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THE K TO 12 CURRICULUM

INCLUSIVE EDUCATION
TEACHER’S INDUCTION PROGRAM (TIP)
MODULE 3, SESSION 3

LEDERMA – AQUINO DE GUZMAN


DESIRED LEARNING OUTCOMES
a) Demonstrate knowledge and
understanding of differentiated teaching
to suit the learners’ gender, needs,
strengths, interests and experiences.
(3.1.1)
b) Implement teaching strategies that are
responsive to learners’ linguistic, cultural,
socioeconomic and religious
backgrounds. (3.2.1)
DESIRED LEARNING OUTCOMES
c) Use differentiated developmentally
appropriate learning experience to
address learners’ gender, needs, strengths
and experiences. (3.1.2)
d) Establish a learner – centered culture by
using teaching strategies that respond to
their linguistic, cultural, socioeconomic
and religious backgrounds. (3. 2. 2)
DOMAIN 3
Emphasizes the central role of teachers in
establishing learning environments that are
responsive to learners diversity. This Domain
underscores the importance of teachers’
knowledge and understanding of, as well as
respect for, learners’ diverse characteristics
and experiences as inputs to the planning
and design of learning opportunities.
DOMAIN 3
It encourages the celebration of diversity in
classrooms and the need for teaching
practices that are differentiated to
encourage all learners to be successful
citizens in a changing local and global
environment.
OBJECTIVES
a) Explain the components of a comprehensive
inclusive education program, its principles and
teaching approaches to suit diverse learners’
gender, needs, strengths, interests and
experiences;
b)Describe the program in providing education
services to children with various linguistic,
cultural, socioeconomic, and religious
background;
OBJECTIVES
c) Use experiences with diverse learners to
develop teaching – learning materials to
practice inclusive education; and
d)Develop and demonstrate a lesson to establish
a learners – centered culture by using teaching
strategies that respond to thgeir linguistic,
cultural, socioeconomic, and religious
backgrounds.
PRE – TEST
FRIENDLY REMINDER…

YOU ONLY HAVE 5 MINUTES TO ANSWER


AND
PLEASE DO NOT DISTURB MR. GOOGLE,
HE IS SO BUSY RIGHT NOW….
LEGAL BASIS
Legal Basis
UN World Programme of Action
Concerning Disabled Persons (1983)
UN Convention on the Rights of the Child
(1989)
World Declaration on Education for All
(1990)
UN Standard Rules (1993)
UNESCO Salamanca Statement and
Legal Basis
DepEd Order 72, s. 2009
Inclusive Education as
Strategy for Increasing
Participation Rate of
Children
Objectives of DepEd Order 72, s. 2009
 To serve million of children with disabilities in
the country who live without access to a basic
human right: the right to education

 To organize the urgency in addressing this


problem and therefore, guarantees the right
for these children to receive the appropriate
education within the regular or inclusive
classroom setting.
Salamanca Statement
“the fundamental principle of
inclusive school is that all children
should learn together, wherever
possible, regardless of any
difficulties or differences they may
have.”
Rationale for Inclusive Education
 All children have the right to learn
together.
 Children should not be devalued or
discriminated against by being
excluded or sent away because of their
disability or learning difficulty.
 Disabled adults, describing themselves
as special school survivors, are
demanding an end to segregation.
Rationale for Inclusive Education
There are no legitimate reasons to separate
children for their education.
Research shows children do better,
academically and socially, in integrated
settings.
There is no teaching or care in a segregated
school which cannot take place in an ordinary
school.
Given commitment and support, inclusive
education is a more efficient use of
educational resources.
DEFINITION OF TERMS
Inclusion
One option for the placement of
special education students in public
schools.
Inclusion rejects the use of special
schools or classrooms to separate
students with disabilities.
Inclusive Education
Inclusive Education (IE) is a process
of strengthening the capacity of
the education system to reach out
to all learners and can thus be
understood as a key strategy to
achieve Education for All (UNESCO
Policy Guidelines on Inclusion in
Education, 2009 p. 8).
Inclusive Education
 IE is a process where all types of
learners with diverse needs are given
equal opportunities for a meaningful
life in non-discriminatory
environments. These environments
foster belongingness through
culturally/ spiritually sensitive, learner-
centered curriculum, learning
processes, delivery modes, and
Inclusive Classroom
 A general education classroom in which
students with and without disabilities
learn together.
 It is essentially the opposite of a special
education classroom, where students with
disabilities learn with only other students
with disabilities
Inclusion Education
is “teamwork” - a responsibility
shared by the whole school. But it
is the regular classroom teacher
who provided with support
services plays the major role. Such
support services may take
different forms.
Inclusive Teaching Strategies
Any number of teaching approaches
that address the needs of students
with a variety of backgrounds,
learning styles, and abilities. These
strategies contribut e to an overall
inclusive learning environment, in
which students feel equally valued.
Inclusive Practice
An approach to teaching that
recognizes the diversity of students,
enabling all students to access course
content, fully participate in learning
activities and demonstrate their
knowledge and strengths at
assessment.
Inclusive Education Program
Educational services for all students
including those with special needs.
These programs serve all children in
the regular classroom on a full-time
basis.
EDUCATIONAL APPROACH
TRADITIONAL INCLUSIVE

• education for some • education for all


• static • flexible
• collective teaching • individualized teaching
• learning in segregated • learning in integrated
settings settings
• emphasis on teaching • emphasis on learning
• subject-centered • child-centered
• diagnostic/ prescriptive • holistic
• opportunities limited by • equalization of opportunities
exclusion for all
COMPONENTS OF A COMPREHENSIVE
INCLUSIVE PROGRAM FOR CHILDREN
A. Child Find
Locating the children through family
mapping survey, advocacy campaigns
and networking with local health
workers.
LSENs shall be visited by Sped
teachers and parents should be
convinced to enroll their children in
Sped Centers or schools nearest their
B. Assessment
 The continuous process of identifying the
strengths and weaknesses of the child
through formal and informal tools for
proper program grade placement.
 Some students with ADHD and ASD
struggle with testing situations and
cannot remain at task long enough to
complete the assessments.
B. Assessment
 Assessments are important; they provide
the child with an opportunity to
demonstrate knowledge, skill, and
understanding.
 For most learners with exceptionalities, a
paper – and – pencil task should be at the
bottom of the list of assessment
strategies.
ALTERNATE
SUGGESTIONS THAT
SUPPORT AND
ENHANCE ASSESSMENT
OF LEARNING
DISABLED STUDENTS
1. Presentation
 Verbal demonstration of skill, knowledge, and
understanding.
 The child can narrate or answer questions
about her task.
 It can also be in a form of discussion, debate
or purely interrogatory exchange.
 Small group or one – on – one setting because
many students with disabilities are intimidated
by larger groups.
2. Conference
 One – on – one between the teacher and the
students to determine the level of
understanding and knowledge.
 This takes the pressure away from written
tasks.
 It should be somewhat informal to put the
student at ease.
 The focus should be on the student sharing
ideas, reasoning or explaining a concept.
3. Interview
 It can helps a teacher clarify the level of
understanding for a specific purposes,
activity or learning concept.
 A teacher should have questions in minds
to ask the student. A lot can be learned
through an interview, but they can be
time – consuming.
4. Observation
 It serves as a vehicle for a teacher to change or
enhance a specific strategy.
 It can be done in a small group setting while
the child is engaged in learning tasks.
 Things to look for include: Does the child
persist? Give up easily? Have a plan in place?
Look for assistance? Try alternate strategies?
Become impatient? Look for patterns?
5. Performance
 Performance task is a learning task that the
child can do while the teacher assesses his
performance.
 For example, a teacher may ask a student to
solve a math problem by presenting a word
problem and asking the child questions about
it. During the task, the teacher is looking for
skills and ability as well as the child’s attitude
toward the task. Does he cling to the past
strategies or is there evidence of risk – taking in
6. Self – Assessment
 It is always positive to the students to be
able to identify their own strengths and
weaknesses.
 Self – assessment can lead the student to
a better sense of understanding of her
own learning. The teacher should ask
some guiding questions that can lead to
this discovery.
C. Program Options
 Regular schools with or without trained SPED
teachers shall be provided educational services
to children with special needs
 The first program option that shall be
organized for these children is a self –
contained class for children with similar
disabilities which can be monograde or
multigrade handled by a trained SPED teacher.
C. Program Options
The second option is inclusion or
placement of the child with
disabilities in general education or
regular class where he/ she learns
with his/ her peers under a regular
teacher and/ or SPED trained teacher
who addresses the child’s needs.
C. Program Options
The third option is a resource room
program where the child with
disabilities shall be pulled out from
the general education or regular class
and shall report to a SPED teacher
who provide small group/ one – on –
one instruction and/ or appropriate
interventions for these children.
C. Program Options
 Another placement option is the differently –
abled students in the general classroom with
the sped teacher providing the support and
assisting the general education teacher in
instructing the students. The sped teacher
brings materials into the classroom and works
with the LSENs during math or reading
instruction. The sped teacher helps the gen.
ed. teacher in planning different strategies for
students with various abilities.
C. Program Options
 The Sped team must determine which setting
will provide the child with the appropriate
placement. The primary objective of IE is to
educate disabled students in the regular
classroom and still meet their individual needs.
 IE allows the LSENs to receive a free and
appropriate education along with non-
disabled students in the regular classroom.
D. Curriculum Modifications
 It shall be implemented in the form of
adaptations and accommodations to foster
optimum learning based on an individual’s
needs and potentials
 Modification in the classroom instructions and
activities is a process that involves new ways
of thinking and developing teaching – learning
practices.
D. Curriculum Modifications
 Accommodations in the form of modifications
are instructional and assessment – related
decisions made to accommodate a student’s
educational needs that consist of
individualized goals and outcomes which are
different than learning outcomes of the course
or subject.
E. Parental Involvement
 Parents shall involve themselves in observing
children’s performance, volunteering to work
in the classroom as teacher aide, and
supporting other parents.
 Parents have a right to be involved in their
child’s education and to participate with the
school in the decision concerning their child
and the school community
E. Parental Involvement
 Extensive research has shown the benefits of
parental involvement in education.
 These benefits include the higher
achievement, better attendance, more positive
attitudes and behaviors and higher graduation
rates.
 Moreover, schools that work well with families
show improved teacher morale, and are seen
by the community to be performing better
ACTIVITIES
AND
ASSESSMENT
Think of ways on how you can coordinate
with community partners in order to
locate children in the community and
convince them to enroll in the school
WAYS AND MEANS TO COORDINATE
COMMUNITY PARTNERS
FOR CHILD FINDING
1.
Parents 2.
1.
Health Care Workers 2.
1.
Barangay Officials 2.
Answer the following
questions.
1)What is inclusive education
2)What are the five components of a
comprehensive inclusive education program?
3)What is the difference between an inclusive
classroom and a special education classroom?
4)Describe briefly the three IE Program options
which you can adapt in your school.
REFLECTION
1. What were your thoughts or ideas
about Inclusive Education prior to
the discussion of this lesson?

2. What new ideas did you learn after


taking up this lesson?

3) How did you apply your learning


about inclusive education in your
classroom?
ASSIGNMENT
Please do the following Activities

1)Activity 2 – Assessment (29)


2)Activity 3 – Program Options (30)
3)Activity 4 – Parental Involvement
(30)
4)Activity 5 – Sharing (30)
5)Activity 6 – Writing (31)
Let’s be partners in making a difference in
the lives of our children with Learning
Problem. Let’s do it with LOVE.

Thank you for listening.

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