1

Sheryl R. Morales
2
Education: Bachelor on Business Teacher Education
Master in Educational Management major in Curriculum and Instruction
Doctor in Educational Management (dissertation in progress)

Associate Professor Sheryl ‘Sharima Ali’ Morales, is one of the pioneering curriculum developers
during the administration of Sec Buboy Syjuco in TESDA Quezon City District. She was part of the
AABC technical core of experts who helped design TESDA Training Regulations, among them in ICT
and Maritime Security. She was also part of the team of experts who helped craft CHED CMO 37
on Islamic Studies during the term of then Commissioner Luningning Misuarez-Umar.

She is one of the pioneering assessor of TESDA for Bookkeeping NC III, one of the first three in the
Philippines in 2009. She has also written training modules for technical vocational institutions and
teacher education program.

She acquired BKP NC III, MT NC III qualifications, and AM/TM. She is currently a full time faculty
4
at
the Polytechnic University of the Philippines – Quezon City Branch.
5
WHAT ANIMAL SOUND
DO YOU HEAR?

FIND ME…

7
EXPECTATIONS. …

• What do you expect to learn

from this training?
• What do you expect from
the other participants to get
the most out of the
training?
• What would you willingly
share in this training?
• What do you expect from
the resource
speaker/facilitator of this
training? 8
 DEFINITON OF TERMS

UNCRPD – United Nations Conventions on the Right of Persons

with Disability

Disability – (1) a physical or mental impairment that

substantially limits one or more phycological,
physiological or anatomical function or an individual
or activities of such individual;
(2) a record of such an impairment; or
(3) being regarded as having such an impairment
(Republic Act 7277)

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 DEFINITON OF TERMS

PWD - Person with Disability are those who have long-

term physical, mental, intellectual or sensory
impairments which interaction with various barriers
may hinder their full and effective participation in
society on an equal basis with others (RA10754)

Communication – includes languages, display of text, Braille,

tactile communication, large print, accessible
multimedia as well as written, audio, plain language,
human-reader and augmentative and alternative
modes, means and formats of communication,
including accessible information and communication
technology (UN CRPD). 10
Language - includes spoken and signed languages and other
forms of non spoken languages (UN CRPD)

Education – is understood as a tool that can be used to reduce

poverty, to improve lives of individuals and groups,
and to transform societies (Grubb and Lazerson,
2004, Mugambi, 2017).

Discrimination on the basis of disability - means any distinction,

exclusion or restriction on the basis of disability which has the
purpose or effect of impairing or nullifying the recognition,
enjoyment or exercise, on an equal basis with others, of all human
rights and fundamental freedoms in the political, economic, social,
cultural, civil or any other field. It includes all forms of
discrimination, including denial of reasonable accommodation (UN) 11
 DEFINITON OF TERMS
Curriculum - all that is planned to enable the students acquire
and develop the desired knowledge, skills and
attitudes (Oluoch, 2006)
- is also seen as total guided learning experiences
designed to facilitate learners learning for
establishing quality relationship between what is
learnt and what operates outside the school
(Mugambi, 2017)
Universal Design – the use of variety of training techniques so t
hat everyone can learn according to differing and
preferred learning styles
- employ a flexible approach not only to content
but to goals, methods, materials and assessment
techniques (International Labor Organization, 2016) 12
 DEFINITON OF TERMS
Curriculum - all that is planned to enable the students acquire
and develop the desired knowledge, skills and
attitudes (Oluoch, 2006)
- is also seen as total guided learning experiences
designed to facilitate learners learning for
establishing quality relationship between what is
learnt and what operates outside the school
(Mugambi, 2017)
Universal Design – the use of variety of training techniques so t
hat everyone can learn according to differing and
preferred learning styles
- employ a flexible approach not only to content
but to goals, methods, materials and assessment
techniques (International Labor Organization, 2016) 13
 DEFINITON OF TERMS
Inclusive Education- shall mean the implementation of the
programs designed to address the physical,
intellectual, psychological, and cultural needs of
learners (RA 10533).

Main stream – greater inclusion of children considered to have

disabilities or learning difficulties (Mugambi, 2017)

TESDA - Technical Education and Skills Development

Authority mandated to establish national
occupational skill standards (RA 7796)

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 DEFINITON OF TERMS
Training Standards-contains information and requirements in
designing training program for certain Qualification. It
includes curriculum design, training deliver; trainee entry
requirements; list of tools, equipment and materials;
training facilities, trainer’s qualification and institutional
assessment (TESDA Training Regulations)

Teachers – are the main actor in translating education policies

into practice through the teaching learning process
showing classroom practice with a positive attitude
towards inclusion and should provide differentiated
instruction by acknowledging the students learn at
different rates in different ways (Westwood, 2007;
Griffin and Shevlin, 2011). 15
Lets go back….
  All participants are to come on time,
session will start and end on time.
 Leave your positions/ranks at the door.
All are equal in this workshop.
 Participate collaboratively
 Listen while other people are talking.
 Presentation should be brief.
 Put all cellular phones in silent or vibrate
Let us make things in order mode throughout the duration of the
sessions.
 Learning should be fun. enjoy the
sessions and maximize learning
 Put new learnings/ideas acquired in the
learning tree.
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WHAT ANIMAL SOUND
DO YOU HEAR?

FIND ME…

19

Ratified and signed
December 6, 2006
Article 24 (Education)
Paragraphs 1-5 states that:
… this right without discrimination and on the
basis of equal opportunity, State Parties shall
ensure an inclusive educational system at
all levels and lifelong learning ….
(a) full development of human potential and
sense of dignity and self-worth, and the
strengthening of respect of human rights,
fundamental freedoms and human diversity;
(b) the development by persons with disabilities
of their personality, talents, and creativity,
as well as their mental and physical abilities,
to their fullest potential;
(c) Enabling persons with disabilities to
participate effectively in a free society.
20

Ratified and signed
December 6, 2006
Article 24 (Education)
Paragraphs 1-5 states that:
2. In realizing this right, States Parties shall ensure that:
(a) Person with disabilities are not excluded from the
general education system on the basis of
disability, and that children with disabilities are not
excluded from free and compulsory primary education, or
from secondary education, on the basis of disability;
(b) Person with disabilities can access in inclusive,
quality and free primary education and secondary
education on an equal basis with others in the
communities in which they live;
(c) Reasonable accommodation of the individual’s
requirements is provided;
(d) Person with disabilities receive the support
required, within the general education system, to
facilitate their effective education.
(e) effective individualized support measures are
provided in environments that maximize academic and
social development, consistent with the goal of full
inclusion. 21

Ratified and signed
December 6, 2006
Article 24 (Education)
Paragraphs 1-5 states that:
(3) …disabilities to learn life and social development
skills to facilitate their full and equal participation in
education and as members of the community. To this
end, State Parties shall take appropriate measures
including:
(a) Facilitating the learning of Braille, alternative script,
augmentative and alternative modes, means and formats
of communication and orientation and mobility skills, and
facilitating peer support and mentoring;
(b) Facilitating the learning of sign language and the
promotion of the linguistic identity of the deaf
community;
(c) Ensuring that the education of persons, and in
particular children, who are blind, deaf or deafblind, is
delivered in the most appropriate languages and modes
and means of communication for the individual, and in
environments which maximize academic and social
development.
22

Ratified and signed
December 6, 2006
Article 24 (Education)
Paragraphs 1-5 states that:
(4) In order to help ensure the realization of
this right, States Parties shall take appropriate
measure to employ teachers, including
teachers with disabilities, who are qualified
in sign language and/or Braille, and to train
professionals and staff who work at all
levels of education. Such training shall
incorporate disability awareness and the use of
appropriate augmentative and alternative
modes, means and formats of communication,
educational technique and materials to
support persons with disabilities.
23

Ratified and signed
December 6, 2006
Article 24 (Education)
Paragraphs 1-5 states that:
(5) States Parties shall ensure that persons
with disabilities are able to access general
tertiary education, vocational training, adult
education and lifelong learning without
discrimination and on an equal basis with
others. to this end, States Parties shall ensure
that reasonable accommodation is provided
to person with disabilities.
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 (Sec 5). Equal Opportunity for Employment.

(Sec 12). Access to Quality Education. The

State shall ensure that disabled persons are
provided with access to quality education
and ample opportunities to develop their
skills. It shall take appropriate steps to make
Title II - Rights and such education accessible to all disabled
Privileges of Disabled persons. It shall be unlawful for any learning
Persons. Chapter I-
institution to deny a disabled person
Employment
admission to any course it offers by reason
of handicap or disability…

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 (Sec 15). Vocational or Technical and Other Training
Programs. The State shall provide disabled persons with
training in civics, vocational efficiency, sports and
physical fitness, and other skills…
(Sec 17). State Universities and Colleges - If viable and
needed, the State University or State College in each
region or province shall be responsible for (a)
development of material appliances and technical aids for
disabled persons; (b) the development of training
Title II - Rights and materials for vocational rehabilitation and special
Privileges of Disabled education instructions; (c) the research on special
Persons. Chapter I- problems, particularly of the visually-impaired, hearing-
Employment impaired, speech-impaired, and orthopedically-impaired
students, mentally retarded, and multi-handicapped and
others, and the elimination of social barriers and
discrimination against disabled persons; and (d) inclusion
of the Special Education for Disabled (SPED) course in
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the curriculum.
 (Sec 32). Person with disability shall be entitled
to:
“(b) Educational assistance to PWD, for
them to pursue primary, secondary, tertiary, as
well as vocational or technical education,
in both public and private schools, through
the provision of scholarships, grants, financial
An Act Expanding the aids, subsidies and other incentives to qualified
Benefits and Privileges of PWD, including support for books, learning
Person with Disability
materials, and uniform allowance to the extent
feasible; Provided, That PWD shall meet the
Sec 32 as amended. minimum admission requirements.

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 Section 8. Inclusiveness of Enhanced Basic
Education. In furtherance of Section 3 of the
Act, inclusiveness of enhanced basic
education shall mean the implementation of
programs designed to address the physical,
intellectual, psychosocial, and cultural
needs of learners, which shall include, but shall
The Enhanced Basic
Education Act
not be limited to, the following:
(8.2). Programs for Learners with
Disabilities. These shall refer to the
Implementing Rules comprehensive programs designed for learners
and Regulations with disabilities which may be home-school-,
center- or community-based.

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National Council on
Disability Affairs
(Section 3). Composition of
the Council. The National
Council on Disability Affairs
is composed of the
Governing Board and its
Secretariat.
following members:
• Department of Social Welfare and
Development
• Department of Health
• Department of Labor and Employment
• Department of Education
• Department of the Interior and Local
Government
• Department of Trade and Industry
• Department of Public Works and Highways
• Department of Transportation and
Communications
• Department of Foreign Affairs
• Department of Justice
• Philippine Information Agency
• Technical Education and Skills Development 29
Authority
BLIND DRAWIG GAME

31
ICE BREAKER!!!
 Activity Sheet No. 1

Answer the questions BRIEFLY

32
Briefly Answer 
 DISABILITY =
IMPAIRMENTS X BARRIERS

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 Barriers multiply Disability

According to RA 10754 of 2016

Person with Disability are those
who have long-term physical,
mental, intellectual or sensory
impairment which in interaction
with various barriers may
hinder their full and effective
participation in society on an
equal basis with others. For
purposes of these Rules and
Regulations, person with
disability shall be classified by
the Department of Health (DOH)
through issuance… (Rule III,
Section 5.1).
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 Globally, over 1 billion people, or
approximately 15% of the world’s
population, have some form of
disability. About 110 to 190 million
people 15 years and older have
significant difficulties in
functioning. Moreover, the rapid
spread of chronic diseases and
population ageing contribute to the
increasing rates of disability. About
Philippine 80% of the world’s PWDs live in low-
Disability income countries, wherein majority
Categories are poor and cannot access basic
services. With their conditions,
PWDs need greater attention and
considerations in terms of health
needs, without discrimination.
However, reports show that PWDs
have less access to health services
and therefore have greater unmet
needs (WHO, 2012.) 35
Disability Facts and Considerations

36
Disability Facts and Considerations

37
 Don’t Stereotype Specific Jobs for
those with Disability

“Let person with disabilities decide the

training options based on their abilities and
choices instead of imposing your choices of
what is good for them”

Therefore, What does it mean for your

training center (GFPI)?
“A good training center evaluates the
abilities and interests of students and
gives them a choice of training
opportunities, with support and
accommodations so they can succeed. Work
with your staff and colleagues to overcome
assumptions and stereotypes and to open up
38
all training opportunities to women and men
with disabilities. Be creative!”
 Social Model of Disability
“ disability is not an attribute of an
individual, but rather a complex collection of
conditions, many of which are created by the
social environment. Hence, the management of the
problem requires social action and is the collective
responsibility of society at large to make the
environmental modifications necessary for the full
participation of persons with disabilities in all areas of
social life.
Therefore, What does it mean for your
training center (GFPI)?
Inclusion means that persons with and
without disabilities participate in an activity
together. In the case of your training center, you
have a legal, as well as a moral responsibility, to
remove barriers and to make your center accessible
and to provide reasonable accommodations so that
persons with disabilities can fully participate and 39
learn along with their nondisabled peers.
 Achieving Inclusion - Basic Concepts
1. Universal Design and Accessibility
According to the UNCRPD, universal design
means: “the design of products, environments,
programs and services to be usable by all persons, to
the greatest extent possible, without the need for
adaptation or specialized design.”

Therefore, What does it mean for your training

center (GFPI)?

Universal curriculum design means,

among other things:
• Use a variety of training techniques so that
everyone can learn according to differing and
preferred learning styles
• Employ a flexible approach not only to
content but to goals, methods, materials and
assessment techniques… 40
 Achieving Inclusion - Basic Concepts
Accessibility:

The UNCRPD defines accessibility as:

“access, on an equal basis with others, to the
physical environment, to transportation, to
information and communications, including
information and communications technologies and
systems, and to other facilities and services open
or provided to the public, both in urban and in
rural areas”.

Therefore, What does it mean for your training

center (GFPI)?

Making your environment accessible

is crucial to inclusion…
41
 Achieving Inclusion - Basic Concepts
2. Reasonable Accommodation
“…are designed specifically for an
individual and what he or she requires in a
specific learning, work or other situation.
According to the UNCRPD, reasonable
accommodation “means necessary and
appropriate modification and adjustments not
imposing a disproportionate or undue burden,
where needed in a particular case, to ensure to
persons with disabilities the enjoyment or
exercise on an equal basis with other of all
human rights and fundamental freedoms.”

Therefore, What does it mean for your training

center (GFPI)?

42
 Achieving Inclusion - Basic Concepts
2. Reasonable Accommodation
Therefore, What does it mean for your training
center (GFPI)?

• Provide regular training to instructors and staff

of the training facility;
• Involve qualified persons with disabilities in
the training to model inclusion;
• Include trainees with disabilities as
participants;
• Design a special training program for them
and their families to address issues such as
low confidence or doubt on the part of
persons with disabilities, or over
protectiveness, concern and shame of some
family members. Also sensitize influential
persons in the community, such as employers 43
UNIVERSAL DECLARATION
OF HUMAN RIGHTS
(United Nations, 1998)

46
Welcome
Back!

Day 2 Training
Who Am I Game
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 GENERAL CONSIDERATION FOR INCLUSIVE CURRICULUM DESIGN

 consider Cost and financial implications

 embedding student and staff well-being
 promoting student engagement
 use of technology to enhance learning
 responding to different approaches to learning
 avoiding stereotypes and celebrating diversity
 making reasonable adjustments

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General Consideration …

58
General Consideration …

59
General Consideration …

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General Consideration …

61
General Consideration …

62
General Consideration …

63
General Consideration …

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 CHALLENGES IN ON DEALING WITH DIFFERENCES
AND DIVERSITY OF LEARNERS

 inflexible curriculum or irrelevant

curriculum,
 didactic teaching methods (ex. Board and
chalk method)
 inappropriate approaches to assessment
and examination,
 poor preparation of teachers and limited
teacher support system
65
 FEATURES OF AN INCLUSIVE CLASSROOM
PROCEDURES AND PRACTICES

A. Establishment of classroom routine that is sensitive

to individual needs and cultural norms of
learners.
B. Ensuring that classroom responsibilities are inclusive
and not stereotyped.
C. Provision of instructional resources that reflect
diversity of learners.
D. Ensuring that all learners feel accepted and gain a
sense of belonging.
E. Provision to each learner a balance of challenge and
support to scaffold new learning
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 FEATURES OF AN INCLUSIVE CLASSROOM
PROCEDURES AND PRACTICES

F. Emphasis and modeling values of fairness acceptance,

kindness, respect and responsibility to and
for all people.
G. Making education relevant to students‟ needs and
interests.
H. Teaching and modeling independent learning skills.
I. Recognition and value for learner improvement and
acknowledging success of each individual
learner.
J. Use of evaluation methods that are equitable and take
into account the diversity of learner’s life
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 FEATURES OF AN INCLUSIVE CLASSROOM
PROCEDURES AND PRACTICES

K. Use of flexible approaches to eliminate barriers and

transform learning experiences. Teachers should provide
differentiated instruction by acknowledging that
students learn at different rates and in different ways
(Griffin and Shevlin, 2011).

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 HUMAN RIGHTS BASED APPROACH

Emphasizes both the right to education on basis of

equality of opportunity and the broad aims of education
in terms of promoting the fullest possible development
of the child.

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 TEACHER AND IMPLEMENTATION

According to Suzanne (2009) teachers can foster

independent learning through various ways:
A. Making education relevant to student needs and
interests.
B. Using a variety of strategies to gain an understanding
of students’ abilities, needs and interests.
C. Providing students with choice in assignments and
topics within a range of choice.
D. Using collaborative instructional techniques.
E. Teaching and modelling independent learning skills
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 USE
INSTRUCTIONAL
APPROACHES YOU
KNOW
Explaining means telling someone
how to do something or giving
information. You probably only think
about explaining as a verbal
process, but you can explain not
only by talking but also by :
 Using sign language
 In writing
 Demonstration or guiding
 Through a video presentation
When explaining is done formally
and in a large group or classroom, it
is often called lecturing. Lecturing
is one-way and not very effective
for teaching.
physically doing the activity you want
your trainee to learn or otherwise
showing them using video or some
other method. It is a good way for
almost all groups of persons to learn
except those who are visually
impaired. Showing is especially
important for persons who are deaf or
have intellectual or certain types of
learning disabilities. Explaining and
showing at the same time really
works. Showing or demonstrating is
an especially important training
method for teaching complicated
tasks that have many steps.
Guiding, Discovering and Practicing
Giving the trainee the chance to do
a practical task, or learning by
doing, is an important way to train.
It is frequently used to train persons
who have limited literacy skills or
learning capacity. Learning by doing
is especially suitable for persons
with hearing and/or speaking
difficulties since it relies on seeing
and doing rather than hearing or
speaking.
Questions and assignments are often
used with other training methods.
Using questions and assignments is a
good way to: encourage active
participation, check what the trainee
already knows or if they have
understood your teaching, or to
stimulate them to apply conceptual
knowledge. Consider the trainee’s
experience level; difficult questions and
assignments can lead to frustration
and failure. Those carefully designed
can challenge and build trainee
confidence.
All trainees benefit from feedback,
delivered in the right way and the right
time. Feedback should always be
specific. “Good job!” is insufficient. Its
impact is likely to be greater if phrased
like this: “Good job! You followed the
steps correctly to compress the
computer files.” Being specific is
critically important when giving a
trainee feedback on poor performance,
also. It’s easy and pleasant to give
public positive feedback, but more
challenging what you have to correct
someone.
Here are some points to keep in
mind when delivering negative
feedback:
 Give negative feedback in
private, rather than in front of
others, whenever possible
 Deliver feedback as close to the
event as possible; it will have a
greater impact and be more likely
to change future behavior.
 Explain the right way to do
something,
Strategies for accommodating trainees
with disabilities during assessment
and testing need to be structured so
that trainees with disabilities are
treated fairly and the content or skill
they are expected to know or
demonstrate is not compromised.
Some may feel that any changes to the
testing process may violate the integrity
of the assessment. Therefore, any
trainee should be required to meet the
standard when certification is required,
but often accommodations are
possible.
 80

Park, C. (2018)
81
Workshop: Revisiting the Curriculum
Duration: 45 – 60 minutes
Instruction:
1. Get a copy of TESDA Training Regulations/SPED
Curriculum that you are using at GFPI
2. Analyze the intended Learning Outcome of one of
the Competencies.
3. Provide the Training Methodology, you think best
suits your learner
4. Provide the necessary Institutional Assessment
Approach
5. Briefly present your Output
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REFERENCES:
Agustin, M. (2013). Session 1: Leveling of Expectations. Retrieved from
http://manualsforeverything.blogspot.com

IRR of RA 10754. An Act Expanding the Benefits and Privileges of Person with
Disability (PWD). December 1, 2016

United Nations Convention on the Rights on Person with Disability and Optional Protocol.
December 6, 2006.

TESDA Training Regulations.

United Nations Convention on the Rights on Person with Disability and Optional Protocol. December 6, 2006.

Republic Act 7277 - An Act for the Rehabilitation, self-development and self-reliance of Disabled Persons and
their Integration into the Mainstream Society and Other Purposes.

IRR of RA 10533-The Enhanced Basic Education Act of 2013

National Council on Disability Affairs.

International Labor Organization (2016). Including Person with Disabilities in Technical and Vocational
Education and Training: A Guide for Administrators and Instructors to Disability Inclusion

Mugambi, M. (2017). Approaches to Inclusive Education and Implications for Curriculum Theory and Practice.

https://cft.vanderbilt.edu/guides-sub-pages/disabilities/ 83