupportforeachother’sroles

helptodevelopconsistencybetweenhomeandschool helpkeepeveryoneinformedanduptodate


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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.

Teachersarerequiredtobealertforchildrenwithdisabilitiesinthecommunity,whoarenotattendingschoolandencouragefamiliestoenrolthem.

ConductinganIEPmeetingwill:

demonstratetofamiliesthattheyarevaluedcontributors givetheschoolheadandteacherinformationaboutthelearnersneedsatschool

provideafoundationonwhichtoprepareforhowtheneedsofthelearnerwillbemet

EncourageinvolvementofthelearnerinIEP

Armedwiththisinformation,theymightapproachtheLocalGovernmentUnitforsupport.(seeflowchartonpage106)

What communication should I undertake with

families of learners with disabilities?

Regular contact keeps communication lines open and

provides opportunities to give positive feedbackabout the learner.

Teacherscan negotiateregular‘catchup’meetings arrangehomevisits useadiarybetweenhomeandschool designaspecializeddailyorweeklycommunication


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41

Anexampleforaspecializeddailycommunication

Date Teacher

Student

The best thing

today.

Parent comment

Mon

Achievements today

Information

Tues Achievements today

Information

Wed Achievements today

Information

Thurs Achievements today

Information

Fri Achievements today

Information


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What about homework for learners with

disabilities?

There are many questions about homework that

need consideration.

Isthehomeworknecessary?o Isallofitessential?

o Whataretheessential parts?

Willthelearnerbeabletodothetasksinthesametimeas

expectedforothersorisitlikelytotakemuchlonger?

o Aretheremodificationsthatcanbemadetoensure

thetimeisequitable?

o Aretheretasksinthefamilycontextthatare

achievableandwillsupportsimilarlearning?

Canthelearnerdowhatisbeingasked?

o independently?

o withsupport?

o howmuchsupport?

o issupportavailable?

o Howfatiguedisthelearnerattheendofeachday?

**Learnerswithdisabilitiesoftenhavetoworkharder

toconcentrateandachieveleavingthemmoretired

attheendofschool

Whatisthecapacityofthefamilytosupportthetask?

o Whatchorestakepriorityinthehomeintheevening?

o Whattimedotheyleaveinthemorning/gethome?

o Whatothercommitmentsdotheyhave?


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Some alternative ideas for homework for

learners with disabilities

Subjects Alternatives

English

Traditionalhomeworkactivities:WritingajournalWritingaprocedure

WritingastoryPuttingspellingwordsintosentences

Filloutthedailycommunicationsheet

Drawpicturesofwhatyoudidafterschoolorwilldonextweek

ListtheTVprogramsyouwatched

Listwhatyouwillwatchnextweek Helptocookthemeal Maketheshoppinglist Planamorningnewstalk Tellastory Inventastoryandretell Familysharefavouritestories Makeflashcardsofspellingwordsandplaygameswiththemortellasentenceforeach

Writethewordsinafancywayonceeach

Maths

Traditionalhomeworkactivities:CompleteexercisesWriteouttables

Getthetablereadyformeals Helptocookthemeal–measuringoutitems

Followandcheckthedailyschedule

Keepthefamilyinformedabout

whentheirTVprogramsareon Tendtheanimals

o Measureoutfoodo Monitoreggsandgraphhowmanyovertime

o Keeptrackofbirths Graphthegrowthofcornorotherplants

Shoppingo

Estimatethecostso Findthecheapest

Playcardgamesandkeepscores


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3. Working with the community


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Working with the community

TheCodeofEthicsrecognizestheteachingprofessioninthecommunity,especiallythebarangay,asleadersandadvocatesactiveinthepromotionofeducationforall.

Thelocalcommunitycomprisesorganizations,networksandpeoplethatareavaluableresourceforschools:

LocalGovernmentUnit ParentTeacherCommunityAssociation

SchoolGoverningCouncil GovernmentandNonGovernmentOrganisations(GOsandNGOs) Communitymembers Families

Otherspecialistorganizationsmaybeinvolvedwithlearnerswithdisabilities.

SpecialEducationCenters ResourcesfortheBlindIncorporated DeafMinistriesInternational

DownSyndromeAssociationofthePhilippinesIncorporated AutismSocietyPhilippines

Strongrelationshipsfacilitatedbyschoolssupportsthemtotapintotheexpertise,materialsandresourcesbothphysicalandinkind,thatexistsinthecommunityatlarge.


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How can schools work with communities to supportlearners with disabilities?

Communication and information sharing within the

school and community can create advocacy for

learners with disabilities and their families.

TheDepEdinclusiveeducationmandateandnorejectionpolicy

iscreatinggrowingawarenessaboutdisabilityinthecommunity.

Schools,asthecentersofexpertiseinthisareahavearoletoplayinsupportingcommunitymemberstoembracethediversitywithinthem.

Schoolscouldworkwiththeirdivisionpersonnel,specialeducationcenterorspecialeducationteacherstodeveloparangeofactivities.


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canvasforvolunteerstosupportintheschool

trainvolunteerstoworkwithlearnerswithadisability

invitedisabilityorganizationstoworkwiththeschool

develop,circulatecommunityawarenessbrochures,factsheets

involvethecommunityinadisabilityawarenessevent/week

startacommunitydisabilityactiongroup

Ways schools can work with communities


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48

Section 3

Our work with learners


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About our work with learners

“Whatistaughtisn’tthesameashowitistaught.”Howell,Fox,Moorehead

Whenteachersadoptmultigradeteachingandlearning,incorporatemultipleintelligencesandcaterforpreferredlearningstyleswithmultisensoryapproaches,theywillmeettheneedsofmostlearnersintheirclasses.

Inthissection,thesepracticesandapproacheswhichareincreasinglyusedinPhilippineschools,areoverviewed.

Youwillfindadditionalstrategiesandinformationtohelpunderstandtheparticularneedsofsomelearnerswithdisabilitiesandhowtodesigninterventionsthatsupporttheirinclusion.

Learning outcomes

Youwillgainanoverviewof

thenatureandcharacteristicsoflearnerswithsometypesofdisability earlyindicatorsthatalearnerisatriskofbeingidentifiedwithadisability holisticapproachestoworkingwithlearnerswithdisabilities differentwaysoflearningandtheimplicationsforinclusiveteaching theimportanceofmulti-sensoryteachingandlearning adjustmentsandstrategiesthatsupportlearnerswithdisabilities theindividualizededucationplanandplanningprocess someresourcesavailabletosupporttheteachingoflearnerswithdisabilities


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1. Holistic approaches learners

with disabilities


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Different ways of learning

‘ Ifachildcan’tlearnthewayweteach,maybeweshouldteachthewaytheylearn.’ IgnacioEstrada

DepEdmandatesEducationforAll.

RepublicAct9155(2001)statesSchoolsshallhaveasingleaimofprovidingthebestpossiblebasiceducationforalllearners…..translatedintoprograms,projectsandservicesdeveloped,

adaptedandofferedtofitlocalneeds.

Thissubsectionlooksatcurrentideasaboutdifferentwaysinwhichlearnersmakesenseoflearning.Twoprinciplesunderpinthemodelspresented.

All children can learn

Regardlessofcircumstanceallchildrenarecapableoflearning.Circumstancemay,however,contributetotherateatwhichchildrenlearn.All learners are unique

Whentheyenterschool,learners’predispositionsanddistinctiverangeofexperienceshaveframedtheirperceptions,knowledgesandstrengths.

How do different ways of learning impact on

teachers work with learners?

Different ways of learning need different teaching

approaches.

Teachersalsohavepreferredwaysoflearning.Teachersneedtobeawareoftheirownpreferencesaswellasthoseoflearners,inordertoprovideavarietyofapproachesandlearningopportunitiesratherthanpreferredapproaches.


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Learning preferences and learning styles

Researchsuggeststhatregardlessofculture,age,genderandability,alllearnershavepreferredwaysoflearning.

Learnerswithdisabilitiesalsoshowlearningpreferences.

What are some preferred ways of learning?

We all have different ways of thinking, acting, processing and approaching learning .Somekeywaysinclude

Visual–seeing Auditory–hearing

Kinesthetic–doing Tactile–touching


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Thedirectionofeyegazeorheadtiltcangivecluesaboutlearningpreferences.

Aswellashavingpreferencesforwhichsensesareengagedinapproachestolearning,researchbyMcCarthy1987identified4learningstyles.

Dynamic–active Innovative–creative

Analytic–theorist Procedural-practical


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How are learning styles important to teaching andlearning?

Using a variety of approaches supports learners to

access and participate in activities.

Ifteachersunderstandtheirownlearningstyle/stheycangetinsightsinto

thestyletheyareteachingin thestyleoftheactivitiesandassessmenttheyareplanningforlearners

Forexample:

Alecturestylelesson,followedbyresearchontheissueswillbeaccessibletoanalytical, auditory learners.

Butdynamic learners with visual strengths

mightpreferagroup discussionfollowedbypresenting a poster.Theyarelesslikelytobeengagedinthetheotherstyleandmaynotprocesstheinformationtothesamelevel.

Teachersneedtoteachbeyondtheir preferredstylesanddevelopskillsusingavarietyofpedagogiesandactivities.

Thisisparticularlyimportantforlearnerswithdisabilities. Alearnerwhoisnotengagedmaynotbelazybutrather,havingtroubleaccessingthelearning.

Understandingthepreferredlearningstylesoftheclasscohort,supportsteacherstomakeinformeddecisionsaboutcurriculumdesignanddeliverytoimproveengagementandlearning.

Multi sensory teaching and learning,(pg75)incorporatesdifferentwaysoflearning.Thissectionprovidesadditionalinformationaboutactivitiesthatsupportdifferentwaysoflearning.


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Multiple intelligences

HowardGardner’stheoryofMultipleIntelligences(MIs)names8humanintelligencesaccountingfortherangeofstrengthsandpotentialsinadultsandchildren.

Verbal/linguistic intelligence("wordsmart"):

Logical/mathematical intelligence("number/reasoningsmart")

Visual/ spatial intelligence("picturesmart")

Body/ kinesthetic intelligence("bodysmart")

Musical/rhythmic intelligence("musicsmart")

Interpersonal intelligence("peoplesmart")

Intrapersonal intelligence("selfsmart")

Naturalist intelligence("naturesmart")


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Are there benefits in using multiple intelligences

approaches?

Multiple intelligences provide an extra dimension to

help understand learner diversity and different

ways of learning.

Likelearningpreferencesandlearningstyles,consideringtheMIswhendesigningcurriculumcanbroadenlearning

opportunitiesforlearners.

Somepossiblebenefits: Alllearnerscanbeincluded. Abroaderunderstandingandappreciationofintelligencemaydevelop.Multiplewaysoflearningarevalued.

Learnermotivationandengagementincrease Learnersexperiencethestrengthsofothersandimprovetheirabilitytoworkindiversegroups

Aslearnersbuildtheirownstrengthsmutualrecognitionfrom

otherscanbuildselfesteemandselfrealization. Aslearnersunderstandtheirownmultipleintelligencestheymaybecomemoreselfdirectedlearners

Avarietyofopportunitiestoenterthelearningexperiencesupportslearning

How do all of the different ways of learning fit

together?

Designing learning opportunities inclusive of a range

of intelligences, is likely to also be inclusive of

different modes of learning and learning styles as

well as support a range of ability levels.


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Integrating MIs, learning preferences and styles

Strategy MIs

Learning

preference

Learning

style

Storymaps

Verbal/linguisticLogical/mathematicalVisual/spatial

Visual Auditory

Procedural Analytic

Dance/performance

Body/kinestheticMusical/rhythmic

Kinesthetic Auditory

DynamicInnovative

Graphingplantgrowth

NaturalistLogical/mathematicalInterpersonal

KinestheticTactile

ProceduralDynamic

Experiments

IntrapersonalBody/kinestheticLogical/mathematical

KinestheticTactileVisual

InnovativeProceduralDynamic

Journalsharing

IntrapersonalInterpersonalVerbal/linguistic

AuditoryKinesthetic AnalyticInnovative


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Learners with disabilities

TheinclusiveeducationpolicyofDepEdaimsforsharedmeaningfullearningforalllearnersincludingthosewithdisabilities. Asfaraspossible,learningexperiencesshouldoccurwithinthesameclassroomforalllearnersandmeettheirindividuallearningneeds.

Researchaffirmsthatgoodteachingforlearnerswithdisabilitiesisgoodteachingforalllearnersandwhatconstitutesqualityteachingandlearningisthesameforall.

‘ Goodteachersbuildontheindividualstrengthsofeachstudentandrecognizethatallstudentshavesomethingvaluabletocontributetotheclassroomcommunity’ Giangreco&Doyle,2000.

Asforotherlearners,thosewithdisabilitiesareunique.Disabilitymanifestsdifferentlyforeveryindividual.Itisimportanttogatherinformationaboutthelearnerwithdisabilitiesinordertoknowifpersonalizedapproachesareactuallyrequired.TheIndividualizedEducationPlancanbeusedtodocumentthese.

Anholisticapproachinvolveslookingatthelearnerasawhole,planningwithalloftheircontextsandschoolcontextsinmind.

riends

Strengths

Disability information

Intelligences

Family

Services

Health

Interests

Equipment

Learning preferences


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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.

Supportforalearnerwithadisabilityisdeterminedbywhattheyneedinordertoaccess,participateandattaininthecurriculum.

DepEdrecognizesthefollowinggroupsintheSpecialEducationPolicyandGuidelines.

ThedisabilityareascoveredinSection3Including learners with disabilities(pg102)useinternationallyrecognizedterminologiesusedtodescribesomeareasofdisability.ThetablebelowshowshowthecurrentdisabilitiessupportedbyDepEdaregroupedinthissection.

Section3terminology DepEdpolicyterminology AttentionDeficitDisorder AttentionDeficitDisorder AutismSpectrumDisorder Childrenwithautism

Intellectualdisability Mentallyretarded

Mentallyhandicapped

Learningdisability Learningdisabled

Physicalandmultipledisabilities OrthopedicallyhandicappedCerebralpalsy

Sensoryimpairment:HearingSensoryimpairment:Vision

Hardofhearing,DeafLowvision,Totallyblind

Socialandemotional BehaviorproblemsSpeechandlanguage Speechdefective


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2. Inclusive Curriculum


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Individualized Education Plans

TheIndividualizedEducationPlan(IEP)meetslegalandethicalmandatesassociatedwiththeeducationoflearnerswithdisabilitiesoutlinedinSection1.

What is the purpose of the IEP?

An IEP documents curriculum and service provisions

for learners with disabilities in regular classes andspecial education settings.

Itensuresthatlearnerswithdisabilitieshave

appropriateandsupportiveplacement

systematic,focusedanddevelopmentallyappropriate

programming

meaningfulcurriculumoutcomeslinkedtotheBEC

accesstotheservicestheyrequire

recordsofachievements

acoordinatedapproachtolearningandserviceprovision

congruencebetweenthehomeandschool

How is the IEP developed?

The school initiates a meeting with stakeholders to

document agreements in the IEP

IEPmeetingsareusuallyheldonceeachyear. Asuitabletimeisnegotiatedwiththefamily.Parentsandclassteachersareessentialparticipants. Arangeofotherprofessionalsmaybevaluablecontributors.Itis

suggestedthattheirattendancebenegotiatedwithfamilies.


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Otherparticipantsmayinclude:

thespecialeducationorSPEDcenterteacher theprincipaloradministrator serviceprovidersorspecialists otherrelevantpersonnelasnegotiatede.gGuidancecounsellor

PriortotheIEP,teachersneedtoprepare assessmentresultsanddevelopmentalevaluations aplanoflearningpriorities,buildingonthelearner’sstrengths maptheprioritiesintothetargetsforthequarter

IntheIEPmeetingthispreparationwillbeusedtodevelopanagreedactionplanofgoalsandobjectives,theexpectedtimeframeandtheservices,resourcesandpeoplecontributingtooutcomes.

What needs to be considered when participating in

an IEP meeting?

An IEP meeting can be a sensitive occasion so anumber of considerations are important.

Askparentswhotheywouldliketoattendthemeeting Showsensitivitytotheparents.Whatistheparent/professionalratio?Keepnumberstoaminimum.

Tosupportprivacy,findasuitablelocationfreeofinterruptions Maintainconfidentiality Institutequalitymeetingprocedures

Makesurelanguageisdepersonalized(ifthelearnerispresentbemoresensitive)

Keepthemeetingajargonfreezone Prepareotherprofessionalsinrelationtosensitivity Readbackdocumentation/agreementstocheckaccuracy

InSection2‘Workingwithfamilies’additionalinformationisprovided


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DepEdlogo RegionXIDavaoCitySchoolNameDavaoCityElementary

IEPforFelipaMangos2007

Area Goal Objective

Time

frame

Persons

involved

Walksindependentlyfromgatetoclass

In10monthsFelipawillbewalkfromthegatetoclassusingcanewithlessassistance

10months TeacherParentGuard

Eatssnacksindependently

In10monthsFelipawillbeabletoopenfoilsnackpacks

10months TeacherBuddies

Usesthecomfortroomindependently

In10monthsFelipawillusehercanetogototheCRandwillmanage

hygienewithprompts

10months TeacherParent

Voluntee

S E L

F H

E L P

Independentlyclearsupafterclasses

In3monthsFelipawillindependentlypackupworkbooksandputtheminherbag

3months TeacherBuddiesParents

Usescourteousexpressionswhentalkingwithothers

In10monthsFelipawill

greetothersthefirsttimeshemeetsthemeachday

askforhelpappropriately expressthanksatappropriate

times

10months TeacherVolunteeParents

L I T E R A C Y

Namesobjectsinclassandsurroundings In10monthsFelipawillidentifycommonclassobjectsandlandmarksonthewaytoclassandCR

10months TeacherParentsVoluntee

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Area

Goal Objective Time frame

Persons

involved

Masterconceptofnumbers1-10

In10monthsFelipawill countto10with1:1

correspondence providecorrectnumberofobjects

upto10

10months TeacherVolunteeParentsBuddies

M A T H

Identifyspatialtermsanduseinmobility

In10monthsFelipawilldescribeher journeyfromthegatetotheclass,totheCR

10months TeacherVolunteeBuddiesParents

Parent signature

Class teacher signature

School administrator signature

Special education teacher signat

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INFORMATION TO ASSIST CLASSROOM PROGRAMMING

NAME: GRADE DATEArea Information Teaching: Wha

Fine & Gross Motor skills TireseasilyinmotortasksFearfulofnewplaces

VarytactileactRehearsalfornstoriesofFelipaJoininginwithc

Language & Communication Talkstoherselfaboutfriendsandnewplaces Write/tapehersstudentstoreaBraillekeyword

Socialization Behaviour: Aversiontostrangers&rushing Pronetooutburstsiffoodordressisnotto

herliking Reactstotheword‘jeep’ Ifupsetdoesn’ttalk Over-excitedwhenhappy&shouts

Musictocal Candy,icec Rewards Warningofw Takingtime Solitarytime

Self Help Toileting:dailytoiletscheduleDressing:someassistancewithshoesEating:usesspoon,assistancewithopeningpacketsandcontainers

GuidedassistaVerbalpromptsTimetopracticePraise

Functional academic NeedspriormotivationtoengageinactivitiesReactstochangingtasksLearningstyles:Auditory,Tactile

Music,singi Rewards,fa Shortstruct Warningtoc Concretem Inseatactiv Physical&v

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Section 3


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Inclusive Teaching

‘ Inclusionisnotastrategytohelppeoplefitintothesystemsandstructureswhichexistinoursocieties;itisabouttransformingthosesystemsandstructurestomakeitbetterforeveryone.Inclusionisaboutcreatingabetterworldforeveryone.’

DianeRichler,President,InclusionInternational

Inclusiveteachingapproachesenablealllearnersintheclasstotakepartinlearningopportunities

Tohaveasuccessfulplanforalllearnersintheclass,teachersneedto:

Know about the learners in the group

Much can be learned from the learner themselves, their parents, theirformer teachers and from a teacher’s own observations. strengths and interests skills and knowledge

what is being learned concerns and areas for focus

Know about the curriculum

Teachers need a comprehensive understanding of the BEC curriculumand a range of pedagogies (methods of teaching) appropriate for learning.Skills are needed in developing a variety of ways to engage learners ways to presentation

options for participation means of expression assessment methods

‘Acompetent,caringgeneraleducationteacherwhoiseffectivewithstudentswithoutdisabilities,alreadypossessesmostofthecriticalskillsnecessarytosuccessfullyeducatestudentswithallkindsoflearningchallenges,includingvariousdisabilities’ Giangreco,1997


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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.

InthePhilippines,manyschoolsinremoteandisolatedareashavemorethanonegradeperclassroom.

Ratherthantreateachgradeasaseparateentity,learnersaregroupedinavarietyofwaysandtaughtusingavarietyofmethodsinclusiveofalllearnersintheclass.Thishas

applicationinregularclasseswheretherearelearnerswithdisabilities.

Why is multigrade teaching and learning effective?

Multigrade teaching and learning incorporates

quality teaching and learning principles.

Thefeaturesofinclusiveteachingarethesameasthoseforteachingdiversegroups

knowledgeofstudents knowledgeofthecurriculum havingagoodrepertoireofteachingstrategiesandavarietyofactivities

utilizingtheirownandthecollectivecreativityofcolleaguestoplanandshareteaching

flexibility,openness,organization


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Quality learning principles

Supportive learning environment

Valued,safe,collaborative,positivechallenge

Opportunity to learn

Engagementthroughobservation,practice,development&

applicationofknowledge

Connection & challenge

Buildingonexistingknowledgetoconstructnewknowledge

Action & reflection

Activelearningandreflection

onandincorporatenewunderstandings

Motivation & purpose

Clearrelevantoutcomes

Inclusivity and difference

Experiencesthatrespectandreflectdifferencesbetweenotherlearners

Independence & collaboration

Workingbothtogether,andindividuallytogaincollectiveandpersonalperspectives


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Multigrade teaching and learning have positive

outcomes for both learners and teachers.Multigradeclassroomscaterforlearnersofdifferentability,personalityandlearningstyle,intelligences,culture,gender,ageandyearsatschool.

Positiveoutcomesforlearners Acceptanceofdiversity Learnersarepreparedforthediversityofsociety Socialskillsdevelopmentthroughworkingwithavarietyof

othersinavarietyofroles Increasedindependenceaslearners Increasedoptionsforlearning–arangeofgroupstoworkwithPositiveoutcomesforteachers Greatercurriculumknowledgefromworkingacrosslevels Increasedrepertoireofmethodologiesandteachingflexibility Opportunitiestouseanddeveloptheskillsoflearners

How is multigrade teaching & learning useful in aregular class with learners with disabilities?

Multigrade methodology allows teachers to work

with many different learners together.

Everyclasshaslearnerswithavarietyofabilities,personalities,intelligencesandlearningstyles,cultures,agesandyearsatschool.Asnoclassishomogenous,teachersneedtobeusing

anassortmentofmethodologiesandstrategiestoengageandprogressallofthelearnersacrossthelevelsintheirclass.

How can I find out more about multigrade

methodology ?

Your Region and Division Education Supervisors can

provide information and training.

TheDepEdMultigradeTeacher’sHandbook1994andBEAMMultigradeTeaching&Learning2007areavailableresources.


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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 .

Visual learners may benefit from colourcues designingbooks,posters,charts,signs excitingstationery,pens graphicorganizers

flashcards,boardwork writing,andhighlighting tablesandgraphs films,video,DVDs,art,pictures,images

Auditory learners may benefit from

listeningtostories debatesanddiscussion talkingandexplaining,repeatingback selftalk recording, cooperativeactivities,teamsituations music


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Kinesthetic, tactile learners may benefit from

cooperativeactivities,interactivelessons writing,signing feelings,emotions makingmodels,construction dressingup playsandperformances paintingandclay

playingmusic,rhythms games,outdooractivities differentwritingmediums

Are there other considerations for multi-sensory

teaching?

Classroom organization plays a role in planning for

multi-sensory teaching.

Furniturearrangementcanbealteredtoenabledifferenttypesofengagement.Learnerscanbetaughtdifferentarrangementsfordifferentactivitiesandbecomeveryquickatchangingtheroomand suggestingplans

LearningCenters Groups Individualareas

Checkthattheenvironmentissupportiveforviewingandlistening.

Checkforvisibilityfromvariousseats.Aredisplaysintheway?

Improveauditoryqualitywithwall-hangingsofdecoratedcardboard

Scaffoldingforwritingandmathcanbemadeintoposters/cardsanddisplayed


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Furniturearrangementideasfordifferentpurposes

Groupworkwithquiettables

Activity

LearningCenters

Individualwork


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Circletime/classmeetings

Floortimeinelementarygrades-grouplistening(bigbook)oractivitytime


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Explicit teaching

Theexplicitteachingcycleprovidesaframeworktohelpintroducenewconcepts.Learningsuccessismorelikelytoberecordedwhenthecycleisusedalongsideothereffectivestrategieslike

multi-sensoryteaching makingappropriateadjustments(pg100-101)

Thecycle,below,isarelevantstrategyforalllearners

module inclusive ed (1)

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