module inclusive ed (1)
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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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Acknowledgments
No limits: Teachers including learners with disabilities in regular classrooms
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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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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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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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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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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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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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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Section 1
Our work in the
Department of Education
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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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1. Legislation, policies and
guidelines
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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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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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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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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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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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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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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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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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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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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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2. Roles responsibilities of
DepEd personnel
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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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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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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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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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Forteachersthismeans keepingprofessionallyuptodate
undertakingthecommunicationnecessarytoprovideforalllearners
includingthosewithdisabilities
designingcurriculumresponsivetolearners’needsand
implementinginterventionandsupportprograms
activepositiveinvolvementandadvocacyinthecommunity
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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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TheCodeofEthicsforProfessionalTeachersprovidesthevaluesframeworkforalleducators.Twentytwovaluesarementionedinthecode.
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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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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
Expressappreciationforsharing
Brieflysummarizethepointinquestion Askaclarifying
questionor
Continuing conversation
Expressappreciationforsharing
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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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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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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A sample of an Individualized Education Plan
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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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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