Module Inclusive Ed

Foreword
The Department of Education in the Philippines is committed to providing a quality system

of education that prepares young people for participation in Filipino society. This involves
providing school experiences that enable learners to reach their potential, and develop the
skills, attitudes and abilities they need to respond to the demands of a rapidly changing
world. In pursuit of this commitment, a range of initiatives have been undertaken, to ensure
equal access to quality education for all learners in Filipino schools.
No limits: Teachers including learners with disabilities in regular classrooms, is a Region

XI initiative supported by Basic Education Assistance for Mindanao. It recognizes the
crucial role teachers play in maximizing positive learning outcomes for learners. The
resource reflects best practice models and focuses on regular teachers as planners and
implementers of inclusive learning experiences for learners with a range of abilities.
Led and shaped by Technical Working Groups in Region XI, Region XII and the
Autonomous Region of Muslim Mindanao, the resource represents the voice of the
profession. Leaders from each Region and Division, principals and teachers from regular
schools and special education centers, and parents, contributed technical expertise, wrote,
edited and critiqued materials. My gratitude to all of them.
The culmination of this work is a practical tool encouraging collaboration at all levels
towards improvement of educational outcomes for learners with disabilities. The resource
supports educators to
understand the legislative and ethical frameworks related to inclusive education,

and apply it in their everyday work
integrate mainstream models of teaching and learning, with special provisions for
learners with disabilities
access professional learning to increase the effectiveness of teaching and learning
for learners with disabilities
seek, utilize and maintain collaborative partnerships with stakeholders in the
education community
I recommend this document to all educators, as a comprehensive guide to quality service
provision for learners with disabilities. I encourage its wide use by the whole school
community, to enhance their knowledge, skills and capabilities as they work together for
better learning opportunities for learners most at risk in our schools.
Susana Teresa B. Estigoy

BEAM Philippines Project Director
June 2007
No limits: Teachers including learners with disabilities in regular classrooms

i
Acknowledgments
was developed and written as a result of work undertaken by Regions XI, XII
and the Autonomous Region of Muslim Mindanao in partnership with BEAM
The project was managed by
Dr Minerva Fabros Assistant Chief Elementary Education Department
Deborah Moulton BEAM In-Service Adviser
The primary writer of the material was
Genevieve Reynolds, Consultant support and disability, Southern Sea &
Vines, Department of Education and Childrens Services, South Australia
The writer wishes to acknowledge the contributions of
Carmen Diamante
Carina Frasco
Cristeleen Luceros
Rosalinda Adlaon
Arlyn Lim
Djhoane Aguilar
Reynante Solitario
Design: Genevieve Reynolds

Layout: Flordelyn Alagao
Artwork: McRobert Nacario
Project Support: Cherry May Edison, Dovie June Montaer, Sammy Muda

ii
Technical working groups

Working groups comprising leaders from Regions, Divisions, Districts, Special
education centers and schools guided development at each stage with
provision of materials, information and editing.
DepEd Central Office
Mirla Olores Chief of Special Education Division
Region XI
Region XII
ARMM
Minerva Fabros
Carmencita Diamante
Sara Marie Exala
Lorelie Limoran
Rosalinda Adlaon
Mary Metche Fiel
Carina Frasco
Mary Glor Tabanao
Lucita Payot
Richlie Solis
Rolando Orbita
Cristileen Lucero
Vicente Apolinares
Amy Malbun
Corona Dilangalen
Riza Guiana
Teofilo Morala
Pacita Balabbo
Elsa Duran
Bai Tusla Cabilo
Jelen Maripor
Francisca Sabenicio
Virginia Amanon
Juanita Lee
Joseph Pilotos
Juliet Sison
Teresita Gardonia
Pepito Porquez
Emerenciana Robin
Garilene Agnes Dona-al
Estrella Kamed
Rahima Salik
Armela Bansil
Heraton Alang
Nora Watamama
Patalinang Pangcatan
Teachers
Over seventy teachers presented classroom perspectives and provided
valuable enhancements.
Parents
The input of Mr & Mrs Cesar Cuyugan is greatly appreciated.

iii
Context
Why has this resource been developed?
Dr Minerva T Fabros
The increasing enrolment of learners with disabilities in special education (SPED) centers,
special classes and regular class settings has signalled a real need to assist regular
classroom teachers identify and support these learners. The Department of Education
mandates that all learners, including those with disabilities are accorded equal access to
quality education.
Article 11, Section 1 of the Policies and Guidelines for Special Education Handbook
defines special education as the education of persons who are gifted or talented and those
who have physical, mental, social and sensory impairment and cultural differences so as to
require modifications of the school curricula, programs and special services and physical
facilities to develop them to their maximum capacity.
This resource has a particular focus on inclusive education and learners with disabilities.
The project recognizes the importance of the collaborative work of the special education
teacher, the regular teacher, school administrator, parents and other stakeholders in
improving outcomes for learners with disabilities and specifically focuses on regular
teachers in the inclusive setting.
It summarizes the responsibilities of leaders and teachers as outlined in Philippine
legislative frameworks and examines how leaders and teachers can plan, adapt instruction
and work collaboratively to implement the DepEd inclusive education policy.
Teachers must be cognizant of learners strengths and needs and develop the skills to plan
programs accordingly. This resource provides information to assist teachers with the
design of inclusive curriculum and use of a range of models supporting learners with
disabilities.. It is important to emphasize that some learners benefit from individualized
approaches that address their current and future needs. The Individualized Education Plan
is the DepEd framework for this purpose, and is provided in this resource.
Who is this resource for?

The intended audiences for the resource are:
Receiving teachers of learners with disabilities or grade level teachers needing
additional information to identify the learning needs of others in their classes
Leaders who are new to the area of special education or require additional
information to support teachers
Special education teachers who are specialists in particular areas and need
general information about other disabilities, curriculum and ideas
Region and Division personnel with responsibility for special education
Other stakeholders, volunteers and parents. Leaders and teachers may find
some resources and information in the kit useful for sharing with these groups.

iv
What is in this resource?
Four sections provide practical information, suggested activities for professional

development and an extensive glossary and list of acronyms. An E learning resource is
available to support the resouce.
Section one, Our work in the Department of Education

Legal and ethical aspects of working in DepEd related to special education
Roles and responsibilities of DepEd employees
Section two, Our work in schools and communities
Adult learning, communication and problem solving and their contribution to

collaborative relationships
Considerations and ideas for positive relationships with families and stakeholders
Section three: Our work with learners
Inclusive curriculum including teaching methodologies and strategies for working with a
range of learners
Information and strategies supporting learners with disabilities
Section Four- Monitoring and Review
Professional learning options

Region, Division and school level monitoring processes and templates
How can this resource be used?

The resource is designed as a front line general resource for educators.
It allows discreet sections to be provided to schools as required. For example:
A teacher may receive a learner with hearing impairment and need some information to
assist them to make adjustments until an Individualized Education Plan can be organized.
The relevant section can be copied and forwarded.
It can also be used as
a comprehensive professional learning program in sections or as a whole
teacher intervention planning
to inform Region, Division, School based action planning
a basis for professional discussion and learning with School Based Learning
Groups
information sharing with families and stakeholders
a reference
self directed learning with the resource or using the E-Learning CD

v
Table of contents
Foreword
Acknowledgements
ii
Context
iv
Table of contents
vi
How to use this resource
viii
Section 1 Our work in the Department of Education
About our work in the Department of Education

1. Legislation, policies and guidelines
About legislation, policies & guidelines
The legislation
The policies and guidelines
2. Roles & Responsibilities of DepEd personnel
About roles & responsibilities of DepEd personnel
Roles & responsibilities of leaders
Roles & responsibilities of teachers
Professional ethics and conduct
2
3
4
8
11
15
16
19
20
22
Section 2 Our work in schools & communities
26
About our work in schools and communities

1. Working in schools
Adult learning
Communication
Problem solving
2. Working with families
3. Working with the community
27
28
29
32
36
38
44
Section 3 Our work with learners
48
About our work with learners

1. Holistic approaches and learners with disabilities
Different ways of learning
Learning preferences & learning styles
Multiple intelligences
Learners with disabilities
49
50
51
52
55
58

vi
2. Inclusive Curriculum
Individualized Education Plans
Inclusive teaching
Effective teaching
Explicit teaching
Inclusive planning: Higher order thinking skills (HOTS )
Inclusive planning: All, Most, Some & Blooms Taxonomy
Modifications and adjustments
60
61
71
72
79
80
89
97
3. Including learners with disabilities

About including learners with disabilities
Attention deficit disorder
Autism spectrum disorder
Intellectual disability
Learning disability
Physical and multiple disabilities
Sensory impairment: Hearing
Sensory impairment: Vision
Social and emotional problems
Speech and language impairment
102
103
105
112
122
134
146
159
172
180
191
Section 4 Monitoring and review

About monitoring and review
1. Professional development
2. Templates
199
200
202
203
Acronyms
208
Glossary
211
References
213
References: Websites
215
Appendix
216

vii
Using this resource

The resource has been designed to facilitate easy access to information for busy teachers
with a range of preferred ways of receiving and perceiving and understanding.
The design attempts to model supportive ways to present information
Information has been presented in note form wherever possible
Important points are in bold and italics rather than underlined
A san serif font has been used for clarity and is larger than many publications
A mixture of diagrams, tables, graphic organizers, pictures and symbols have
been used to add meaning to print.
Icons have been used throughout the resource to enable teachers to quickly scan sections
and locate the information required.
Question
Key questions
Answer
Response to question
Methodology
A teaching practice
Information
General information about

a topic
Characteristics
Clues to recognizing
Adjustments
Accommodations to
support learners
Teaching
strategies
Methodologies to support
learners
Ideas
Activities to use with

learners
Resources
Sources of extra
information

viii
Section 1
Our work in the

Department of Education
1
Section 1
About our work in the Department of

Education
This section of the induction kit examines the frameworks under which we
work as employees of the Department of Education (DepEd) in the Republic
of the Philippines.
Learning outcomes
You will gain an overview of
national legislation, policies, guidelines and systems related to special
education
the values underpinning the policies of DepEd
the roles and responsibilities of leaders in supporting special education in
DepEd schools and the community
the roles and responsibilities of teachers working with learners with special
education needs

2
1. Legislation, policies and

guidelines

3
Section 1
About legislation, policies and guidelines

All citizens of the Philippines are accountable under national laws.
Key national legislation impacts on the work of DepEd employees.
Some legislation refers particularly to people with disabilities and highlights
the education of learners with disabilities.
DepEd has an inclusive education policy which is underpinned by
international agreements about human rights and education.
Additional frameworks expand on this legislation and make more explicit what
provisions are to be made for learners with disabilities.
DepEd, as a government department, institutes policies that delineate how it
plans to comply with legislation. DepEd Orders announce specific application
of policy elements. Policies and Orders are updated regularly on the DepEd
website:
www.deped.gov.ph.
DepEd also develops and publishes guidelines and handbooks to assist
schools with how they will put policies into operation.
At the Region, Division and school levels, policies and guidelines are
translated into action plans that detail the strategies that will be implemented.
At school level, the learner is at the center of plans.

4
Section 1
The cycle of legislation, policies, guidelines
National Legislation
1982 Education Act
1987 Constitution of the
Republic of the Philippines
1987 Child and Youth
Welfare Code PD 603
1992 Magna Carta for
Disabled Persons
2001 Governance of Basic
Education Act
DepEd
1997 Policy & Guidelines
for Special Education
1997 Handbook on Special
Education revised
1999 Handbook on
Inclusive Education
1997 Code of Ethics for
Professional Teachers
Schools
Action Plans
Region/Division
Local publications
Action Plans

5
Section 1
What impact does legislation and policy have on my
work?
National legislation impacts on educators work
The Education Act 1982
Constitution of the Republic of the Philippines 1987
Child and Youth Welfare Code PD 603 1987
Magna Carta for Disabled Persons 1992
Code of Ethics for Professional Teachers 1997 (within
Republic Act 4760)
Governance of Basic Education Act 2001
All of these Acts have articles and sections that relate to working
with learners with disabilities
National Policies and Guidelines make more explicit,

what schools will do to comply with legislation
Department of Education Policies and Guidelines for Special
Education(Revised Edition) 1997
DECS Order no. 26 Institutionalization of SPED programs in
all schools
Handbook on Special Education 1997
Handbook on Inclusive Education 1999
These policies and guidelines outline the objectives of DepEd for
the education of learners with disabilities and provide a
framework from which regions, divisions and schools develop
their education plans.

6
Section 1
Does DepEd legislation link to international
developments?
Yes. DepEd lists the legal mandates underpinning
inclusive education in the Philippines
Universal Declaration of the Rights of the Child 1959
The World Declaration on Education for All 1990
The Salamanca Statement 1994
The Agenda for Action of Asian & Pacific Decade of Disabled
Persons 1993-2002
The Dakar Framework 2000
Philippine participation in these significant events has culminated
in the Philippine Education for All 2015 Plan (2005) accessible on
the UNESCO website
www.unescobkk.org
Each of these international developments seeks to redress the
disadvantage experienced by various groups and asserts the
right of every child to an education.
DepEds vision for Filipino children with special needs
encompasses the vision of the family and community for a
discrimination free quality education that supports development
of
potential
productivity
self expression of rights
national pride
love of God

7
Section 1
The Legistation
Constitution of the Republic of the Philippines
1987 & Magna Carta for Disabled Persons 1992
The mandate for provision of education to all people including those with a
disabilities is couched within the Constitution of the Republic of the
Philippines.
ARTICLE XIV: Education, science and technology, arts, culture and sports
EDUCATION
Section 1: The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to make such
education accessible to all.
The subsequent Act The Magna Carta for Disabled Persons makes more
explicit what provision is required specifically in the area of education for
The Act covers:
increased opportunities through development of skills and potentials
the rights and respect of persons with disabilities
service provision
collaborative support
Section 12 describes requirements:
access to quality education
opportunities to develop skills
it being unlawful for any learning institution to deny admission to courses
on the grounds of handicap or disability.
formulation of educational policies and programs taking special needs into
account

8
Section 1
Section 14 addresses special education, requiring the State to establish,
maintain and support in all regions complete, adequate and integrated
system of special education for those with
vision impairment
hearing impairment
intellectual disabilities
other types of exceptional children
The Education Act 1982

The Education Act recognizes the right of all people to quality education
regardless of sex, age, breed, socio-economic status, physical and mental
condition, social and ethnic origin, political and other affiliations.
The primary objective of the Act is the provision of
A broad general education that will assist each individual to

attain his (sic) potentials as a human being
enhance the range and quality of individual and group participation in the
basic functions of society
acquire the essential educational foundation of his (sic) development into a
productive and versatile citizen.
The Act outlines the rights of learners
to receive, primarily through competent instruction, relevant quality

education in line with national goals and conducive to their full development
as person with human dignity.
It further outlines the duties, obligations and functions of
The Region/Division Office
Implement education laws, policies, plans, programs, rules and

regulations
Administrators
the promotion and preservation of academic freedom and effective

teaching and learning
Teachers
Accountability for ..the efficient and effective attainment of specified

learning objectives

9
Section 1
The Governance of Basic Education Act 2001
The Governance of Basic Education Act otherwise known as Republic Act
9155, affirms that
all citizens have the right to access quality basic education
attendance at elementary school is compulsory for Filipino children
the goal of basic education is the provision of skills, knowledge and values
enabling learners to become caring, seIf-reliant, productive and patriotic
citizens
schools have the single aim of providing the best possible basic education
for all learners
Within the Act there are details of the roles and responsibilities of DepEd
personnel in ensuring that these outcomes are met. This will be addressed in
the next subsection.
What does this legislation mean for me?

Compliance with national legislation is mandatory.
All employees of DepEd must comply with this legislation
It is compulsory for all learners to attend school including
Access to schooling must be provided to all learners
Appropriate teaching and learning experiences must be
provided to all learners

10
Section 1
The policies and guidelines

Policies and Guidelines for Special Education
(revised edition) 1997
The ultimate policy goal of DepEd for special education is
the integration or mainstreaming of learners with special needs into the

regular school system and eventually in the community.
The policy reiterates the messages found in all of the legislation mentioned so
far with a particular focus on learners with:
gifts and talents
physical impairment
intellectual impairment
social impairment
sensory impairment
cultural differences
Learners with special needs have the right to:
relevant quality education
an educational program suited to the particular needs of the learner that
maximizes
o potentials for learning
o values development
o equal opportunities for authentic inclusion in society
This induction kit focuses on learners with disabilities

The policy recognizes a variety of program and service options for learners
with disabilities couched in a philosophy of providing the least restrictive
environment for the learner.

11
Section 1

12
Section 1
Mainstreaming/Integration: regular school, regular classroom with
negotiated levels of special education support
Itinerant teacher: visiting specialist or trained teacher providing direct or
consultative support in regular schools
Resource room: regular classroom with targeted individual or small group
support from trained teacher
Community-based delivery system: Instruction provided by a range of
people to learners with special needs in remote communities
Special class: part time or full time inclusion in specialized program usually
with specialist teachers
Special education center: a school within a school; centers of expertise in
regular schools providing a range of special class options and a base for
services ( resource room, itinerant teacher)
Special day school: specialized programs for learners with significant
needs. Access to other services medical, psychological, social
Residential school: a highly specialized school for identified learners who
require comprehensive service provision
Hospital & homebound instruction: Programs provided by teachers for
learners under clinical care
DECS (DepEd) Order No 26 (1997) called for the institutionalization of
Special Education (SPED) programs in all schools. The Order directed
all Divisions to organize at least one SPED center
all districts to form SPED programs in schools where there are enrolments
of these learners
training in special education to be implemented at all levels
The Policy also provides an overview of
roles and responsibilities of DepEd personnel and stakeholders
curriculum for special education based on the prescribed curriculum
parent and wider community involvement
program samples

13
Section 1
Handbook on Special Education 1997 & Handbook
on Inclusive Education 1999
These handbooks provide comprehensive information to support school
heads and teachers with
Legislation and policy
Assessment and screening of learners with disabilities
Modification of curriculum and instruction for learners with special needs
Program samples and activities for teachers
Individual education planning
Parent involvement
Where can I find out more about the Policies and

Guidelines for Special Education?
Regional offices have copies of these documents
Regional Education Supervisors with responsibility for Special
Education can assist Divisions and schools with accessing this
information and supporting education access for learners with
special needs and those with disabilities
DepEd has published a range of other resources to

support leaders and teachers
These are also available through Regional Office Education
Supervisors with responsibility for special education.

14
2. Roles & responsibilities of

DepEd personnel

15
Sections 1
About Roles and responsibilities of DepEd
personnel
Every employee needs to be clear about the roles and responsibilities
connected to their position.
The Department of Education has a range of publications available that spell
out the general roles and responsibilities of administrators and teachers.
Other frameworks make more explicit their roles in relation to learners with
disabilities.
Legislation:
The Education Act
The Governance of Basic Education Act
The Code of Ethics for Professional Teachers
Policies and guidelines
Policies and Guidelines for Special Education
Handbook on special education
Handbook on inclusion
This subsection provides an overview of the roles and responsibilities of
Region, Division and District personnel as well as principals and teachers.
Roles were synthesized from the Governance of Basic Education Act for the
purpose of understanding the connection points at various levels in the
DepEd structure.

16

17
Responsibilities of DepEd personnel

Values &
Mission
Standards
Education
Plans
Region
Define regional educational
policy framework that
reflects values, needs and
expectations of
communities served
Developing regional
educational standards
towards
Regional basic education

plan
Research
Research and region wide

projects
HR
compliance
Comply with national

criteria for recruitment,
selection & training of all
staff in region and divisions
HR
recruitment
Hiring, placing and evaluating

all employees in the regional
office;
Division
Promoting awareness
of and adherence to
accreditation standards
Division education
development plan
Districts
Sections 1
Principals
Mission
Values
School direction
Discharge responsibilities in
accordance with the philosophy,
goals, and objectives of the
school.
Creating an environment
within the school that is
conducive to teaching &
learning
Accountability for the efficient

and effective attainment of
specified learning objectives
School education and

improvement plan
Participate as an agent of
constructive social, economic,
moral, intellectual, cultural &
political change in school &
community within the context of
national policies
Establishing school and

community networks,
encourage active
participation of teachers
and wider community,
families and
organisations
Recommending the
staffing complement of
the school based on its
needs;
Hiring, placing and
evaluating division
employees, & school
heads
Teachers
Maintain, sustain professional

growth and advancement &
professionalism in behaviour at
all times.

18
Sections 1
Responsibilities of DepEd personnel

Region
Division
Planning, managing
personnel, physical &
fiscal resources of
the division office,
including staff
professional
development
Monitor utilization of
funds from national
and local government
to schools & learning
centers
HR planning
Planning, managing
personnel, physical & fiscal
resources of the regional
office, including staff
professional development
Budgeting
Formulating budget to
support the regional
educational plan
Evaluation
Evaluation of division
personnel
Supervise operations
of all schools, and
learning centers
Curriculum
Monitoring, evaluating and

assessing regional learning
outcomes
Compliance of quality
standards in basic
education programs
Strengthening role of
division subject area
specialists
Data
Collection
Information management
Resources
Other
Approving establishment of
schools & learning centers
Other functions
Districts
Other functions
Principals
Teachers
Administering and
managing all personnel,
physical and fiscal
resources of the school
Accepting and reporting
donations, gifts, bequests
and grants for school
improvement
Providing
professional
and
curriculum
advice and
supervision
Encouraging staff
development
Accountability for higher
learning outcomes
Implementing the school
curriculum innovative
modes of instruction to
achieve higher learning
outcomes
Offering programs, projects
& services accessible for
all learners in the
community.
Other functions
Regularly report on performance

of students to students, parents
and guardians with specific
suggestions for improvement.
Sections 1
Roles and responsibilities of leaders
"Principals must live with paradox: They must have a sense of urgency about
improving their schools, balanced by the patience to sustain them for the long
haul. They must focus on the future, but remain grounded in today. They must
see the big picture, while maintaining a close focus on details. They must be
strong leaders who give away power to others."
Richard DuFour
("Help Wanted: Principals who can Lead Professional Learning Communities." NASSP Bulletin (1999).)
In brief, leaders of schools have responsibility for

curriculum leadership
welfare of staff and learners
encouraging staff professional development
day to day operation of the school
building and maintaining positive school and community networks
quality environment for teaching and learning

19
Sections 1
For teachers and other staff, this means leaders will be
ensuring roles and responsibilities are clear
providing leadership to teaching staff supporting them to successfully meet
the needs of learners
making time for school based learning groups to meet, plan and solve
problems
planning professional learning needs with teachers
assisting teachers to access expertise about learners with disabilities and
their leaning
Responsibilities of teachers
Who dares to teach must never cease to learn.
I touch the future. I teach.
John Cotton Dana

Christa McAuliffe
Teachers roles and responsibilities include

management of the learning environment in which they teach
development of teaching and learning opportunities for learners
o planning and programming
o instruction
o specific modifications and interventions
o assessment of and for learning
behaviour management
reporting to families and the system
community linkages eg identifying children with disabilities who are not
attending school and encouraging families to take them to school

20
Sections 1
For teachers this means

keeping professionally up to date
undertaking the communication necessary to provide for all learners
including those with disabilities
designing curriculum responsive to learners needs and
implementing intervention and support programs
active positive involvement and advocacy in the community

21
Sections 1
Professional ethics and conduct
The Code of Ethics for Professional Teachers1997 charges licensed teachers
with clearly stated obligations. The obligations cover all educators in all
educational institutions and list 10 areas of conduct expectations
Article
Refers to
2. Teachers and the

state
Supporting the laws of the state and contributing to

the positive cultural future of the nation.
Not engaging in political and religious promotion.
3. Teachers and the

community
4. Teachers and the
profession
Teachers as leaders and advocates in the

community, active in the promotion of education for
all.
Upholding the standards of the profession.
Maintaining a commitment to continuous learning.
5. Teachers and the

teaching community
Professional loyalty, cooperation, recognition,

support, confidentiality and standards.
6. Teachers and high

authorities in the
Philippines
7. School officials,
teachers and other
professionals
Supporting departmental policies

The right to access grievance procedures
Professional standards of supervision
Commitment to policy implementation
Encouragement of professional learning and
recognition
8. Teachers and
learners
Recognizing as a priority, the interests and welfare

of learners.
Treating all learners and their families equitably
9. Teachers and
parents
Establishing and maintaining respectful

relationships and communication with parents
10. Teachers and

business
The right to engage in business activity as long as it

is not a conflict of interests ie selling text books
11. Teachers as
people
Modelling exemplary behavior and dispositions.

Recognizing destiny as the province of God

22
Sections 1
The Code of Ethics for Professional Teachers provides the values framework
for all educators. Twenty two values are mentioned in the code.

23
Sections 1
How do ethics and values impact on my work?
Our values shape our beliefs and are sometimes
tested.
Each employee has a values and belief system. Although we
may have the same values, our interpretations of what they mean
can differ.
This becomes an issue if the values mandated in our workplace
are different to ours or those of the community.
It can also be a factor affecting how school teams function.
Some areas for professional discussion and the development of
agreed norms/understandings could be:
Beliefs and values

about learners with
disabilities
Language,
sharing, storage
of
documentation
Student
voice
Behavior
management
Interaction with
families &
organizations
Teaching
methods &
assessment

24
Sections 1
How can I resolve it if my values and beliefs seem
different to those of my workplace?
Developing workable beliefs and values can help to
acknowledge the range of realities that exist.
When educators hold strong opinions about the way things
should be in a perfect world, it means the working day begins
from a deficit and not the way we believe it should be.
The word should is often a feature of these beliefs.
An example of this type of belief could be
Families should provide enhancement activities

for their children every day
It would be wonderful if families could provide learning
enhancements everyday but the reality is very different.
Holding on to a belief like this may
create frustration for teachers and leaders
make the holder of the belief feel powerless and a victim of
circumstance
prevent action and taking responsibility
Formulating a working set of beliefs can allow the spectrum of
reality to co-exist.
An example of the above statement as a working belief could be
Families are important in providing learning

enhancement for their children.
The working statement
acknowledges the ideal
does not apportion blame
enables a variety of starting points to be recognized

25
Section 2
Our work in schools &

communities

26
Section 2
About our work in schools and communities
This section recognizes the collaborative nature of teachers work in the school
and the community.
Ideally teachers will not only establish and maintain quality relationships with
learners but will also form supportive partnerships with families and make
strong links with community groups and organisations that form part of school
life. Within the school, teachers, leaders and stakeholders will work together to
meet the goals of the school.
The ability to work collaboratively is especially crucial in supporting learners
with disabilities many of whom may have a range of people contributing to their
education.
Learning outcomes
Teachers can expect to:
gain an overview of the principles of adult learning and how they contribute
to collaborative partnerships and teams
increase understandings about effective communication
recognize positive approaches to problem solving
explore examples of strategies and approaches that promote positive and
productive partnerships with stakeholders

27
1. Working in schools

28
Section 2
Adult learning
Schools in the Philippines are mandated to build strong linkages with the
community and stakeholders. As schools and communities are complex
social environments, skills in working together are crucial to maximizing
positive learning.
Dealing with adults takes on special significance when we consider their
particular characteristics.
Because of their life and work experiences over time, adults
have valuable knowledge and experience to share

respond to respectful approaches
respond to acknowledgement of their capacities and experiences
can experience a loss of confidence in new learning situations
How are adults best supported?

As well as acknowledgement of the skills they
bring to a situation, in general adults prefer
when things are planned and the outcomes are explicit
to be actively involvement with things that have a real purpose
interaction in groups
problem solving opportunities
multi-modal methods doing, seeing, hearing
choice
that their physical needs are catered for
room temperature
lighting
furniture comfortable chairs, tables
refreshments
appropriate facilities

29
Section 2
What are the implications for working together?
What does this look like in practice?
Positive and productive interactions can be a
feature of working relationships.
Respect for the skills of each team member, sets the scene for
successful collaboration. This provides a foundation for shared
learning and problem solving rather than conflict. A diversity of
ideas can result in creative solutions owned by everyone.
Rather than.
Try.
Informing of meeting times
Negotiating mutually convenient

meeting times
Presenting the agenda
Asking if there are additional items

for an agenda
Controlling the team
Establishing agreed norms for how

the team will work
Waiting for a crisis before raising

problems
Setting up communication
processes for continuous feedback
Reacting negatively to feedback
Using questioning to understand
Interrupting or forming responses

while others are speaking
Actively listen and build in time for

responding
Assuming understanding
Checking perceptions, asking

others for their understandings
Imposing the solution to a problem

or issue
Investing in openness, sharing

ideas, skills and resources
Raising issues in front of others
Negotiating a time and place to

discuss privately

30
Section 2
School-Based Learning Groups (SBLG) are an
example of a collaborative team among colleagues
Small groups of teachers and administrators form School-Based
Learning Groups to
discuss
explore
reflect
share understandings
plan, implement and review educational ideas and practices
establish monitoring & evaluation
When leaders model understandings about adult learning, and
they are incorporated into SBLGs, team members can
gain confidence in expressing and trialling new ideas

benefit from the collective wisdom of the group
give and receive feedback in a supportive environment
support their own learning by developing self reflection and
self assessment skills
Including the special education teacher in the SBLG can provide

particular expertise in helping teachers build practice inclusive of
learners with disabilities.
SBLG
Input
Idea

31
Section 2
Communication
True communication is the response you get.
(Robert Kryosaki in Taylor 2005, p266)
If meetings with stakeholders and school based learning teams are to be

successful, then leaders and teachers will need to communicate effectively
interacting in ways that project to stakeholders that they are in a respectful
and supportive environment.
What is effective communication?

Communication is effective when there is
congruence between the message the speaker
expressed and what the listener understands.
Members of school communities participate in a range of
meetings:
School-based learning groups
Staff meetings
Planning meetings with specialist teachers
Parent ,Teachers and Community Association
School Governing Council
Parent-Teacher meetings
Individual Education Plans
There are often additional meetings with a range of stakeholders
in order to provide ongoing support to learners with disabilities
But no matter what the context, an organized approach helps
maximize participation and productivity.
It is important to establish agreement on
the goals and purpose of the team/meeting
the roles of participants
norms and expectations
meeting timelines and planning

32
Section 2
Active listening is crucial to effective
communication. It can build team cohesion and
support positive relationships with stakeholders by
ensuring information sharing is a two way process.
Active listening means
focusing on the speaker
using a range of senses to try and fully understand what the
speaker is saying
adopting body language that indicates interest and listening
allowing people to speak without interruptions
Interruptions can be
Verbal- saying Yes I agree Thats interesting Really?
Nonverbal- nodding, facial expressions, hand movements
Verbal communication
Non verbal communication
Sometimes people interrupt, make a point and even elaborate.

This could mean that during the talking, the listener has been
forming a response. They may cause the speakers full message
to be unrealized.

33
Section 2
Verbal and nonverbal interruptions can
give a message to others that their input does not warrant
dedicated listening
allow dominant personalities to takeover proceedings
take the conversation in directions governed by the
interruption
cause the potential of the information to be lost
stop the conversation or stop some people from contributing
Responding in appropriate ways contributes to

effective communication and can prevent conflict.
This is very important when providing feedback or checking
understanding.
Responding serves a number of purposes
checking understanding
continuing conversation
clarifying perceptions
making a point
Responding is a positive experience when

it focuses on strengths
it has been organized for a dedicated time a separate event
or section in a meeting process
confidentiality is observed and privacy respected

34
Section 2
Tips for positive responding and giving feedback
Checking understanding
Express appreciation for sharing

Restate key points
Summarize key points
Ask questions that will give you additional facts
Asking questions
Making a point
Express appreciation
for sharing
Briefly summarize the
point in question
Ask a clarifying
question or
Express appreciation
for sharing
Briefly summarize the
idea heard
Tell your idea in a
reflective way
Invite a response
Continuing conversation
Express appreciation for sharing

Relate your own experience
Link your experience to the information
Generalize it to another possible example
Build in time for thinking before responding

35
Section 2
Problem solving
Effective communication will go a long way towards creating a CONFLICT
PREVENTION environment where problems are opportunities for learning
rather than threatening.
From time to time however, even the best collaborative groups may
experience challenges. Occasionally challenges escalate into conflict
situations.
Conflict can occur as a result of strongly held beliefs, misunderstandings and
incomplete or absent communication.
Some common problems schools face could be related to:
family concerns or involvement

behavior management
teachers work
student learning
staff relationships
A problem-solving strategy can help to work through issues in an organized

and depersonalized way
Focus on issues not people
Use depersonalized statements

Personalized
Depersonalized
Nante is a problem student. His
There have been some recent
behavior is dangerous.
behavior issues involving Nante. It
would help to look at this together?
It is your duty to make sure Cherry
does her homework
Homework seems to be difficult. How

could we do things differently?
Your learning program modifications

are not up to standard.
Assessment results are indicating a

need to look at learning program
modifications.

36
Section 2
If the problem involves a conflict event, it is crucial
to put space between the event and reacting to it
How did that happen?

What part did I play?
What are the real
issues?
Stop, breathe
Think!
Wait!

37
2. Working with families

38
Section 2
Working with families
The families of learners with disabilities are valuable partners for educators.
Family members are the first teachers of their children and so at the time their
child commences school, parents and the child themselves are the holders of
the most information about what the child knows and can do. This is the right
time to organize an Individual Education Plan (IEP) meeting.
Parents are often anxious at points of transition in their childrens lives and
this can be especially so when their child has a disability.
A respectful and welcoming school environment can alleviate the
anxiousness of parents and their children.
Everyone benefits when parents and teachers work together.
Strong partnerships and regular communication can
support the learner

build appreciation and support for each others roles
help to develop consistency between home and school
help keep everyone informed and up to date

39
Section 2
What needs to happen when parents come to
school to enrol a child with a disability?
Education for All is mandated by DepEd. There is
a no rejection policy for learners with disabilities.
Schools need to enrol the learners.
Teachers are required to be alert for children with disabilities in
the community, who are not attending school and encourage
families to enrol them.
Conducting an IEP meeting will:
demonstrate to families that they are valued contributors
give the school head and teacher information about the
learners needs at school
provide a foundation on which to prepare for how the needs
of the learner will be met
Encourage involvement of the learner in IEP
Armed with this information, they might approach the Local

Government Unit for support. (see flowchart on page 106 )
What communication should I undertake with

families of learners with disabilities?
Regular contact keeps communication lines open and
provides opportunities to give positive feedback
about the learner.
Teachers can
negotiate regular catch up meetings
arrange home visits
use a diary between home and school
design a specialized daily or weekly communication

40
Section 2
An example for a specialized daily communication
Date
Mon
Teacher
Student
The best thing
today.
Parent comment
Achievements today
Information
Tues
Achievements today
Information
Wed
Achievements today
Information
Thurs
Achievements today
Information
Fri
Achievements today
Information

41
Section 2
What about homework for learners with
disabilities?
There are many questions about homework that
need consideration.
Is the homework necessary?
o Is all of it essential?
o What are the essential parts?
Will the learner be able to do the tasks in the same time as
expected for others or is it likely to take much longer?
o Are there modifications that can be made to ensure
the time is equitable?
o Are there tasks in the family context that are
achievable and will support similar learning?
Can the learner do what is being asked?
o independently?
o with support?
o how much support?
o is support available?
o How fatigued is the learner at the end of each day?
**Learners with disabilities often have to work harder
to concentrate and achieve leaving them more tired

at the end of school
What is the capacity of the family to support the task?
o What chores take priority in the home in the evening?
o What time do they leave in the morning/get home?
o What other commitments do they have?

42
Section 2
Some alternative ideas for homework for
Subjects
English
Traditional homework activities:
Writing a journal
Writing a procedure
Writing a story
Putting spelling words into sentences
Maths
Traditional homework activities:
Complete exercises
Write out tables
Alternatives
Fill out the daily communication
sheet
Draw pictures of what you did
after school or will do next week
List the TV programs you watched
List what you will watch next week
Help to cook the meal
Make the shopping list
Plan a morning news talk
Tell a story
Invent a story and retell
Family share favourite stories
Make flash cards of spelling words
and play games with them or tell a
sentence for each
Write the words in a fancy way
once each
Get the table ready for meals
Help to cook the meal measuring
out items
Follow and check the daily
schedule
Keep the family informed about
when their TV programs are on
Tend the animals
o Measure out food
o Monitor eggs and graph
how many over time
o Keep track of births
Graph the growth of corn or other
plants
Shopping
o Estimate the costs
o Find the cheapest
Play card games and keep scores

43
3. Working with the community

44
Section 2
Working with the community
The Code of Ethics recognizes the teaching profession in the community,
especially the barangay, as leaders and advocates active in the promotion of
education for all.
The local community comprises organizations, networks and people that are
a valuable resource for schools:
Local Government Unit

Parent Teacher Community Association
School Governing Council
Government and Non Government Organisations (GOs and NGOs)
Community members
Families
Other specialist organizations may be involved with learners with disabilities.
Special Education Centers

Resources for the Blind Incorporated
Deaf Ministries International
Down Syndrome Association of the Philippines Incorporated
Autism Society Philippines
Strong relationships facilitated by schools supports them to tap into the

expertise, materials and resources both physical and in kind, that exists in the
community at large.

45
Section 2
How can schools work with communities to support
learners with disabilities?
Communication and information sharing within the
school and community can create advocacy for
learners with disabilities and their families.
The DepEd inclusive education mandate and no rejection policy
is creating growing awareness about disability in the community.
Schools, as the centers of expertise in this area have a role to
play in supporting community members to embrace the diversity
within them.
Schools could work with their division personnel, special
education center or special education teachers to develop a
range of activities.

46
Section 2
Ways schools can work with communities
canvas for volunteers to support

in the school
train volunteers to work with

learners with a disability
invite disability organizations to

work with the school
develop, circulate community

awareness brochures, fact sheets
involve the community in a

disability awareness event/week
start a community disability action

group

47
Section 3
Our work with learners

48
Section 3
About our work with learners

What is taught isnt the same as how it is taught.
Howell, Fox, Moorehead
When teachers adopt multigrade teaching and learning, incorporate multiple

intelligences and cater for preferred learning styles with multi sensory
approaches, they will meet the needs of most learners in their classes.
In this section, these practices and approaches which are increasingly used in
Philippine schools, are overviewed.
You will find additional strategies and information to help understand the
particular needs of some learners with disabilities and how to design
interventions that support their inclusion.
Learning outcomes
You will gain an overview of
the nature and characteristics of learners with some types of disability

early indicators that a learner is at risk of being identified with a disability
holistic approaches to working with learners with disabilities
different ways of learning and the implications for inclusive teaching
the importance of multi-sensory teaching and learning
adjustments and strategies that support learners with disabilities
the individualized education plan and planning process
some resources available to support the teaching of learners with
disabilities

49
1. Holistic approaches & learners

with disabilities

50
Section 3
Different ways of learning

If a child cant learn the way we teach, maybe we should teach the
Ignacio Estrada
way they learn.
DepEd mandates Education for All.
Republic Act 9155 (2001) states
Schools shall have a single aim of providing the best possible basic education
for all learners..translated into programs, projects and services developed,
adapted and offered to fit local needs.
This subsection looks at current ideas about different ways in which learners
make sense of learning. Two principles underpin the models presented.
All children can learn
Regardless of circumstance all children are capable of learning.

Circumstance may, however, contribute to the rate at which children learn.
All learners are unique
When they enter school, learners predispositions and distinctive range of

experiences have framed their perceptions, knowledges and strengths.
How do different ways of learning impact on

teachers work with learners?
Different ways of learning need different teaching
approaches.
Teachers also have preferred ways of learning. Teachers need to
be aware of their own preferences as well as those of learners, in
order to provide a variety of approaches and learning
opportunities rather than preferred approaches.

51
Section 3
Learning preferences and learning styles
Research suggests that regardless of culture, age, gender and ability, all
learners have preferred ways of learning.
Learners with disabilities also show learning preferences.
What are some preferred ways of learning?

We all have different ways of thinking, acting,
processing and approaching learning.
Some key ways include
Visual seeing
Auditory hearing
Kinesthetic doing
Tactile touching

52
Section 3
The direction of eye gaze or head tilt can give clues about learning
preferences.
As well as having preferences for which senses are engaged in
approaches to learning, research by McCarthy 1987 identified 4
learning styles.
Dynamic active
Analytic theorist
Innovative creative
Procedural - practical

53
Section 3
How are learning styles important to teaching and
learning?
Using a variety of approaches supports learners to
access and participate in activities.
If teachers understand their own learning style/s they can get
insights into
the style they are teaching in
the style of the activities and assessment they are planning
for learners
For example:
A lecture style lesson, followed by research
on the issues will be accessible to
analytical, auditory learners.
But dynamic learners with visual strengths
might prefer a group discussion followed by
presenting a poster.
They are less likely to be engaged in the
the other style and may not process the
information to the same level.
Teachers need to teach beyond their preferred styles and

develop skills using a variety of pedagogies and activities.
This is particularly important for learners with disabilities.
A learner who is not engaged may not be lazy but rather,
having trouble accessing the learning.
Understanding the preferred learning styles of the class cohort,
supports teachers to make informed decisions about curriculum
design and delivery to improve engagement and learning.
Multi sensory teaching and learning, (pg 75) incorporates

different ways of learning. This section provides additional
information about activities that support different ways of
learning.

54
Section 3
Multiple intelligences
Howard Gardners theory of Multiple Intelligences (MIs) names 8 human
intelligences accounting for the range of strengths and potentials in adults
and children.
Verbal/linguistic intelligence ("word smart"):

Logical/mathematical intelligence ("number/reasoning smart")
Visual/ spatial intelligence ("picture smart")
Body/ kinesthetic intelligence ("body smart")
Musical/rhythmic intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")

55
Section 3
Are there benefits in using multiple intelligences
approaches?
Multiple intelligences provide an extra dimension to
help understand learner diversity and different
ways of learning.
Like learning preferences and learning styles, considering the
MIs when designing curriculum can broaden learning
opportunities for learners.
Some possible benefits:
All learners can be included.
A broader understanding and appreciation of intelligence may
develop. Multiple ways of learning are valued.
Learner motivation and engagement increase
Learners experience the strengths of others and improve their
ability to work in diverse groups
As learners build their own strengths mutual recognition from
others can build self esteem and self realization.
As learners understand their own multiple intelligences they
may become more self directed learners
A variety of opportunities to enter the learning experience
supports learning
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.

56
Section 3
Integrating MIs, learning preferences and styles
Strategy
Story maps
MIs
Learning
preference
Visual
Verbal/linguistic
Logical/mathematical Auditory
Visual/spatial
Dance/performance Body/kinesthetic
Musical/rhythmic
Learning
style
Procedural
Analytic
Kinesthetic
Auditory
Dynamic
Innovative
Graphing plant
growth
Kinesthetic
Naturalist
Logical/mathematical Tactile
Interpersonal
Procedural
Dynamic
Experiments
Kinesthetic
Intrapersonal
Tactile
Body/kinesthetic
Logical/mathematical Visual
Innovative
Procedural
Dynamic
Auditory
Kinesthetic
Analytic
Innovative
Journal sharing
Intrapersonal
Interpersonal
Verbal/linguistic

57
Section 3
Learners with disabilities

The inclusive education policy of DepEd aims for shared meaningful
learning for all learners including those with disabilities.
As far as possible, learning experiences should occur within the same
classroom for all learners and meet their individual learning needs.
Research affirms that good teaching for learners with disabilities is good
teaching for all learners and what constitutes quality teaching and learning is
the same for all.
Good teachers build on the individual strengths of each student and

recognize that all students have something valuable to contribute to
Giangreco & Doyle, 2000.
the classroom community
As for other learners, those with disabilities are unique. Disability manifests
differently for every individual. It is important to gather information about the
learner with disabilities in order to know if personalized approaches are
actually required. The Individualized Education Plan can be used to
document these.
An holistic approach involves looking at the learner as a whole, planning with
all of their contexts and school contexts in mind.
Friends
Health
Equipment
Intelligences
Learning preferences
Family
Strengths
Services
Interests
Disability information

58
Section 3
What types of disabilities are supported in
Philippine schools?
Not all disabilities have a name and the name of a
disability does not determine what support is
needed at school.
Support for a learner with a disability is determined by what they
need in order to access, participate and attain in the curriculum.
DepEd recognizes the following groups in the Special Education
Policy and Guidelines.
The disability areas covered in Section 3 Including learners with disabilities
(pg 102) use internationally recognized terminologies used to describe some
areas of disability. The table below shows how the current disabilities
supported by DepEd are grouped in this section.
Section 3 terminology
Attention Deficit Disorder
Autism Spectrum Disorder
DepEd policy terminology

Children with autism
Mentally retarded
Mentally handicapped
Learning disability
Learning disabled

Sensory impairment: Hearing
Sensory impairment: Vision
Orthopedically handicapped
Cerebral palsy
Hard of hearing, Deaf
Low vision, Totally blind
Social and emotional

Speech and language
Behavior problems
Speech defective

59
Section 3
2. Inclusive Curriculum

60
Section 3
Individualized Education Plans
The Individualized Education Plan (IEP) meets legal and ethical mandates
associated with the education of learners with disabilities outlined in
Section 1.
What is the purpose of the IEP?

An IEP documents curriculum and service provisions
for learners with disabilities in regular classes and
special education settings.
It ensures that learners with disabilities have
appropriate and supportive placement
systematic, focused and developmentally appropriate
programming
meaningful curriculum outcomes linked to the BEC
access to the services they require
records of achievements
a coordinated approach to learning and service provision
congruence between the home and school
How is the IEP developed?

The school initiates a meeting with stakeholders to
document agreements in the IEP
IEP meetings are usually held once each year.
A suitable time is negotiated with the family.
Parents and class teachers are essential participants.
A range of other professionals may be valuable contributors. It is
suggested that their attendance be negotiated with families.

61
Section 3
Other participants may include:
the special education or SPED center teacher

the principal or administrator
service providers or specialists
other relevant personnel as negotiated e.g Guidance
counsellor
Prior to the IEP, teachers need to prepare

assessment results and developmental evaluations
a plan of learning priorities, building on the learners strengths
map the priorities into the targets for the quarter
In the IEP meeting this preparation will be used to develop an
agreed action plan of goals and objectives, the expected time
frame and the services, resources and people contributing to
outcomes.
What needs to be considered when participating in

an IEP meeting?
An IEP meeting can be a sensitive occasion so a
number of considerations are important.
Ask parents who they would like to attend the meeting
Show sensitivity to the parents. What is the parent/
professional ratio? Keep numbers to a minimum.
To support privacy, find a suitable location free of interruptions
Maintain confidentiality
Institute quality meeting procedures
Make sure language is depersonalized (if the learner is
present be more sensitive)
Keep the meeting a jargon free zone
Prepare other professionals in relation to sensitivity
Read back documentation/agreements to check accuracy
In Section 2 Working with families additional information is
provided

62

63
Section 3

64
Section 3

65
Section 3

66
Section 3

67
A sample of an Individualized Education Plan
Section 3
DepEd logo Region XI Davao City

School Name Davao City Elementary
IEP for Felipa Mangos 2007
SELF HELP
Area
LITERACY

68
Section 3
Goal
Objective
Walks independently from

gate to class
In 10 months Felipa will be walk from

the gate to class using cane with less
assistance
In 10 months Felipa will be able to
open foil snack packs
In 10 months Felipa will use her cane
to go to the CR and will manage
hygiene with prompts
In 3 months Felipa will independently
pack up work books and put them in
her bag
In 10 months Felipa will
greet others the first time she
meets them each day
ask for help appropriately
express thanks at appropriate
times
In 10 months Felipa will identify
common class objects and
landmarks on the way to class and
CR
Eats snacks
independently
Uses the comfort room
independently
Independently clears up
after classes
Uses courteous
expressions when talking
with others
Names objects in class

and surroundings
Time
frame
10 months
10 months
10 months
3 months
10 months
10 months
Persons
involved
Teacher
Parent
Guard
Teacher
Buddies
Teacher
Parent
Volunteer
Teacher
Buddies
Parents
Teacher
Volunteer
Parents
Teacher
Parents
Volunteer
Remarks
Fading of prompts and
cues as independence
increases
CR Program to be shared
with family
Family focus will be
clearing own plate after
meals
Family and school to work
on same words
Family to work on names

of common household
objects
Area
Goal
Master concept of
numbers 1-10
MATH

69
Section 3
Identify spatial terms and

use in mobility
Objective
Time frame
In 10 months Felipa will

10 months
count to 10 with 1:1
correspondence
provide correct number of objects
up to 10
In 10 months Felipa will describe her 10 months
journey from the gate to the class, to
the CR
Persons
involved
Teacher
Volunteer
Parents
Buddies
Teacher
Volunteer
Buddies
Parents
Parent signature
School administrator signature
Class teacher signature
Special education teacher signature
Remarks
Practice opportunities at
home with real objects
counting and handing 10
pegs to mother at clothes
line

70
Section 3
INFORMATION TO ASSIST CLASSROOM PROGRAMMING
NAME:
GRADE
Area
Fine & Gross Motor skills
Information
Tires easily in motor tasks
Fearful of new places
Language & Communication
Talks to herself about friends and new places
Socialization
Behaviour:
Aversion to strangers & rushing
Prone to outbursts if food or dress is not to
her liking
Reacts to the word jeep
If upset doesnt talk
Over-excited when happy & shouts
Toileting: daily toilet schedule
Dressing: some assistance with shoes
Eating: uses spoon, assistance with opening
packets and containers
Needs prior motivation to engage in activities
Reacts to changing tasks
Learning styles: Auditory, Tactile
Self Help
Functional academic
DATE
Teaching: What works
Vary tactile activities
Rehearsal for new place before going. Tell
stories of Felipas new place/activity
Joining in with class mates
Write/tape her stories and retell them. Get other
students to read them
Braille key words her name, friends
Music to calm
Candy, icecream
Rewards
Warning of what is coming up
Taking time to do things
Solitary time with favorite things
Guided assistance
Verbal prompts and cues
Time to practice
Praise
Music, singing
Rewards, favorite objects
Short structured tasks (10 mins)
Warning to change tasks
Concrete materials, limited materials
In seat activities
Physical & verbal prompts
Section 3
Inclusive Teaching
Inclusion is not a strategy to help people fit into the systems and
structures which exist in our societies; it is about transforming those

systems and structures to make it better for everyone. Inclusion is
about creating a better world for everyone.
Diane Richler, President, Inclusion International
Inclusive teaching approaches enable all learners in the class to take part in
learning opportunities
To have a successful plan for all learners in the class, teachers need to:
Know about the learners in the group

Much can be learned from the learner themselves, their parents, their
former teachers and from a teachers 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 curriculum
and 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
A competent, caring general education teacher who is effective with

students without disabilities, already possesses most of the critical
skills necessary to successfully educate students with all kinds of
learning challenges, including various disabilities
Giangreco, 1997

71
Section 3
Effective Teaching
Multigrade teaching and learning
What is multigrade teaching and learning?
A multigrade class has two or more grades in one
class with one teacher. These methods are also
successful in regular classes.
In the Philippines, many schools in remote and isolated areas
have more than one grade per classroom.
Rather than treat each grade as a separate entity, learners are
grouped in a variety of ways and taught using a variety of
methods inclusive of all learners in the class. This has
application in regular classes where there are learners with
disabilities.
Why is multigrade teaching and learning effective?

Multigrade teaching and learning incorporates
quality teaching and learning principles.
The features of inclusive teaching are the same as those for
teaching diverse groups
knowledge of students
knowledge of the curriculum
having a good repertoire of teaching strategies and a variety
of activities
utilizing their own and the collective creativity of colleagues to
plan and share teaching
flexibility, openness, organization

72
Section 3
Quality learning principles
Supportive learning environment
Valued, safe, collaborative,
positive challenge
Opportunity to learn
Engagement through observation,
practice, development &
application of knowledge
Connection & challenge

Building on existing knowledge to
construct new knowledge
Action & reflection

Active learning and reflection
on and incorporate new
understandings
Motivation & purpose

Clear relevant outcomes
Inclusivity and difference

Experiences that respect and
reflect differences between
other learners
Independence & collaboration

Working both together, and
individually to gain collective
and personal perspectives

73
Section 3
Multigrade teaching and learning have positive
outcomes for both learners and teachers.
Multigrade classrooms cater for learners of different ability,
personality and learning style, intelligences, culture, gender, age
and years at school.
Positive outcomes for learners
Acceptance of diversity
Learners are prepared for the diversity of society
Social skills development through working with a variety of
others in a variety of roles
Increased independence as learners
Increased options for learning a range of groups to work with
Positive outcomes for teachers
Greater curriculum knowledge from working across levels
Increased repertoire of methodologies and teaching flexibility
Opportunities to use and develop the skills of learners
How is multigrade teaching & learning useful in a

regular class with learners with disabilities?
Multigrade methodology allows teachers to work
with many different learners together.
Every class has learners with a variety of abilities, personalities,
intelligences and learning styles, cultures, ages and years at
school. As no class is homogenous, teachers need to be using
an assortment of methodologies and strategies to engage and
progress all of the learners across the levels in their class.
How can I find out more about multigrade

methodology?
Your Region and Division Education Supervisors can
provide information and training.
The DepEd Multigrade Teachers Handbook 1994 and BEAM
Multigrade Teaching & Learning 2007 are available resources.

74
Section 3
Multi-sensory teaching
What is multi-sensory teaching?
Multi-sensory teaching involves designing learning
experiences so learners can engage more than one
of the senses as they explore and learn.
Visual learners may benefit from

1 colour cues
1 designing books, posters, charts, signs
1 exciting stationery, pens
1 graphic organizers
1 flashcards, board work
1 writing, and highlighting
1 tables and graphs
1 films, video, DVDs, art, pictures, images
Auditory learners may benefit from

2 listening to stories
2 debates and discussion
2 talking and explaining, repeating back
2 self talk
2 recording,
2 cooperative activities, team situations
2 music

75
Section 3
Kinesthetic, tactile learners may benefit from

, cooperative activities, interactive lessons
, writing, signing
, feelings, emotions
, making models, construction
, dressing up
, plays and performances
, painting and clay
, playing music, rhythms
, games, outdoor activities
, different writing mediums
Are there other considerations for multi-sensory

teaching?
Classroom organization plays a role in planning for
multi-sensory teaching.
Furniture arrangement can be altered to enable different types
of engagement. Learners can be taught different arrangements
for different activities and become very quick at changing the
room and suggesting plans
Learning Centers
Groups
Individual areas
Check that the environment is supportive for viewing and
listening.
Check for visibility from various seats. Are displays in the
way?
Improve auditory quality with wall-hangings of decorated
cardboard
Scaffolding for writing and math can be made into
posters/cards and displayed

76
Section 3
Furniture arrangement ideas for different purposes
Group work with quiet tables
Activity
Learning Centers
Individual work

77
Section 3
Circle time/class meetings
Floor time in elementary grades- group

listening(big book) or activity time

78
Section 3
Explicit teaching
The explicit teaching cycle provides a framework to help introduce new
concepts. Learning success is more likely to be recorded when the cycle is
used alongside other effective strategies like
multi-sensory teaching
making appropriate adjustments (pg 100 - 101)
The cycle, below, is a relevant strategy for all learners and allows teachers to
monitor learner progress at each stage.
Some learners with disabilities may need to repeat stages 3, 4 and 5
Cited in Department of Education & Childrens Services. 1994-5,

Cornerstone, Modules 6 & 7

79
Section 3
Inclusive planning: Higher Order Thinking Skills
(HOTS)
BEC wants:
9 Learners in the Philippines to be active learners using information in
meaningful ways rather than only listening to lectures and recalling the
information
9 Teachers in the Philippines to use constructivist methods for teaching
and learning
9 Assessment that encourages learners to apply Higher Order Thinking
Skills (HOTS)
9 The role of teachers in constructivist methodology is to structure the
learning environment for all learners to learn
9 Guide the learners as they construct their own understandings building on
what they have already learned
What are HOTS and why are they important to

teaching and learning?
HOTS are thinking strategies that help learners
understand a concept or topic at a deeper level
than when they began.
The intellectual challenge possible through use of HOTS:
promotes learner engagement in tasks helping maintain
attention & interest
encourages links between what is already known and new
information
creates opportunities to use the old and the new to create new
tasks/products/answers
The methodology benefits learners by supporting them to:
develop thinking skills
grow understandings while learning
increase enjoyment of learning & the subject for both the
learner and teacher

80
Section 3
Build and develop skills for life
9 self-direction and responsibility
9 creativity and originality
9 intrinsic motivation through success
9 a sense of increased competency
9 confidence and independence
This happens because
Connections are made between what is known & new
learning
Existing skills are built upon
Problem solving, critical thinking and a sharing of
knowledge are integral to the process

These characteristics create scaffolds that support all
learners to be successful
Tasks are multi-modal and so cater for learning
preferences
How do I use the HOTS to plan activities for

learners?
HOTS incorporates a 3-layered learning process
Identifying and planning
Processing
Applying

81
Section 3
1. Identify & Plan
(Comprehension)
- What am I asked to do?
2. Processing
(Analysis)
What information do I
need to find?
What information will
I use?
3. Applying
(Synthesis)
How will I put this

information together?
What order and why?
What will I leave out and why?
How do I check I have
finished the task?
Tasks:
Identify what the task is
Identify what needs to be done

Identify who/ how it will be done
Develop a plan & timeline
Tasks:
Gather information
Sort it for usefulness
Classify
Analyze
Make decisions on what to

use and why
Tasks:
Decide on layout
Select the information &

use it
Check that it answers
the task given
Decide on order of
information
Adapted from BEAM Learning Guide Help

82
Section 3
The teacher plans the learning sequence around a
rich question for learners to explore. The teacher
has mapped out the evidence that will show if a
learner has achieved the BEC competency.
A rich question is one that stimulates thinking and initiates a
variety of learning directions.
The example on the next five pages illustrates how to integrate
HOTS in a lesson sequence with adjustments to include learners
with disabilities.
The levels of questioning on activity sheet 1 can be viewed in
Section 3 Speech and language impairment (pg 191).

83
Section 3
Everyone needs a pet?

84
Section 3
ACTIVITY SHEET 1
Draw or write the answers in the boxes
Level 1
questions
What is Sammys gift?
What colour is the puppy?
Level 2
questions
Where will the puppy stay

or sleep?
Who gave the puppy to

Sammy?
Why is the gift special?
What is the best place for a

puppy to sleep? Why?
Level 3
questions
How do you think Sammy

feels about the puppy?
Your question
Level 4
questions

85
Section 3
ACTIVITY SHEET 2
Record what others say
NAME
Do you
have
pets?
What type?
What other animals do you have?

86
Section 3
ACTIVITY SHEET 2
Record what others say
Which ones are our pets?
(Mark beside the picture.)
Other pets
Which other animals do you have?

(Mark beside the picture)
Other animals

87
Section 3
What does this look like when the teacher does it with the class?
BEC Competency
ALL:
Whole class introduction
to poem
Adjustments:
Enlarge sheet to A3
and give Level 1
questions only
ALL:
Whole class works on Activity 1
Learners work through questions
at their ability level.
Self
assessment
then..
Teacher
assessment
Adjustments:
Learner talks about
their graph with
teacher prompting
Adjustments:
Learner uses
picture sheet &
puts tally marks
MOST:
Most learners work on Activity2
Choose appropriate recording
format to maximize inclusion
of learners
Self
assessment
SOME:
Possible investigations: Difference between pets and
other animals
Animals and survival
Animals and business
Regional agriculture
Self
assessment
Adjustments:
Seat learner in
front of teacher
Teacher
assessment
Adjustments:
Learner makes bar graph
of pets. Large paper, cut
and paste 1:1 match of tally
Teacher
assessment
ALL:
Whole class
Sharing & Reflection
Self
assessment
Teacher
assessment
Adapted from a model by the BEAM In-service Team

88
Section 3
Inclusive planning: All, Most, Some & Blooms Taxonomy
"Think left and think right and think low and think high. Oh, the
thinks you can think up if only you try!"
(Theodor Seuss Geisel)
All, Most, Some is a curriculum planning model conceived by Schumm,
Vaughn, and Leavell (1994) It is an inclusive model because it is designed to

cater for all learners in a class.
What some will learn

What most will learn
What all will learn
Blooms Taxonomy is a framework for thinking at different levels. The six
levels are thought to be useful for development of higher order thinking skills
or HOTS. The levels are sometimes described as hierarchical.
Blooms taxonomy is a useful framework for planning using the All Most Some
pyramid and also a useful tool for curriculum modifications and adjustments.
(pg 98)
This enables learners with disabilities to be included in a classroom program.

89
Section 3
Blooms Taxonomy
Foundational thinking
Remembering
(factual recall)
Higher order thinking

Analyzing
(examination of data)
Understanding
(comprehension)
Creating
(new products)
Applying
(using information)
Evaluating
(justification, decisions)

90

91
Designing inclusive curriculum using All, Most, Some
Section 3
Section 3
How do I use this model to plan inclusively?
The process
Choose the BEC curriculum competency or competencies you
will be addressing
Select a topic
List what learners need to know and demonstrate in order to
achieve the result
List the prerequisite skills and capacities learners will need in
order to be successful
Rationalize the list to reflect what All, Most & Some learners
will do and learn
Identify the adjustments, strategies and resources needed
Select assessment methods
There are some things to consider when using

these 2 models.
The pyramid does not mean that learners with disabilities can
only be taught at the All level. Learners interests, knowledge
and capacities will vary depending on the topic, previous
experience and strengths.
Learners need opportunities to learn in all domains
Learning at the All level should include
9 hands-on active learning
9 discussion
9 group work
9 interesting recording and reporting
Learning at the All level should NOT rely on
U worksheets
U repetitive exercises
U fact finding
Direct instruction may be needed at various points at all levels
The verbs the teacher uses when designing lessons

help to tell the thinking level of each task
Use the chart to design activities at each level.

92
Section 3
Blooms
Taxonomy
Some Evaluate
Most
All
Verbs
Possible activities
Judge, Select, Decide,

Justify, Debate,
Recommend
Determine, Critique,
Evaluate,
Prepare a list of criteria to judge

something, Write a report
Debate an issue
Make a brochure to sell an idea
Make a presentation
Create
Create, Invent,
Compose, Plan,
Construct
Design, Imagine,
Devise, Formulate,
Hypothesize
Invent a product for..

Plan how to sell something
Design a record, book or
magazine cover.
Devise a way to
Compose music or a song
Analyze
Analyze, Distinguish,
Examine, Compare
Contrast, Investigate,
Separate
Advertise, Take apart,
Differentiate
Design a questionnaire
Write an advert or report
Construct a graph
Make a diagram to show
relationships, Put on a play
Write a song, poem
Apply
Solve, Show, Use,

Complete, Examine,
Classify, Choose
Make, Put together,
Change, Apply,
Calculate, Modify
Construct a model, mural

Make a scrapbook or map
Make a puzzle or game
showing the ideas
Design a plan
Write an outline.
Understand Explain, Outline,

Discuss, Restate,
Translate, Compare,
Describe, Put into your
own words, Find out
more about
Cut out or draw pictures

Illustrate the main idea
Make a cartoon strip Retell in
your own words, Write a
summary Prepare a flow chart
Remember Tell, List, Describe,

Locate, Write, Find,
State, Name, Identify,
Label, Recall, Recite
Make or draw a list of..

Make a timeline, Make a poster
Make a chart showing..
Tell a story or poem

93
Section 3
YEAR 3 Math Lesson- Points, Lines, Planes
Reynante Solitario
The lesson aims to consolidate basic terms in geometry and show the
relationships among these terms. Aside from learning and seeing the
importance of the study, the lesson is inclusive and fun. The use of HOTS is
evident because at every stage, as learners engineer their product, they are
analyzing and refining
creating and recreating
evaluating and re-evaluating
The lesson is designed with a class of 60 students in mind. In the class there
is a learner with physical disability, a learner with intellectual disability, a
learner with Attention Deficit Hyperactivity Disorder (ADHD)
Materials for the whole group
sticks (could be locally collected)

plastic twine (50 cm. length cut-outs)
newspaper (half-page cut-outs)
masking tape (3 inches length cut-outs)
class money
The teacher will act as a store owner who buys and sells products. They will
sell personal belongings and buy the materials needed to complete the task.
The only available products will be the materials used for building a tower.
Introduce learners to the process.
ALL LEARNERS CAN BE INVOLVED AT EVERY STAGE IN THIS LESSON
Adjustments for optimum inclusion of some learners are suggested. The
design of the lesson is very supportive for learners who have
visual, kinaesthetic, auditory learning styles
logical/mathematical, interpersonal, verbal/linguistic, visual/spatial, body
kinaesthetic, naturalist intelligences

94
Section 3
Task: POINTLINE TOWER
1. Form groups of 6-10. Assign roles.
a team leader that will lead you in

planning and building a tower
a timer who will keep time and

record data
2 builders who will stay with the
tower plan and talk with others about
it
6 travellers who will consult with
other groups builders about their
towers
2. Your group has no money to buy the
materials you need to build the
tower, so you have to sell your
personal belongings to the store.
The store owner buys the following
belongings
Polo (worn,removed) - Php 1,000/pc

Shoes - Php 1,000/pair
Socks - Php 100/pair
Pack Bags - Php 100/pc
Hat - Php 50/pc.
Adjustments
Provide written instructions
(board or paper) Cross out as
completed
Draw symbol pictures next to
instructions to enhance
understanding
Rehearse process with class
Learners are likely to self select
a job that suits them. eg Active
learners will enjoy travelling,
learner with physical disability
can be a builder, the learner with
intellectual disability can be a
builders labourer
The teacher chooses one or two

learners needing extra practice
with money to assist in the store
job.
Provide a buddy to help with
transactions. Teacher asks key
questions of some learners
One learner can make
calculations and keep a record of
the money and materials
Learner can record in
pictures/symbols if literacy is low
3. Sellers/buyers will line up to sell their Learner with intellectual disability

arranges materials in groups as
belongings and later purchase the
purchased & counts, records in
materials.
pictures
All groups will plan to build a tower
Learner acts as timing assistant
based on the materials they have.
& warns when 5 mins to go.
They will have 15 minutes.

95
Section 3
4. The groups will now consult for 10
minutes.
Builders stay with the timer & leader
and talk to visiting travellers
Travelers visit other groups and
return to their group. They share
what they have seen. Plans may be
refined.
5. When all groups are ready, give
them a GO signal. Allow only 15
minutes to build a tower. When the
time is up, students gather data on
their outputs. Using a ruler to
measure the height of group's tower.
Record points, lines, planes
6. Winning group/s will be determined
by
tower strength
tower height
most points
most lines
most planes
least materials used
creative design
7. Leaders report to group on
How they made the tower
How their consultation affected their
plan
The data about their construction
Learner with intellectual disability

cuts tape lengths and arranges
on table edge
Builder with physical disability
responds to travellers questions
Provide structure for gathering
ideas key questions, comparing
amount of materials
hands materials on request to
builders
Learner with physical disability
checks plans against design
Learners with ADD are actively
building and scanning other
groups

records points, planes on tally
sheet
Learner with physical disability
may orally report / check figures,
have buddy scribe
Team may select the most

appropriate members to report.
Roles may include:
Holding report
leading the speaking
telling your piece of information
with prompts
showing a drawing
8. Display towers with data and reports

around classroom

96
Section 3
Modifications and adjustments
Teachers will plan for learners with disabilities in ways that
support the learner to achieve
require the least modification for success
adjust the learning contexts to ensure access and participation
Modifications
What modifications can be made to a class
program to ensure participation of the learner?
Four levels of intervention can be considered.
1. Same as for other learners with adjustments
2. Same activity/different level
3. Same activity/embedded skill
4. Different activity/different skill
At every stage the learner could have some adjustments (pg
100-101) in place. Learners might need less modification or
fewer adjustments for some lessons because of their skills,
knowledge and strengths.

97
Section 3
Some examples of modifications at each stage.
Participation level Lesson/activity
1. Same with
English writing
adjustments
none
Dark lined paper

Writing framework
Maths exercises
none
Paper in columns
Answers given for
checking
Maths addition
Class- tens, units

Learner with disability
1:1 correspondence
Concrete aids,
prepared sheet,
peer or volunteer if
needed
Geography
Class map scaling

Student learning Map
labelling
Finished model
shown
One instruction at a
time given
Science report
Simplified format
First, then, what
happened? Student
learning sequences
Format provided
Verbal prompts &
cues, rehearsal
Verbal presentation
Sport games
Learner time keeps focus is 5 minute clock

intervals
Adult or buddy
Time sheet to mark
Clock, prompts
English reading
Class reading
activities
Learner in small group
letter recognition
Concrete letters or
cards or game ie
fish game, prepared
sheet
Maths
Learner cutting and

pasting to fill a shapefocus gross motor &
shapes
Prepared work area

Modelling
Adult monitoring
2. Same activity
Different level
Learner is
working as
others but on a
task at own level
3. Same activity
Embedded
skill
Goals may be
different to the rest
of the group
4. Different
activity
Different skill
Parallel activities or
alternatives
maps
calculating area
Modification
Adjustments

98
Section 3
Adjustments
What are adjustments?
Adjustments are special measures put in place to
ensure learners can access and participate in
learning activities.
Particular adjustments may need to be available to the learner
every time they undertake some tasks. For example
Dark lined paper for a learner with vision impairment each
time they write
A learner with hearing impairment in the left ear, seated at the
front with the right ear closest to the teacher
Others adjustments may be contextual. For example
A learner may benefit from additional time in writing tasks but
not need it when doing maths.
A small group might be needed for developing reading skills
but is not required in Makabayan
How do I find out what adjustments are needed

for learners with disabilities in my class?
Ideally, information about adjustments will be
documented in the learners IEP.
Other sources of information could be
Itinerant teachers
Special Education or Resource Room teacher
the learner or their parents
reports from specialists, support services
colleagues, previous teachers
When adjustments are specified in the IEP, teachers are required
to implement them.
** Some learners without disabilities may also need adjustments

99
Section 3
What types of adjustments can be made in regular
classes?
Adjustments can be made to how learning is
presented, the class setting in which it is
presented, the type of tasks students will do, the
timing considerations for various components of the
learning process.
Presentation of learning
alternate new learning with practice

repeat instructions
visual cues- pictures, charts,
drawings
tapes, videos
use large print, different paper
low vision aids, Braille
provide models of what is required
hearing devices
signing& interpreters
provide overviews and summaries
before explanations
highlight key words, ideas,
Variations in student tasks
scribing by adult or peer

verbal
hands on
access to a computer
model making, drawing
photos
watch DVD rather than read
voice activated software
signing
Braille writer
modified homework(equitable
time)
accept drafts, note form

100
Section 3
Class settings
Timing considerations
small groups
in class with peer support
hospital
separate venue or room
home
provision of special equipment
vary seating arrangements
provide a quiet place
adjust lighting
improve auditory quality with wall
hangings, posters, floor mat
extra time to look, think, read

extra wait time for answers
extra time to complete task
reduce tasks
alter time of day for task
completion
task in short bursts over the day
task completed in several
sessions over a few days
frequent breaks during activity to
refocus, re-energise

101
Section 3
3. Including learners with

disabilities

102
Section 3
About including learners with disabilities

The previous subsections Holistic approaches & learners with disabilities
and Inclusive curriculum have set the scene for success for learners with
disabilities.
The sections emphasize that
effective teaching methodologies are supportive of all learners
the planning models presented can incorporate additional modifications
and adjustments for learners with disabilities in a whole class context
This section Including learners with disabilities now looks at the specific
characteristics and learning needs of students with
Attention deficit disorder
Learning disability
Sensory Impairments
Hearing
Vision
Speech and Language impairment
Teachers can quickly locate the information they need to support referrals for
specialist services, and to help plan for the inclusion of learners requiring
specific modifications and adjustments.
What do I do if I think a learner may have a

disability?
The flowchart can assist teachers to visualize a
process for planning and intervention.

103
Planning process
for learners with
disabilities
Section 3
START HERE
Note: Referral to the
Sped Center, Medical

Center, Specialists or
LGU will depend on the
identified needs of the
learner. The LGU
provides assistance for
further assessment,
screening and medical
diagnosis.

104
Section 3

About Attention deficit (hyperactivity)
disorder (ADD & ADHD)
Attention deficit (hyperactivity) disorder is referred to as a
hyperkinetic disorder. It can occur with and without hyperactivity.
Hyperactivity means overly active and is characterized by

persistent inattention, hyperactivity or both outside what would be
expected at a similar developmental level.
More boys than girls present with the hyperactive form.
In very young children it is difficult to separate normal behavior
variations from disordered behavior. The American Psychiatric
Association diagnostic manual focuses on children from 7 years.
Recognizing ADD & ADHD

ADD/ADHD requires a formal diagnosis by a qualified
professional. First, the practitioner will rule out a range of other
problems and conditions that might be causing the behavior.
They should seek information from a variety of sources to see if
the behaviors are present in all the settings of the learner.
Teachers
Parents
Others who know the learner well
They will look for the presence of characteristics/behaviors
before 7 years of age
occurring for at least 6 months
in multiple settings school and home
affecting the learners functioning in various settings
There is no certain medical test that confirms or refutes a
diagnosis and research indicates that learners may have other
learning difficulties or conditions as well as ADD/ADHD.
The following checklist is a guideline for observation only.
Teachers should discuss information gathered about any
particular learner with parents and special education teachers.

105
Section 3
Name:
Teacher:
Attention Deficit Disorder Checklist

Grade:
School:
Date:
Learner may display a range of characteristics with varying frequencies

Hyperactivity
Restless
impulsivity
Fidgety
Constant repositioning on seat
Fast, chaotic movement
Leaving a seat in situations
Interrupting, blurting out
Difficulty waiting
Difficulty taking turns.
Attention
Often distracted by irrelevant sights and sounds

Misses crucial details in information
Makes mistakes often as a result of incomplete
information
Significant difficulty following instructions
Superficial or erratic task completion
Changes activities often- without completing
Mislays items
Forgets things
o names
o personal gear
o special occasions
o essential equipment for homework
Poor organization
Delays in processing information
Seems dreamy or unobtrusively disengaged

106
Section 3
Parent comment and observations:
Teacher comment and observations:
Follow up:
When:

107
Section 3
Adjustments
Develop an IEP for the learner
Find out about medication and set up recording measures to
monitor this
Create a routine environment.
Let the learner doodle or fiddle with an appropriate object to
help keep focused and satisfy kinesthetic needs
Use visual organisation techniques
o display timetables and refer to them
o label things
o put up cue questions
Avoid components that are distractive
o minimize dangling display
o ensure line of sight to teacher/board is clear
o minimize interfering noise
o keep formal aspects of lessons shorter
Arrange the learners seating for their needs
Teach relaxation techniques
Give templates for writing formats
Support development of organization skills(see Autism
Spectrum Disorder)
Teaching strategies
Learners with ADD/ADHD will be supported by good teaching
practices.
Some things to do of particular benefit: Keep learner involved by talking less and asking the learner
more
Talk with them in a direct way
Explicitly teach attending behaviors and strategies
o Giving eye contact or focusing on a spot near the
speakers eyes (ears?)
o Using an acronym to help self regulate SAFE (see
Ideas)
Use group work approaches to allow interaction and activity
Incorporate learning preferences and multiple intelligences
especially the kinesthetic
Choose multi-sensory activities

108
Section 3
Be visible and accessible
Teach routines, practice, role play
Use buddies to help with routines
Break tasks into smaller chunks & list on checklists-teach the
learner to make lists
Use rewards and reinforcements
Develop an intervention plan for dealing with unexpected
issues
Be aware of the learners legitimate need to move and program
for breaks:- a run, energizer, exercise, game
**All learners will benefit from this
Ideas
SAFE
Make up a cue card/poster for the class that reminds learners
about attending
Sit upright
Act interested
Follow the teacher
Look Enthusiastic

109
Section 3
CHECKLISTS/TIMERS
Develop lists for the learner to
keep track of what they need
to do
Provide times next to list
items.
Use a stop watch
STOP! THINK! DO!
Make a poster to help the child plan and manage problem solving
Stop!
Look and listen
What is the problem?
Think!
What can we do?
Think of ways to solve the problem
Do!
Lets do it!
Try out the solution
(Petersen 2002)

110
Section 3
Resources
Attention difficulties, poor impulse control, overactivity or ADHD
(attention deficit/hyperactivity disorder):Teaching and managing
children and school students Department of Education and
Childrens Services, Sth Australia. A pdf document available on
the website.
http://www.decs.sa.gov.au/speced2/pages/health/chessPathways
Learning Difficulties On Line extensive resources and
information on ADD/ADHD for teachers, parents and learners.
http://www.ldonline.org/adhdbasics
Stop! Think! Do! website with social skills programs for learners
www.stopthinkdo.com

111
Section 3

About autism spectrum disorder
Autism spectrum disorder (ASD) is collective terminology.
encompassing Autism and Asperger syndrome. They are
pervasive developmental disorders (PDD). Other disorders
in the group are
Retts Disorder
Childhood Disintegrative Disorder
Pervasive Developmental Disorder Not Otherwise
Specified (PDD-NOS).
The word spectrum describes the wide variations in
behavior, communication, intellectual and social functioning
of those with Autism.
Autism is characterized by
impaired social interaction
problems with communication both verbal and nonverbal
repetitive, restricted activities and interests
sensory difficulties
International diagnostic criteria, recognizes differences
between high functioning autism and Asperger syndrome,
Both are part of the autistic spectrum, but those with autism
show a delay in language and cognitive development
Although they may have disordered language development
these delays are not seen in Asperger syndrome.
People with Asperger syndrome generally show more
interest in the social environment but still require social skills
to be taught explicitly.
Both show mixed overall development with higher verbal
abilities in those with Asperger but often a higher
prevalence of motor difficulties.

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Section 3
Recognizing autism spectrum disorder
Learners with Autism may experience difficulties in the
following areas
Communication
Social interaction
Motor skills
Sensory processing
Organization
Transitions
Repetitive behaviors
The checklist provided is a guide only, to assist teachers to
better understand the learner who is having significant
difficulties with learning. The information may then support
referral to relevant specialists. Diagnosis of autism spectrum
disorders is confirmed by qualified professionals.

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Name:
Teacher:
Autism Spectrum Disorder Checklist

Grade:
Date:
School:
Difficulties with both verbal and nonverbal communication,

Communication expressive and receptive communication.
limited/no language
lengthy monologues
unusual language e.g. echolalia (repetition of language
heard), modulation
recurring questioning
unusual and speech volume control
undeveloped conversation skills
attention, eye contact
following instructions, sequencing
literal interpretations of humor /sarcasm /idioms
gestures; absent to exaggerated
unaware of body language/facial expressions of others
lack of response to questions, both verbal and written
interest in facts/information
Social skills
appears nave, socially immature

lacks an awareness of their own and others emotions
misunderstands social situations
unaware of the effect their behaviour has on others
insensitive to needs and feelings of others
reactive to criticism, suspicious of others
at risk of harassment
perseverates on injustices
limited/no initiation of social interaction
reluctant or averse to risk taking for fear of failure
Motor skills
poor motor planning skills e.g. judgement of space

poor gross and fine motor skills
avoids physical activities
poor fine motor skills writing legibility
immature grasp/pencil grip
reluctant to start work
moves with an unusual gait

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Transitions
becomes upset when interrupted or asked to stop

starts again if interrupted
becomes upset when activity finishes
refuses to stop
is anxious if there is a change in routine
reacts poorly to the unexpected
behaves poorly around strangers
demands things be done in a particular way
Organization
skills
messy work area

frequently unable to find items
easily distracted from the task
assignments late, not finished (or started)
forgetting to give notes to parents
forgetting to return notes, bring gear
written work erratic
Sensory issues
Comment/Action:
limited diet
reactions to smells
negative responses to dirt, paint, glue
adverse reactions in noisy situations ie covering ears
assembly, music
removes clothes
leaves clothes on for inappropriate weather
appears frightened
reacts to touching
parent reports afraid of hairdresser, dentist
distracted by the sensory input
becomes upset when sensory input is stopped
doesnt seem aware of or indicate injury
over reacts to minor scrape, bump
When:

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Section 3
Adjustments
Communication
Know about
the learners communication method e.g. verbal,
pictures, signing
expressive and receptive language level
the learners nuances of language
level of questioning (pg 197)
provide instructions at individual level and in multi
modal way - verbally, written, chunked and check for
understanding
Social skills
provide clear expectations and be prepared to revisit
often
role model social situations
teach flexibility and cooperation allow time to
incorporate give cue cards of skills to learner
provide positive strategies for reporting and dealing
with harassment
help student monitor own social behavior with
positive reinforcements
Motor skills
provide prompts, cues for starting work

involve in motor skills program
provide larger sized pencils or special grip
alter expectations of writing
allow more time to write
Organization
set up a personal work space for the learner
clearly name personal items
have visual lists of things in the learners work area or
diary
give a copy to parents
workbook/folder
place tray near student or attach a bag for books to
students desk

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Section 3
colour code folders, workbooks, worksheets
provide student with a map which has classroom
colour coded to corresponding subject
to keep things consecutively fold back tip of page or
number pages consecutively
provide home with a time schedule
picks up notices on specific day when she picks up
her son/daughter
Transitions
Get to know
o learners reaction to changes
o what works in preparing for change
o particular rituals and routines
accommodate routines if possible and appropriate
share information and strategies with other teachers
provide family with a visual schedule for home
engage in small changes rather than big changes
provide adequate time for transition
provide student with a map of the school
Learners with Autism Spectrum Disorders may engage in
repetitive actions such as hand flapping, flicking items,
rocking. Sometimes these actions allow them to disengage
from sensory overload in their environment. Other times
they could help the learner relax.
Behaviors can be more prevalent in times of stress or
anxiety. Control of the behaviors is often more achievable
than trying to remove them completely.
Designate a particular time for the behavior
Replace inappropriate objects with appropriate
objects ie banging hands on a basketball rather
than a table, throwing a ball against a wall rather
than stones
Sensory processing
monitor after falls/accidents
change the environment if possible
tailor learners work area
place leaners things out of main traffic zones
allow movement at another time or different direction

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Section 3
give lunch at an alternative time
provide equipment that can be used e.g. ear plugs,
walkman, rubber cushion, heavy blanket
skill the student as to what he/she can do e.g. get a
tissue and wipe paint off handle of brush
provide sensory input
Teaching strategies
Communication
use simple precise language avoiding idioms or
sarcasm
seat at the front of the class
repeat/rephrase instructions and use visuals
allow wait time to process information and give a
response
encourage eye contact but do not demand it many
learners with Autism have peripheral vision and have
a good view
prepare for attending by giving verbal cues:- Say
their name and instruct Flordy, look at me! Listen to
this, its important!
explicitly teach
o conversation skills
o how to ask for help
o class routines
make a special time for talking about special
interests
Social interaction
teach rules
use social stories (see Ideas)
design and implement a social skills program
o feelings
o taking turns
o sharing
o play
o interpreting body language/facial expressions
o displaying facial expressions

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Section 3
Motor skills
accept alternative assessment to writing- verbal,
graphic organizers, scribing, dot points
involve in sport lessons in interesting ways time
keeper, scorer, referee, equipment manager
reward alternative roles as authentic components of
sport
Organization
have extra pencils and other equipment to avoid
delays in getting started, or anxiousness
break instructions into chunks and give visual back up
use folder with divider pages, rather than a lot of
separate books
provide scaffolds to help organize writing - templates
organize alternative ways to get information home to
parents
monitor recording in the diary
Transitions
teach relaxation
introduce change to the learner ( see Ideas)
use visual schedules (pg130-131) timetables,
calendars
use social stories (see Ideas)
use pictures, photographs of student doing a variety
of tasks and use them to forecast changes eg: Show picture of learner packing up and say
Sammy, in 5 minutes its time to pack up.
include on visual timetable, time for learner to engage
in the behavior
minimize needs by providing opportunities for sensory
input

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Section 3
Sensory processing
get to know sensory stimuli affecting the learner
make time for positive stimuli and use as a reinforcer
provide sensory activities as part of the program
predict difficult stimuli times for the learner and
prepare or reschedule
make use of social stories
provide visual cue cards
Adapted from Autism SA Factsheets www.autismsa.org.au
Ideas
Q CARDS
For learners who ask many questions in class, provide a

designated number of question vouchers per session. Role
play how to use them. Teach using a social story.
SOCIAL STORIES
Social stories are short personalized stories explaining a
social situation to the learner. They can be on any topic
where the learner is having difficulty working out the hidden
social rules.
Social stories have 4 parts. Each part has one or two
sentences
Descriptive Sentence
Directive Sentence
Perspective Sentence
Control Sentence
Use the model on the next page to help design social
stories.

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Section 3
An example of a social story
Rhizas Questions
The teacher tells the class
what to do. Everyone listens.
When she stops talking we all
start our work.
I am listening to the teacher. I
have a question to ask. I wait
to see if the teacher tells the
answer. If I dont know what
to do
I think
I look at what my
friends are doing
I ask my friend
If I still dont know I can use a
question card. I can use 2
question cards in the lesson.
When the teacher is telling
the class what to do she is
happy when we all listen. It is
good to wait until she has
finished talking to see if I
know what to do. The teacher
likes me to ask my friends
what to do and to use a
question card only if I still
need help.
I remember that I need to
listen when the teacher tells
us what to do. I think about
what she is saying. I try to
find out what to do by myself.
When I have tried to find out
what to do, I can use one of
my question cards.

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Section 3
SURPRISE SESSION
This strategy may assist learners with Autism who are
sensitive to transitions.
At the end of each day, forecast the next days activities.
Include a ? box in the schedule. This spot is the surprise
session .
Resources
Autism South Australia
www.autismsa.org.au
Autism society of America
www.autism-society.org
Autism Web: a parents information website
www.autismweb.com/

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Intellectual disability (mental retardation)

About intellectual disability
Learners with an intellectual disability will have skills significantly
lower than their peers of the same age. They are likely to need
significant support and curriculum adjustments in order to have
success with learning.
They will have impaired skills in:
cognitive ability
learning
adaptive behavioural skills (skills needed for
everyday living: communication, self-care, home
living, social and/or interpersonal skills, use of
community resources, self-direction, functional
academic skills, work (if appropriate), leisure, and
health and safety
There is a range of intellectual disability; mild, moderate, severe
and profound. The term intellectual disability is now more
commonly used than others such as mental retardation, mentally
handicap, intellectual handicap.
Some common causes of intellectual disability are:
Factors occurring before birth
Rubella and other diseases
Rhesus blood incompatibility
Drug, alcohol abuse
Injury to the mother
Genetic or chromosomal syndromes (Down
syndrome, Fragile X)
Problems with the birth ie Lack of oxygen, injury at
birth

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Section 3
Factors following birth
Diseases like meningitis, encephalitis, measles

Accidents electrocution, on the road, near drowning
Severe allergic reactions
Malnutrition iron and iodine deficiency
Poisoning
Recognizing intellectual disability

Intellectual disability needs to be diagnosed by a qualified
practitioner.
Impairment criteria
Intellectual disability is determined by a standardized
psychometric assessment and/or adaptive behavior assessment.
The checklist provided is a guide only for teachers in order to
better understand the learner who is having significant difficulties
with learning. The information may then support referral to
relevant specialists.
Learners with intellectual disability are likely to need support in
the classroom in one or more of these areas
attention
engagement
behaviour management
relationships with other students
resources
curriculum planning
health & personal care

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Section 3
Name:
Teacher:
Early
development
Intellectual Disability Checklist

Grade:
Date:
School:
Difficulties significantly below age peers with
sitting up, crawling or walking
learning to talk
correct articulation ( for age)
remembering things eg safety rules
playing, singing
dressing and undressing
eating & drinking independently
learning personal information, to count
Social skills
Significant difficulty with

learning social rules
picking up social cues
displaying appropriate emotional range
playing with others (parallel rather than with)
seeing consequences of actions
solving problems independently
self regulation of behaviour eg perseveration, wating
thinking sequentially
obsessive or repetitive behaviours/actions
adherence to routines finds transitions hard
self help eg personal hygiene
Curriculum

most/all curriculum areas
learning letters and words

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Section 3
understanding and responding to questions
oral expression retelling events
learning a second language
following instructions, repeating
reading
general knowledge
writing
counting, matching
other
Attention

listening
concentrating
attending
mental fatigue
physical restlessness
impulsiveness
Motor
development

pencil grip
drawing
letter formation
self-management in the physical movement eg
sitting still
physical stamina
physical activity
coordination

126
Section 3
Comments
Follow-up Who/What
When

127
Section 3
Adjustments
One list will not necessarily meet the needs of all learners with
intellectual disability.
In the first instance: Utilise the learners IEP for information about the best
supports for them
Liaise with others the special education teacher, resource
room teacher, services, colleagues, parents
Seek out local resources - volunteers
Think big and start small
Negotiate with your principal for the support you need to plan
effectively
In the classroom
Remember to personalize curriculum
Set learners up for continued effort and motivation
80% success, 20% challenge
Negotiate homework
Look for learning in smaller chunks
Praise and encourage effort rather than outcomes
Use learner strengths
Remember that all children can learn

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Section 3
Teaching strategies
Find interesting relevant things to learn
Use real things in the childs experience to help connect
learning
Use favourite things for the same purpose
Keep the child active in tasks rather than listening and
answering
Break tasks into smaller chunks
Use prompts as needed
Use backwards chaining
Use a multi-sensory approach
o gestures
o actions
o facial expression
o practical demonstrations & written examples
o verbal explanations
Use repetition
Lots of active practice

Say the same thing in a different way
Say the same thing with gestures
Say the same thing and show a visual cue
One thing at a time
Model what to do
Give practical demonstrations
Talk as you show
Let the learner copy alongside you, then repeat what you did
with verbal coaching
Stick to a routine way of doing things, even use the same
language
Show what the finished product looks like
Demonstrate how to deal with mistakes too!
Teach & practice self talk:o Talk through routines as you go

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Section 3
o Repeat & practice internally the things that need to
be learnt
o Demonstrate - multi sensory
o Prompt to help internalise
Give help when it is needed
Set up for success

Give a choice of two answers
Quietly put a marker under/near needed text
Start a sentence for the learner to finish
Tell the answer as if you knew they were about to say it and
re ask in a few moments eg Yes, Rhiza was on her way
homewhere did you say she was going?
Use guided movement
Ideas
Communicate regularly with the learners parent through a
communication diary or note book (Section 2 pg 41)
VISUAL SUPPORTS
Put a range of visual supports in the class
Labels and signs
Tape a cross on the floor where the learner will sit for some
activities
Provide proformas to help the learner organize work
PERSONAL ACTIVITY KIT
Set up a container or area with preferred activities and resources for
the learner to access if a break is earned or they are tired.
Books, games, sensory toys/equipment, tape

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Section 3
VISUAL SCHEDULES
Make visual schedules to help with routines and transitions. Send
copies of the visual schedule home or make a home specific one.
Sammys schedule
Unpack my bag
Reading for10
minutes
Writing for 10
minutes
Do my maths
Choose an activity

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Section 3
ACTIVITIES FOR MOTOR SKILLS
Play dough (make shapes, letters, numbers)
Using pegs
Cutting
Packing up activities, bunching things with rubber bands
Playing with puppets
Typing
ACTIVITIES FOR INDEPENDENCE
Give responsibility and then record efforts
Putting up the chairs at the end of the day
Giving out equipment
Taking messages to another class
Make charts to show progress, achievement, earn rewards
Try to instigate cooperative rewards the learner completing their
schedule earns rewards towards the whole class total.
Encourage social skills development and class team building by
getting everyone to catch the positive behaviours of classmates.
When someone reports catching a classmate, a piece of paper
with their name on it is added to a container. At the end of the
day/week a name is drawn at random from the container and that
learner chooses a class activity for everyone to do
I was caught
Listening in group
time
Helping someone
Sharing ideas
Asking a question
Trying hard
Attending
Self correcting in
reading
Using manners
Finishing my work

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Section 3
Resources
Resources for teachers in many areas of disability and learning
difficulties
http://specialed.about.com/od/devdelay
DepEd to input local resources here.
Down syndrome association of the Philippines
http://downsyndrome.org.ph/
Dual diagnosis Autism and down syndrome
http://uk.geocities.com/grahamdavidcook@btinternet.com/index.htm
Teachnology website online resources for teachers of students
with intellectual disability
http://www.teach-nology.com/teachers/special_ed/disabilities/down/

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Section 3
Learning disability
About learning disability
Learners whose skills are below expectation for their age and
ability may be identified by parents or teachers
as having learning difficulties. A small percentage of these may
have learning disabilities.
Learning difficulties and learning disabilities are different. Research
suggests that about 10-16% of learners may have a learning
difficulty which could develop as a result of one or more of the
following:
developmental delay, eg speech and language difficulties
poor coordination, eg fine and gross motor skills
emotional difficulties and/or trauma
limited environmental experiences
deficiencies in appropriate educational opportunities
interrupted or non attendance at school
illness
Learning disabilities is a term used for learners with
average or above intelligence yet who show signs of

developmental and academic skills considerably below expectation
for their age and general ability. Research suggests around 2-4%
of children and students may have a learning disability
A learning disability may include difficulties with the following:
1. confusion with text
2. working memory
3. sensory processing
4. communication
5. motor skills

134
Section 3
What are some different types of learning
disability?
Several types of learning disability are well
documente
d.
135
Section 3
Recognizing learning disability

As soon as teachers recognize that a learner is experiencing
difficulty they have an ethical and professional responsibility to
address these needs.
The following checklists will assist with identification of learners
who are at risk of having a learning disability
Teachers can
gain additional insights into the areas for intervention
find out about specific areas to design interventions
discuss with the school-based learning group
provide a basis for discussion with the special education teacher
identify learners who may require further assessment

136
Section 3
Learning Disability Checklist

Grade:
Date:
School:
Name:
Teacher:
Language Difficulties with:
phonological skills
understanding and responding to questions
oral expression
sequencing words in sentences
summarising information
retelling stories, events
articulation
reading comprehension
reading
decoding
naming words
written language
spelling

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Section 3
Motor
skills
Difficulties with:
pencil grip
copying text
handwriting legibility
letter formation
motivation to write
writing speed
self-managing of physical movement eg sitting still
physical stamina
Attention
Difficulties with:
listening
concentrating
attending
mental fatigue
physical restlessness
impulsiveness
self-management strategies
Memory
Difficulties with:
recall of facts
learning lists ie alphabet
remembering and following verbal instructions
remembering sight words
sound sequences
trouble studying for tests

Comment:

138
Section 3
Follow up:
When:
Adjustments
Do
Ask the learner about

their strengths
what things are helpful for them
what things are not helpful
how they can show what they know and can do
Highlight the correct things in the learners work
Provide scaffolds that help the learner
Possible strengths
practical dexterity
problem solving approach
spatial skills
creative thinking
imaginative
visual thinking
average/above average IQ
strategic thinking
oral presentation skills
social

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Section 3
Dont
Correct every mistake in the learners work

Ridicule or compare to other learners
Give the learner screeds of information to learn
Make the learner
copy notes
read aloud if not confident
redo written work
finish off everything no matter how long it takes
change their writing style
Handouts
Use supportive fonts when designing handouts
Arial, Comic Sans MS and Microsoft San Serif
***Fonts that have serifs like Times New Roman can make the
letters in words appear to run together
Use a larger font size about size 14

Use note form in succinct dot points instead of prose
Instead of underlining important things, put them in bold
Start new sentences at the beginning of lines
Leave space between paragraphs
Provide the learner with a highlighter to mark important points
or words
Teaching strategies
** All learners will benefit from these approaches
Recognize and use the strengths and interests of the learner
Reward learner efforts
Focus on assessment of concepts rather than conventions

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Section 3
Break instructions into chunks
Provide clear, unambiguous, sequential instruction
Teach prerequisite skills beforehand
Build in practice opportunities to internalize new skills
Use multi sensory (pg 75) approaches
Incorporate the explicit teaching cycle (pg 79) when teaching
new concepts
Reading
Spend 5-10 minutes previewing texts before reading and
reviewing texts when resuming reading
Look at the cover, title, pictures
Discuss, predict, question and relate to learners
experience.
Teacher scans pictures/text for difficult words and asks
learner to find item and then the words
Use Paired Reading (see Ideas) to familiarize learner with a
new text and build fluency
Writing
Give more time for drafting & editing
Select key tasks to be undertaken rather than all
Model show a completed example of what is required
Accept notes and drafts as the assignment
Use cloze
Use images, story boards, cartoons

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Section 3
Teach editing strategies TOWER & WATCH (see Ideas)
Allow use of word processors if available
Provide scribing (teacher or buddy)
Provide notes to highlight and learn from
Create user friendly handouts
Note taking
Why is the learner taking notes?
Write down the main points & terminology for learners
Provide handouts, summaries, copies of notes, OHTs
Avoid dictation
Provide guided, structured lectures write key points on the
board
Indicate key points/changes in topics
Allow students time to absorb and process information
Teach use of graphic organizers to map key points
Tests, assessments, reports
Prepare learners with what will be in tests

Allow open book tests
Give oral instead of written tests
Allow test questions to be read out
Provide opportunities for learner to clarify
Provide a scribe
Use cloze sentence completion
Use multiple choice
Allow highlighting, underlining or circling of answers
Allow for tests to be taken home
Prepare alternative tests
State questions in the positive which one is correct?
Allow use of supports calculator, dictionary
Give a mark out of questions answered

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Section 3
Dont penalize for spelling or grammar errors focus on the
answer
Allow extra time or no time limits if learner is keen to finish
Allow to resit
Ideas
PAIRED READING
1. Choose a text to read together.
2. The text should ideally be at an instructional level.
3. The learner holds the book and is instructed to follow the text
while the adult reads a paragraph.
4. The adult reads at a reasonable rate and uses appropriate
expression.
5. Next, the learner and adult reread the paragraph together.
They do not stop for errors. The adult pulls the learner along
reading expressively.
6. The adult asks the learner if they would like to reread it alone.
a. If no, the adult and learner read together with the adult
fading in and out to let the learner take more control.
b. If yes, the learner reads alone. The adult does not
intervene or correct during the reading process.
DICE WRITING & SPEAKING
This simple strategy helps to extend ideas, structure story telling,
reporting or writing, projects. Individuals or groups can form
writing
Cover the faces of the dice with the words
Who? What? When? Where? Why? How?

Learners roll the dice and add information as a result of the
question that falls.

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Section 3
SENTENCE MAKEOVERS
This strategy assists learners to extend vocabulary and build
understanding of grammatical structures. It aids learners in
seeing how phrases and words in different positions in a sentence
can preserve or change the meaning. It can also be used to
understand the components of individual words and to learn
mathematical facts
1. Learner writes a sentence or teacher scribes sentence on a
strip of paper. Writer sounds out as they write.
2. Learner cuts sentence into individual words and reforms.
3. Student arranges words in other orders and comments on
meaning changes. Provide punctuation marks as needed.
4. Teacher asks questions to elicit additional words to add into
the sentence, writes the words on additional paper and has the
learner place them.
5. Continue asking questions using who, what, when, where,
why, how
6. The teacher can change the beginnings of extended sentences
by moving phrases. The learner completes the sentence.
Mt Apo is beautiful.
Mt Apo
is
is
Mt Apo
beautiful.
beautiful.
Where is Mt Apo?

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Section 3
What is beautiful about Mt Apo?
Where is the scenery?
How beautiful is it?
The scenery
near Davao City
Mt Apo
on
is
very
beautiful.
SUPPORTING WRITING & EDITING

Teach these strategies to learners to help them maximize
independence with their writing
TOWER
T
O
W
E
R
think about the topic

organize the information
write
edit
rework
WATCH
write down the assignment, due date, any

special requirements
A ask yourself if you understand
Ask for clarification
T Analyse the tasks of the assignment how
many parts, how many sessions available to
do it. Schedule tasks.
Ch Check each task as you do it with CAN
C completeness
A accuracy
N neatness

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Section 3
Resources
Learning disabilities and ADHD
www.ldonline.org
Dyslexia Action: assessment, education, training
www.dyslexiaaction.org.uk
Learning disabilities, learning styles
www.ldpride.net

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Section 3
Physical & multiple disabilities

About physical & multiple disabilities
A physical disability substantially limits one or more basic physical
activities. Like other disabilities, physical disability can be mild to
severe.
At a mild level, a learner may successfully do most things that their
peers can do. At a severe level they may require significantly more
assistance in such areas as personal care, movement,
communication and social inclusion. A learner with a physical
disability could also be gifted.
Learners with multiple disabilities have more than one disability of
varying severity, affecting
speech and language

physical mobility
learning
intellectual functioning
vision
hearing
Learners with physical /multiple disabilities can also present with

behavior and or social problems and may have medical
complications affecting their continuity at school, and the support
they will need at school.
Physical disability and multiple disabilities can occur for many
reasons
brain or other injuries before, during birth or close to birth
brain and other injuries (eg spinal) through accidents, near
drowning, electrocution, violence, abuse
injury to the mother before birth
premature birth
syndromes
genetic abnormalities
disease
malnutrition
progressive conditions

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Section 3
Some known conditions which can result in physical disability
and/or multiple disabilities are:
o
o
o
o
o
o
o
o
o
o
cerebral palsy
spina bifida & hydrocephalus
muscular dystrophy
rheumatoid arthritis
arthritis
ontogenesis imperfecta
congenital malformation of the limbs
acquired brain injury
cancer
motor neurone disease
Three physical disabilities are discussed in more detail.
Cerebral palsy
Cerebral palsy is caused by damage to the developing brain either
before birth, during birth or in the first few years of life. The
impairment depends on where in the brain the damage occurs.
Often control of the muscles in the body is affected and the learner
can experience uncontrollable spasms. It is not a curable condition.
Cerebral palsy can impact on learning, but as with other
disabilities, to varying degrees, depending on the severity of their
condition. The range could include
severe multiple disability to mild physical disability
profound intellectual disability to gifted
any combination
Spina bifida & hydrocephalus

Spina bifida occurs in the first few weeks of pregnancy and is a
condition in which the bones in the spinal column do not completely
develop and join. Children are born with a damaged spinal cord
usually with part of it exposed. Usually surgery is required to
minimize further damage. The higher up the spinal column the
exposure occurs the more the person will be affected.
Learners with spina bifida often have hydrocephalus which is
caused by an abnormality blocking the proper circulation
of spinal fluid. A build up of fluid creates pressure on the brain. A
special tube called a shunt is placed in the head and the fluid can
go to another part of the body. As the learner grows new shunts
need to be inserted.

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Learners with spina bifida could also experience
paralysis or loss of sensation to some parts of the body
incontinence
problems with learning ( although the full range of capability
exists)
Muscular dystrophy
Muscular dystrophy is an inherited disorder characterised by
gradual weakening of the voluntary muscles of the body.
The most common type of muscular dystrophy is
Duchenne muscular dystrophy (DMD) an incurable, degenerative
condition which only affects males and is inherited from a gene
carried by females. Life expectancy is severely shortened.
The condition is often diagnosed when children are toddlers. They
may have problems attaining physical milestones, be excessively
clumsy, have an unusual gait, and or lack physical stamina.
As the condition progresses, symptoms become more pronounced,
until the affected person becomes dependant on others for their
care.
Recognizing physical and multiple disability

A learner with multiple disabilities is unlikely to escape notice in a
regular school. However the characteristics particular to the
individual learner will need to be ascertained. It is essential to seek
specific information from parents and if possible, other
specialists/therapists involved.
An IEP needs to be developed to assist the school to plan for the
needs of the learner
The effect of physical disability on learning will vary from those who
may have a relatively mild disability to more severe disability. The
development of a learner with physical disability may be affected in
one or more of the following areas:
muscle tone, strength
gross/fine motor skills
mobility
communication skills

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social skills
personal health
This could affect the way a learner participates in the classroom.
They may experience difficulties with
self esteem
social inclusion
information processing
receptive language
expressive language
problem solving
motor planning
memory, attention
learning new skills and concepts
access and participation in learning
stamina
continuity of attendance at school owing to health issues
The learner with multiple disabilities is highly likely to have
significant difficulties in more than one of the areas above
A learner with multiple disabilities enrolling at or attending a school
is likely to be easily identifiable. Depending on the severity, it may
also be obvious that a learner has a physical disability.
The checklist provided is a guide only, intended for use by leaders
or teachers to
gather general information about the learner from
parents, the student themselves
guide discussion with other specialists
form the basis of initial planning for support and
modifications

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Name:
Teacher:
Physical & Multiple Disability Checklist

Grade:
Date:
School
Cause of disability
brain injuries
before birth
during birth
close to birth
other injuries
before birth
during birth
close to birth
brain injuries through
accidents
near drowning
electrocution
violence/trauma
abuse
other injuries (eg spinal) through
accident
near drowning
electrocution
violence/trauma
abuse
injury to the mother before birth
premature birth
syndromes
genetic abnormalities
disease
malnutrition
progressive conditions
other

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Diagnosed
conditions
cerebral palsy
spina bifida
rheumatoid arthritis
muscular dystrophy
arthritis
ontogenesis imperfecta
congenital malformation of the limbs
acquired brain injury
cancer
motor neurone disease
other
Areas of
development
affected
muscle tone
muscle strength
gross motor skills
fine motor skills
mobility
communication skills
social skills
health
other
Impact at school
self esteem
social inclusion
information processing
receptive language
expressive language
problem solving

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motor planning
memory, attention
learning new skills and concepts
access and participation in learning
stamina
continuity of attendance at school owing to
health issues
self help skills
other
Others involved:
Additional
information:
Follow up Who/what?
When?

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Adjustments
Most learners with physical disabilities will be included in the same
curriculum as others in their class. They may or may not need
adjustments to better access and participate. Adjustments may be
required in the four areas profiled in the section on adjustments
(pg100 -101)
Learners with multiple disabilities will usually need significant
adjustments and curriculum differentiation to maximize inclusion in
the classroom program. A range of people may be involved and a
team approach is recommended.
The IEP can be used to document what needs to be done
differently to support individual learners. Where the learner has
multiple disabilities or a significant physical disability the IEP is
crucial in identifying how they will access the learning environment
as well as what learning outcomes will be the focus. Particular
attention may need to be given to physical access.
Physical environment & class setting
Ramps and pathways may need construction
Classroom location may need to be negotiated:- one
classroom may
o already have a ramp
o be larger and have room for special equipment to
be used and stored
o be close to the office or comfort room
o be downstairs
A comfort room may need modification
The classroom furniture may need special arrangement to
make space for the learner and easier access.
The school yard may need to be vetted for access
Equipment
Learners with high support needs may require a range of special
equipment to help them access and participate in curriculum.
augmentative communication devices
adjustable tables, chairs or wheelchair table
frames/hoists to assist with repositioning for different tasks

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Respect for the learner with physical disabilities and multiple
disabilities is paramount.
Work with the learner, not on the learner.
Check with the learner to find out what help they would
like/need
Involve the learner in discussion about them or talk about them
somewhere else rather than in front of them.
Give learners the opportunity to solve their own problems
As for learners with other disabilities ask first and/or explain
what you are doing or are about to do ie if you are going to
reposition the learner explain and involve the learner throughout
the process
Repositioning
Teachers and other staff involved in repositioning learners with
physical disability need to lift and move learners in ways that are
safe for themselves as well as the learner. Good movement takes
practice and concentration. Two people may need to work together
to move a learner.
Professional advice may be available. Ask your principal to find this
out. Some general principles to follow are
Plan the move before attempting it
Minimize the range of movements
Protect your back
Minimize repeated stress on the spine:-twisting, height of the
load
Move in a considered and smooth way informing the learner
will help them to contribute to the lift as much as they can
Teaching strategies
Having made adjustments to enable the learner to access the
learning environment, the next stage is modification to curriculum
to ensure participation in learning that maximizes independence for
the learner.

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Social skills
Encourage peer interaction and teach how to interact
Provide disability awareness information for class members.
Teach them to ask the learner first to see if they want help
Award wheelchair buddy licences to other learners who want to
support their classmate. Train them in safe wheelchair pushing.
Be aware of the impact of health and personal care and mobility
on social time with peers Count the lost time each week to get a
picture of this
Communication
Learners will have a range of communication abilities depending on
the level of disability. Severe physical disability and inability to
communicate does not indicate an intellectual impairment. The less
opportunity for practice given, the longer it will take for skills to
develop.
It is very important to ensure the learner has opportunities to
communicate. Utllize the communication system that has been
designed.
Get to know the communication nuances of the learner eg
poking out the tongue may be the learners way of indicating no,
a kissing noise may mean yes. A grimace may mean stop.
Wait for the learner to process the incoming information, motor
plan and perform a response. Do not speak for the learner.
Ensure the learner is positioned for optimum participation.
Position yourself for optimum communication/interaction.
Encourage others to speak directly to the learner.
Social and emotional needs
Teachers can take the lead in advocacy for
o the learner, their strengths, their value as a
contributor in the class
o building positive attitudes in the community
o setting a positive environment for the learner with a
newly acquired disability, as they return to school
o sensitive and supportive approaches for learners,
aware of their limitations in comparison to peers
and, of their declining condition

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Learners in secondary schools may need additional support and
consideration as they encounter the issues associated with
adolescence. This can be a particularly difficult time for the self
esteem of learners with physical disabilities
Learning program strategies
Beneficial strategies will be different for each learner.
Depending on the needs of the learner, the sections on intellectual
disability and sensory impairments may provide useful strategies
and ideas.
Ideas that may match the profile of some learners include
providing larger work sheets to allow for motor skills
provide handouts to remove the need for notetaking.
simpler work sheets/posters/wall displays- not text dense
providing larger items to assist with grasp textas, foam around
pencils
modify sport to include the learner (see Ideas)
volunteers to assist in the class
use the equipment and programs assigned to the learner
through the local consultants
use different assessment methods see section on
Modifications and adjustments (pg 98)
for learners with multiple disabilities or severe physical disability
a higher level of curriculum differentiation is likely to be needed:same activity/embedded skill or different activity/different skill
Ideas
Strategies which may assist students to learn include:
SENSORY ACTIVITIES
Provide a range of sensory opportunities for learners. Set up
noisemakers, shiny objects, textures objects and toys, moving
objects, different smells.
Suspend objects in front of the learner
Use guided movement to let the learner experience textures,
noises so building knowledge of cause and effect relationships

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BALL GAMES
Many mainstream ball games can be modified into table top
games. Most learners are at a similar level or qualizer
restrictions for able-bodied learners can be introduced. Keep
scores and as an added surprise, to decide winners roll dice and
decide if team A(odds) wins or team B (evens)
A range of games can be provided in a circuit as a tournament.
Table bowling: Set up objects on a table top and roll a ball to
knock them down. Able bodied learners replace them. Scores
are kept. Able bodied learners can have restricted bowling eg
no hands
Table basketball: Teams of learners roll balls off the table into a
large bucket or bin. Keep scores. Time quarters and change
ends at half time.
Table tennis: table tennis balls are blown across the table top
into nets made of paper. Blowing activities are excellent for
respiratory health of learners with limited mobility.
GROUP ACTIVITIES
Tailored relays or obstacle races: get the class to help identify
what could be in a race that includes everyone
Freeze: the learner with a disability can be responsible for
releasing classmates who are frozen because they were
caught in a game of tag.
Time keeper: The learner times sporting matches and blows the
time whistle. The learner throws the ball back to the referee after
a goal is scored.
MUSIC
Design in-chair aerobics lessons for fitness, energizers during
the day. Learners have wonderful imaginations for thinking up
activities.
Use the collective wisdom of the class to workout how to include
the learner in folk dances and music performances. A learner
with a significant disability may be able to beat a drum or blow a
whistle or shake a maraca.

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Resources
Christine Stopka, Ann Goodman and Claudia Siders. Inclusive
ideas for learners with multiple disabilities.
http://www.palaestra.com/featurestory.html
Education Queensland website with resources to support a range
of disabilities. Downloadable documents on physical disability
http://education.qld.gov.au/curriculum/learning/students/disabilities/
Publications from the National Dissemination Center for children
with disabilities
http://www.nichcy.org/pubs/factshe/fs10txt.htm

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Sensory Impairment: Hearing
About hearing impairment
Hearing loss occurs when there is a problem with or damage to
one or more parts of the ear or ears. Some people are born with
hearing impairment and some can lose their hearing for many
reasons like:
physical trauma
prenatal infections
disease or illness
upper respiratory tract infections
heredity
malnutrition
blood incompatibility of parents
medications
long term exposure to excessive noise
Hearing impairments can range from
mild to moderate
moderate to severe
severe to profound
People with hearing loss are sometimes referred to as hard of
hearing or deaf.
People who are hard of hearing can hear speech tones when
wearing hearing aids.
People who are deaf do not benefit from these.

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Recognizing hearing impairment
An audiogram shows the results of a formal hearing assessment
A sample audiogram
Page 153 of DECS 2004

Early intervention learning difficulties:
Working collaboratively : Improving outcomes for learners
The checklist provided is a guide only for teachers in order to

better understand the learner who is having significant difficulties
with hearing. The information may then support referral to
relevant specialists.
.

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Name:
Teacher:
Hearing Impairment Checklist

Grade:
Date:
School:
Observations of one or more
shows strained expression when listening
be less responsive to noise, voice or music
moves closer to speaker when talked to
watches faces especially the mouth and the lips of the
speaker
often asks for repetition when talked to
delayed or no responses to questions
makes use of natural gestures, signs and movements
has limited speech
uses limited vocabulary
speaks in words rather in sentences
talks with poor rhythm
Comment:
Non-formal auditory screening tests

Complete observation checklist
Whisper test stand or sit the learner 1-2 metres away, back
facing the teacher. The teacher says numbers/words familiar
to the learner and asks them to repeat.
Coin-click test / noisemakers test The learner sits or stands
2-3 metres away, back facing the teacher. The teacher
tosses the coin/noisemaker and instructs the learner to raise
their hand every time the clicking of the coin or sound of the
noisemaker is heard.
Follow up:
When:

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Adjustments
Teachers can learn the basics of the manual alphabet/signing
and teach other learners.

163
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Numbers

164
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165
Section 3

166
Section 3
Words/Sentences

167
Section 3

168
Section 3

169
Section 3
May I go out?
Teaching strategies
Communicating with learners who are hard-of-hearing
Put the learner close to the teacher for better sound
reception and visual cues
Be sure the light, natural or artificial, falls on the teachers
face rather than behind
Reduce classroom noise levels with wall hangings, mats,
curtains
Get the learners attention before commencing talking
Make use of the residual hearing by using amplification
Speak slowly, clearly and face to face with the learner
Rephrase - especially if the learner does not understand
what was said
Write key words or outlines when shifting to a new topic
Seat or place the learner in a position with full visual access
to the teacher

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Section 3
Communicating with learners who are profoundly/totally deaf
Enunciate clearly to support lip reading

Utilise sign language teach signs to the whole class
Finger spelling
Back up verbal communication with writing/typing
Provide the learner with copies of instructions assignments,
summaries of discussions and key points
Use body language, pantomime and natural gestures
Prepare visual aids to supplement the lesson
Use multi-sensory approaches
Break up long sentences and instructions
Choose simple words
Repeat new words numerous times
Assign a buddy for note sharing and discussion
Have learners work in groups
Use concrete aids
Ideas
Talk to them not about them.
Reading
While reading a story to the class, show the book or prepare
visual aids. After the story, group the class into 5. Give each
group strips of paper with the important details of the story.
After 5 minutes or so, let them arrange the strips according to
the sequence of the story. Each member of the group will stand
while holding the strip. The first group to finish the sequence
correctly will be declared the winner.
Music
Let the hearing impaired hold a stick or drum. While the other
students are singing a song, the child can beat the drum every
four counts. The teacher has to count showing his fingers for
the child to follow. This way, the child knows that when the
teacher shows four fingers, he has to beat the drum. After a
week, the teacher may let the child beat the drum at the second
and fourth beats.

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Survival Tips!
Be patient.
Stay positive and relaxed.
Plan, plan, plan
Be flexible
Congratulate yourself for a job well done!
Use the learners strengths
Resources
Strategies for teaching learners with hearing impairment
http://www.as.wvu.edu/~scidis/hearing.html
Hear-it AISBL is comprised of IFHOH (The International
Federation of the Hard Of Hearing), AEA (Association
Europenne des Audioprothsistes).
Extensive resources to support teachers, families,
stakeholders.
http://www.hear-it.org/
Deaf Ministries International. Links to project in the Philippines
http://www.deafmin.org/

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Sensory Impairment: Vision

About vision impairment
When one or more parts of the eye or brain used for
processing images becomes diseased or damaged, a loss
of vision can occur. Loss can be mild to severe. Treatment
will depend on the severity and range from medical
treatment and/or surgery to prescribing corrective lenses.
Vision impairment is a term used to describe any kind of
vision loss, whether total or partial vision loss. Vision
impairment can interfere with acquiring information or
interaction with the environment to the extent that special
education instruction and related services may be needed.
Some terminology
Visual acuity: clearness of vision
Partially sighted: visual acuity between 6/18-6/24 in
either eye, with more than perception of light
Low vision generally a severe visual impairment, not
limited to distance vision. Low vision applies to all
individuals with sight, unable to read the newspaper at a
normal viewing distance, with the aid of eyeglasses or
contact lenses. A combination of vision and other senses
are used to learn, adaptations in lighting or the size of
print or Braille may be needed. Other descriptions of low
vision include:
o Myopic - near-sighted or short-sighted,
impairment seeing distant objects
o Hyperopic - far-sighted or long-sighted
impairment seeing close objects
Legally blind: person has less than 6/60 vision in the
better eye or a very limited field of vision ( see table
below)
Totally blind:- No vision. Learners use Braille or other
non-visual media.

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Visual Acuity measures
One way of understanding vision loss is to compare
measures on a visual acuity scale.
A visual acuity of 6/6 could be explained in this way.
Detail from 6 metres away is what a learner with normal
eyesight would see from 6 metres. If the visual acuity is
6/18, this person would need to be 6 metres away from an
object that a person with normal eyesight could see from 18
metres away.
Visual Acuity
Distance from Object

normal
patient
6/60
60
6/48
48
6/36
36
6/30
30
6/24
24
6/18
18
6/15
15
6/12
12
6/9
6/7.5
7.5
6/6
Recognizing vision impairment

The checklist provided is a guide only for teachers in order
to better understand the learner who is having significant
difficulties with vision. The information may then support
referral to relevant specialists.

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Section 3
Eyesight Checklist
Grade:
Date:
School:
Name:
Teacher:
Comment
Behavior
Limited attention span in reading or writing activities
Makes excessive head movements or tilts when looking
at print or reading
Reluctant to commence reading, writing or close work
Makes errors when copying, missing letters, words, lines
Squints or frowns when looking at things- near or far
Has problems tracking print- Loses place when reading,
skips lines
Holds book very close
Omits words or makes errors when reading or copying
Closes or covers one eye when reading or doing near
work
Confuses similar words
Has unusual sitting posture when reading
Tilts head excessively to one side, up or down
Holds head forward to look at a distance
Rubs or pokes eyes
Turns head to apparently favor one eye
Is nervous, irritable, tense or restless after maintaining
visual
Concentration is slow
Misses some nonverbal cues
Misinterprets social cues

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Comment
Appearance of eyes
Turned eye/eyes- in or out
Frequent eye movements, quivering
Frequent blinking
Red eyes
Frequent eye infections
Watering eyes
Light sensitivity
Physical issues
Headaches
Sore eyes
Feeling of pressure in, near, behind eyes
Difficulty seeing clearly at distance
Blurring of vision while reading or writing
Print moves while reading or writing
Seeing double
Burning or itching eyes especially during or after close
work
Additional
information:
Follow up:
When:

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Section 3
Adjustments
Respect the learner and build independence. Ask them
what they need.
Classroom environment
Learners may need mobility training in their environment.
Arrange class in an open plan, at least one wider aisle
with easy access/egress
Remove clutter
Only change the environment if the learner has had prior
warning
Arrange space for special equipment
Seat the learner in the most optimum position for their
available vision (ask experts about this)
Assign sighted buddies (ask first! )
Curriculum materials
Increase the size of the font on printed materials or
enlarge photocopies to the recommended size
Use concrete materials
Use dark lined paper (make a master of this to copy)
Investigate supportive colors and textures for the learner
and use these on the board, posters, flashcards, printed
materials, embossed print
Equipment
There are many devices to help the learner with vision
impairment. Equipment plus residual vision and other
senses help with reading, writing and participation.
Low vision aids include:
computers voice-activated software
magnifiers
special lighting
large print materials
Aids for learners who are blind
voice activated computers, talking clock and calculator
cane
guide dog
sighted guide
Brailler - a system where print is converted to Braille

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Section 3
Teaching strategies
Multi-sensory teaching will ensure there are multiple
entry points for learners. The kinesthetic, tactile and
auditory domains are crucial for learners with vision
impairment.
Use the primary motivators of the learner
Use the time to describe where objects are placed
eg Your pencil is at 3:00 o'clock.
Use sighted classmates to dictate homework or other
important tasks or ideas (ask first)
Give explicit instructions and oral presentations
ie If you are showing the class something, think of the
exact language that describes on the top left corner of
the page put .. rather than up here put..
Face the learner when you are speaking.
Avoid commentating between instructions.
Use local examples and teaching materials.
Program in additional time for the learner to complete
tasks or adjust tasks to make this equitable. Seek advice
about this.

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Section 3
Use alternative assessments (other than writing) to allow
the learner opportunities to demonstrate the potentials of
their skill and knowledge.
Seek advice from experts to assist you with
modifications
Ideas
Support the appreciation of classmates by making
posters of inspirational statements of people the class
admire.
The greatest tragedy in life is for people who have sight,

but no vision. - Helen Keller
Profile the diversity in the class to build understanding

that adjustments are made for everyone from time to
time.
Include all learners in the class in learning about Braille.
Classmates will enjoy writing their spelling words or
tables in Braille.
Engage volunteers to make Braille resources using the
Braille alphabet and a pen or pencil
Make all flashcards, posters, resources with a tactile
component. Other learners will also benefit. eg glue
sand on letters
Think of inventive ways to write Learners write new
words/key words on each others backs.
Find inspirational material to build self esteem.
A CREED FOR SUPPORT
I am a person, just like you
It is not necessary to shout when you talk to me
Ask me what I want, not my companion
I would like to know who is in the room with me
Please identify yourself and the other people around
Please tell me when you are leaving
Show me the rail and some obstacles along the way
Don't help me, ask me if I need help

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Resources
Resources for the Blind Inc a guide to services and
locations in the Philippines
www.blind.org.ph
Wikipedia online encyclopaedia with information from a
variety of sources. Other links are usually
http://en.wikipedia.org/wiki/Visual_impairment
Information about particular conditions affecting vision
http://www.kidshealth.org/teen/diseases_conditions/sight/vi
sual_impairment.html
Inspiration from a sporting organization
http://www.blindsport.org.nz

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About social and emotional problems
They are many types and causes of social and emotional
problems. Two areas will be covered in this section.
Mental health
Child abuse
Mental health and mental illness are different.
Mental health refers to the balance between all aspects of life -
social, physical, spiritual and emotional. Mental health can affect

how the various aspects of life are managed. It is an integral part
of overall health.
Mental illness refers to variety of diagnosed disorders and
conditions, some are better known than others.
Depression
Schizophrenia
Manic depression
International research suggests that 1:5 people will experience a
mental health problem some time in their lives.
Mental Health is concerned with how a person:
feels about themselves
feels about others
manages the ups and downs of daily life
The most common forms of mental health problems in children
and young people are
emotional disorders, such as anxiety, phobias and depression
hyperkinetic disorders, such as attention deficit (hyperactivity)
disorder
habit disorders, such as tics, sleeping problems, soiling
post-traumatic syndromes after traumatic events like disaster,
abuse

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Depression is the most likely medical disorder seen in school
aged children. It affects thoughts, feelings, physical health and

behaviors. Depression may be caused by family history, other
general medical illnesses, some medicines, drugs and/or
alcohol, other psychiatric conditions.
Child abuse refers to ill-treatment of children. Abuse can be
physical
sexual
emotional
neglect
Child protection in the Philippines is mandated in law: Republic
Act No. 7610, "The Special Protection of Children Against Child

Abuse". Other decrees make it more explicit what actions will be
undertaken. Some targeted areas are child labor and

prostitution. Details are available through the Department of
Justice, Philippines
http://www.doj.gov.ph/children1.html.
Resources and support are available through the Child
Protection in the Philippines resource network at
http://www.childprotection.org.ph/
Recognizing social and emotional problems

Risk factors for developing mental health problems
Learners could be at risk of developing mental health problems
when one or more of the following risk factors apply
disability- learners with some disabilities are overrepresented
in mental health prevalence data (autism, learning disability)
family history of mental health problems
family trauma- death, divorce, new marriage/family
other health or development problems, such as physical
illness
communication difficulties
low self esteem ,self concept
having no friends

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bullying
low school performance
abuse, neglect inconsistent or unclear discipline
low socio-economic circumstances
Protective factors for prevention of mental health problems

Learners may be less at risk of developing mental health
problems, when one or more of the following preventative or
resilience factors apply
higher intelligence
calm and positive temperament
good communication skills
at least one positive parent-child relationship
a range of significant other people in the learners network
secure attachments to and affection from others
supervision and consistency from carers and teachers
positive school experiences:-learning achievement,
friendships, recognition
positive home environment
The checklist below is a guide for discussion only and cannot

diagnose mental health problems or mental illness. It is
important for teachers to discuss concerns with parents.
The checklist does not confirm child abuse and is a guide only to
raise awareness of teachers of the possibility of child abuse.
Teacher need to discuss suspected child abuse with the
principal. Reporting of suspected child abuse is made to
Bantay Bata 163.
Further information is available at the Bantay Bata 163 website
http://www.bantaybata163.com/
There is a higher incidence of mental illness and abuse in people

with disabilities.

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Section 3
Name:
Teacher:
Mental health
indicators
Checklist for social and emotional problems

Grade:
Date:
School:
Feelings about the self
enthusiasm
coping with stress
coping with disappointment
tolerance of others
happy with self
Feelings about others
consideration of others
strong friendships
positive connections to family
trust of others
trusted by others
empathy
Managing day to day life
Depression
sets and achieves goals

takes responsibility
works through problems
flexible approach to life
involves themselves in new experiences
One or more symptoms will be present for an extended

period of time. It is suggested that 2 weeks of continuous
feelings requires further investigation
loss of interest in previously enjoyed activities

feelings of panic
feeling sad, upset
feeling lethargic or tired all the time
feeling anxious
feeling restless
feeling worthless or guilty
indigestion, constipation, diarrhoea
loss of appetite
weight loss
thoughts of self harm

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Child abuse
forgetting things
difficulty concentrating
trouble making decisions
sleeplessness or too much sleepiness
headaches
unexplained pain
Although these signs do not necessarily indicate that a

child has been abused, they may help adults recognize
that something is wrong. The possibility of abuse needs to
be investigated if a child shows a number of these
symptoms, or any of them to a marked degree:
Sexual Abuse
inappropriate affection or sexual knowledge
for age
complaints of pain in genital area
extreme behaviors
personality changes, mood swings
regression in behaviour, wetting
changes to eating behavior
social withdrawal
limited concentration, attention in school
fear of known person/s
nightmares
becomes worried about clothing being
removed
drawing sexually explicit pictures
trying to be 'good' or perfectly behaved
Physical Abuse
unexplained injuries
covering of injuries
running away
fear of physical contact
self harm
aggression
excessive punishment disclosed
afraid of perpetrator finding out of
disclosure

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Section 3
Emotional Abuse
underweight, failure to thrive

onset of speech disorders
self denigration
fear of making mistakes
fear of new situations
rocking, hair twisting, head banging
extreme passivity or aggression
extreme reaction to raised voices
reports being frequetly yelled, screamed or
shouted at
unusually hungry or signs of malnutrition

lack of cleanliness and personal care
fatigue, extreme tiredness
often ill
untreated medical problems
poor social relationships
scavenging
lack of care for belongings/property
frequent unexplained absences from school
Neglect
Adapted from the Kidscape website 2007

http://www.kidscape.org.uk/professionals/childabuse.shtml
Risk/Protective The lists earlier in this section can be used as a framework

to guide further discussion.
factors
Follow up:
Who/what?
When?

186
Section 3
Adjustments
Learners with mental health problems, may not recognize that
they are experiencing problems and so do not get the help they
need.
They might
have trouble asking for help
blame themselves
not be aware that treatment is available or can help
The teacher has an important role because they are often the
first to notice problems.
They can
actively listen to the learner (if they choose to disclose to the
teacher)
advise of others the learner might prefer to talk with: friends,
special relatives, a priest, imam or other spiritual advisor,
another teacher or the principal
use the checklist to guide discussion with the learner
reassure them that they are not to blame for the difficulties
they are experiencing and that help is available
communicate with parents following discussion with the
learner (a crucial step in getting the help that is needed)
If there is a learner in the class experiencing problems in this
area
set up a support network for them at school
create a safe place for the learner to go if they are feeling
anxious, overwhelmed, emotional
work with families to manage medication, monitor the
wellbeing of the learner, communicate

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Section 3
Teachers are crucial in recognizing suspected child abuse
If you suspect abuse and/or a learner discloses:
reassure them
find a quiet place to talk
believe them- even if the events did not occur the learner
still needs help
actively listen
express respect that the learner has told someone
Affirm that you will do your best to protect and support
them
Follow the procedures outlined in DepEd child protection
policies
Put support mechanisms in place to support the learner
(see Depression)
Stress that the learner is not to blame
Adapted from the Kidscape website 2007

http://www.kidscape.org.uk/professionals/childabuse.shtml
Teaching strategies
It is important to raise awareness about mental health, wellbeing
and child protection with the whole class, especially that help is
available.
When you notice some changes in behaviour or mood
Start by saying you have noticed some changes and ask how
things are going?
Actively listen to the learner and tell them you will not judge
them
Recognize the point at which the problem needs to be
referred to others
After the diagnosis or report
Take an interest in the treatment and how the learner is going
Encouraged exercise, healthy eating and involvement in class
and social activities
Keep in touch with families or carers
Develop support mechanisms to help the learner when

188
Section 3
problems arise at school
Be flexible: Modify and adjust learning programs and
expectations to cater for fluctuations in the learners wellness
and emotional state
It is NOT helpful to
blame family circumstances

tell the learner to get over their problems
tell the learner they are lazy or need to try harder
avoid the learner
hope the problem will disappear
Ideas
WEBSITE RESOURCES
See resources for a range of websites.
Visit the Beyond Blue website for resources to share with
learners and colleagues. The site deals with depression, anxiety,
bipolar disorder and post natal depression. Many fact sheets and
resources for teachers are available.
A downloadable 30 session learning program is available that
teaches skills to increase the capacity to deal with 'life'
challenges.
The program is built around the development of protective
factors in learners
sense of self worth
sense of control
sense of belonging
sense of purpose
sense of future
sense of humor
http://www.beyondblue.org.au/

189
Section 3
FEELINGS CHART
Support learners with limited ability to identify feelings by
providing a feelings chart. Specifically teach feelings.
Happy
Angry
Tired
Unwell
Scared
Bored
Sad
Confused
Worried

190
Section 3
Resources
The Philippines Bantay Bata 163 child welfare website
http://www.bantaybata163.com/
Headroom: A mental health and wellbeing resource site for
teachers, students, parents, service providers
http://www.headroom.net.au/
Australian Institute of Health & Welfare free publications with the
latest research
http://www.aihw.gov.au/publications/index.cfm/
Federal Emergency Management Agency website for kids: After
the disaster post trauma mental health checklist for children.
Colouring book/story to help children understand disasters.
Many games and resources.
http://www.fema.gov/kids/tch_mntl.htm
Bright futures, Georgetown University mental health resource
website.
http://www.brightfutures.org/mentalhealth/pdf/tools.html

191
Section 3
Speech and language impairment

About speech and language impairment
Speech and language impairment occurs when problems occur
with the parts of the brain and/or body used to process and
produce speech and language. This results in a communication
disability. Speech and language delays may influenced by many
factors, including environmental factors.
Speech refers to talking. Language refers to the whole system of
communication
Other impairments may not cause speech and language
impairment but could coexist with speech and language
impairment. For example:- A student with a hearing impairment,
could also have a communication disability.
Five areas commonly affected by speech and language
impairment are
speech processing:-what happens in the brain after we hear
speech or other noises
speech production:-sequenced and coordinated movement of
all the body parts needed for speech
language processing:-understanding the communication
message- whether written, oral, non-verbal
language production:- planning and sending a message in the
brain, using a conventional language system written, oral,
non-verbal
language use:- choosing the right type of language for the
context
A learner with a speech and language impairment will have
problems in at least one of these areas and as with other
disabilities, each learner will be unique.
Some learners may have severe communication disabilities that
require augmentative communication devices or alternative
language systems (signing).

192
Section 3
Recognizing speech and language impairment
Speech and language impairments may occur in one or more of
these five areas and be across the range mild to severe.
speech processing:-recognizing speech sounds coming to
them from a variety of sources
speech production:-articulation, enunciation
language processing:-understanding the way communication
is sent to them- whether written, oral, non-verbal
language production:- creating their own language using a
language system understood by others written, oral, nonverbal
language use:- choosing and using the right type of language
for the context
The list below outlines some speech and language milestones
that could reasonably be expected of most learners of about 5
years old in their first language.
Understanding of spatial concepts such as behind, next to, in
front of
Command of speech with some difficulties with long words eg
sgabetti instead of spaghetti
Spoken vocabulary of around 300 words
Descriptions of simple processes and events- how to get to
school
Categorization of some words:- animals, fruit
Understanding and answering complex questions eg using
why?, why not?
The following checklist is a guide only and cannot diagnose
speech and language disorders and disabilities. The components
are useful for teachers as a tool to
better understand learners whose speech and language
skills are of concern
form the basis of discussion with families and educators
with expertise in this area

193
Section 3
Name:
Teacher:
Speech and language impairment checklist

Grade:
Date:
School:
Speech processing
Difficulties will be experienced with one or more of

the following
distinguishing differences between sounds
following instructions
completing all of a task
tiring during talk sessions
responding to questions
Speech production
articulation
substitutions of sounds
omissions of sounds
distortion of sounds
stuttering or lack of fluency
hoarseness
voice volume control
vocabulary development
Language processing
understanding sounds and their

connections to pictures
interest in stories (lacking)
understanding and asking questions
understanding instructions
attention and concentration
word finding
comprehension
Language production
asking questions and responding to

questions
responding to instructions
summarising and retelling
sequencing
reading, decoding
finding the right word

194
Section 3
Language use
cocktail language- retelling lacks

substance or detail. eg We went there on
the weekend and we saw them and they
were good
written language
spelling
Other
depends on others to get started with

tasks
looks around when instructions are given
or questions asked
may do only part of a task
answers to questions may be
inappropriate
may respond literally- Its a heavenly
day!- No, its not its Monday.
Comment:
Follow up:
Who/what?
When?

195
Section 3
Adjustments
provide written back up of instructions, tasks on the board or
copied
display charts and posters
o class routines
o checklist for starting a task
o independently finding out what to do
o getting ready in the morning/afternoon
o with question starters
teach self help skills
teach routines
Teaching strategies
Rule out the presence of vision and hearing problems
Use a multi-sensory approach to ensure learners have a
range of modalities through which to understand
Do introductory activities for new lessons to get learners tuned
in to what is happening
Pre-teach the vocabulary needed for the lesson- all learners
will benefit from this
Allow time for the learner to process language and formulate
responses
Questioning
o Teach levels of questioning ( see Ideas) and ask the
learner questions at their level of skill and to develop
skills
o Use a hierarchy of supports
Repeat
Repeat with different words
Simplify
Reframe as a statement
Add visual cues
Say the sentence and leave a gap where the
right word or phrase will go
Say the answer as if the learner was about to
say it, re-ask the question for the learner to
repeat the answer

196
Section 3
Ideas
ARTICULATION
Speech games that target the focus sounds
Rhyming games
Tongue twisters
Songs
Nonsense words
Have fun specifically teaching idioms and metaphors
CUE CARDS/POSTERS
An example of a visual cue to help learners with a routine
remembering the routine of things to do in the morning
A hand is ideal for a list of up to 5 things
Pencils & books ready
Homework on my table
Look at schedule
Check the time

Bag on hook

197
Section 3
QUESTIONS
Play cooperative card games in which learners need to ask for cards,
match
Use the who/what/when/where/why/how dice to frame stories, telling news,
recounting events
Use the Blank, Rose and Berlin levels of questioning to help plan the
questions asked of learners at different levels. Level one questions equate
closely to the Remember level of Blooms taxonomy (pg 93)
Level 1
Level 2
Level 3
Level 4
Show me what
What is s/he
Which one is
What could we
you touched.
doing?
not ?
use (to fix)?
Show me what
Find one that
Find one that is
What could you
you heard.
is
and
do if ?
Show me a .
Tell me its
Find one that is
How can we tell
Whats this
(colour, size)
not
?
called?
How are these
Tell the story.
Why will?
What did you
two different?
What happened
Why wouldnt
touch?
Finish this
to all of these?
you.?
What did you
(eg I like to)
Tell how ? (eg
What will happen
hear?
Where?
we made cakes) if?
Can you find
Who?
How are these
one like this?
What things
the same?
Say this
(eg fly)
What could
What did you
Find one that
s/he say?
see?
can (eg cut)
What else
What is this?
What is
(eg flies)?
happening?
What will
happen next?
What is a
(eg car)?
Blank, M, Rose, S A, & Berlin, L, 1978,

The preschool language assessment instrument,
Pro Ed, Australia

198
Section 3
Resources
Philippine Association of Speech Pathologists
http://www.pasp.org.ph/pasp_pages/faqs_pg.html
Online speech and language activities
http://www.angelfire.com/nj/speechlanguage/Onlineactivities.html
American speech, language and hearing associaiton
http://www.asha.org/students/professions/overview/sld.htm
About.com Special Education information website.
http://specialed.about.com/cs/exceptionalities/a/speech.htm

199
Section 4
Monitoring and review

200
Section 3
About monitoring and review

The Republic of the Philippines Department of Education is committed to
quality assurance and continuous improvement.
Monitoring of the implementation of this resource, aligns with the purposes of
the National Competency Based Teacher Standards (NCBTS). The standards
are designed as
an integrated theoretical framework defining the dimensions of effective

teaching where effective teaching means being able to help all kinds of
students learn the different learning goals in the curriculum.
The framework recognizes, that what teachers know and do, is the most
important factor influencing student learning outcomes.
It covers
teacher self reflection on practice
development of new teaching practices
professional development planning
use of common language in the profession, to frame discussion
around teaching practices
The Philippine Education for All 2015 Plan (2005) aims for a 2% increase in
the numbers of learners with disabilities identified each year.
Implementation of concepts and strategies in this resource will support the
DepEd plan and the NCBTS by
increasing the knowledge of teachers about planning and teaching
for all learners, including those with disabilities
enhancing the capabilities of teachers in regular classrooms in
identifying learners with existing or emerging needs
enhancing the capabilities of teachers in provision of quality
educational programs, modifications and adjustments to support all
learners
increasing awareness of disability and disability issues in schools
and their communities
increasing connections between schools, special education expertise
and the community
advocating structures that build a culture of inquiry and partnership
among teachers

201
Section 3
The intended audiences for the resource are:
Receiving teachers of learners with disabilities or grade level
teachers needing additional information to identify the learning needs
of others in their classes
Leaders who are new to the area of special education or require
additional information to support teachers
Special education teachers who are specialists in particular areas
and need general information about other disabilities, curriculum and
ideas
Region, Division and District personnel with responsibility for special
education
Other stakeholders, volunteers and parents. Leaders and teachers
may find some resources and information in the resource useful for
sharing with these groups.

202
Section 3
1. Professional development
The resource is designed as front line general information for educators.
It allows discreet sections to be provided to schools as required. For example:
A teacher may receive a learner with hearing impairment and need some
information to assist them to make adjustments until an Individualized
Education Plan can be organized. The relevant section can be copied and
forwarded.
It can also be used as:
a comprehensive professional learning program or as a whole or in
sections
teacher intervention planning
to inform Region, Division, School based action planning
a basis for professional discussion and learning with School Based
Learning Groups
information sharing with families and stakeholders
a reference
self directed learning with the E-Learning resource
The Division Office can monitor the use and implementation of the resource
through existing processes
Monitoring the school action plan

Accomplishment reports twice a year
Visits twice a year
Interviews and consultations
Surveys and questionnaires
School administrators can monitor improvement through existing processes.

Quarterly accomplishment reports
Performance management
Interviews, consultations and feedback
Informal and formal observation
Implementation of the Individualized Education Plan

203
Section 3
2. Templates for monitoring and review
The following pages provide models of interview guides used in some
divisions. Two of them have a focus on special education.
Division special education interview guide for principal
Division special education interview guide for teachers
Teacher observation checklist
Your division or region may have their own proformas.

204
Section 3
Sample: Division special education interview guide for principal
Provided by Carina Frasco ES1Pvt. Schools/SPED Compostela Valley
Name
School
Date
District
Division
Region
List any problems with implementation of the SPED program
List actions undertaken to solve problems
List follow up or assistance provided for teachers (including observation)
List disabilities observed
List teacher strengths and points for development
List best practices in special education evident as a result of professional

learning
List how parents, community and LGUs have been involved
List involvement in co-curricular activities, awards/honors received
Other comments
Follow up
Interviewed by

205
Section 3
Sample: Division special education interview guide for teachers
Provided by Carina Frasco ES1Pvt. Schools/SPED Compostela Valley
Name
School
Date
Qualifications
District
Division
Region
List any problems with implementation of the SPED program
List suggested actions to solve problems
List follow up training or assistance provided in special education and who

provided it
List how training has been implemented in the classroom
List how training has been shared with colleagues
List how parents and community members have been involved in your school
activities
What additional professional learning and support required
Other comments
Follow up
Interviewed by

206
Section 3
Teacher observation checklist
Teacher
Subject
Date
Teacher Behavior
Observations
Grade
School
District
Observer
comment
Teacher
comment
Presentation of lesson
Checks assignment
Explains objectives
Motivates learners
Involves all learners
Relates to previous
lesson
Development of lesson
Anticipates learner
difficulties
Mastery of lesson
Logical sequence
Uses inclusive
methods
Utilizes appropriate
aids
Appropriate tasks
Asks appropriate
questions
Gives appropriate
feedback to learners
Integrates values
Keeps learners
engaged
Monitors progress
Gives appropriate
assessments
Utilizes instruction
time
Teacher delivery skill
Communicates
appropriately
Appropriate
nonverbal
communication
Visuals: Boardwork, &
Handouts
Readable to all
Sequenced
Highlights important
points
Handouts accessible
to all learners

207
Section 3
Teacher Behavior
Observations
Observer
comment
Teacher
comment
Behavior management
Actively engages all
learners
Interaction with all
learners
Manages transitions
Positively reinforces
Wrap up
Opportunities for
learners to show
learning
Teacher provides
summary
Summary:
Follow up:

208
Acronyms
AAMD
ABA
ACA
AFA
AFCIG
APDDP
ASNE
Au
BCFE
BD
BEE
BESRA
BSE
CBDS
CCP
CD
CP
CPAP
CRM
CSIE
CSN
CWA
DB
DECS
DICAG
DMI
DSA
DSWD
EADSNE
EARS
EEC
EED
EENET
EFA
EPP
FE
FL
G
GOs
HI
American Association on Mental Deficiency

Applied Behavior Analysis
Assessment of Children with Autism
Action for Autism
Assessment of Filipino Childrens Intellectual Giftedness
Asian and Pacific Decade of Disabled Persons
Action on Special Needs Education
Autism
Basic Classroom Furniture and Equipment
Behavior Disorder
Bureau of Elementary Education
Basic Education and Sector Reform Agenda
Bureau of Secondary Education
Community-Based Delivery System
Cooperative Class Plan
Communication Disorders
Cerebral Palsy
Cerebral Palsy and Protection
Criterion-reference measures
Center for Studies on Inclusive Education
Children with Special Needs
Children with Autism
Deaf-blind
Department of Education Culture and Sports (former
DepEd)
Disabled Childrens Action Group
Down Syndrome Association
Department of Social Welfare and Development
European Agency for Development in Special Needs
Education
Educational Assessment and Resource Services
Elementary Education Curriculum
Elementary Education Division
Enabling Education Network
Education For All
Edukasyong Pantahanan at Pangkabuhayan
Formal Education
Fast Learner
Giftedness
Government Organizations
Hearing Impairment

209
HKS
IADL
IDEA
IE
IEP
ILO
ITP
LD
LGU
LV
MD
MH
MR
MSEP
NCDP
NFE
NGOs
NOH-SCC
OECD
OH
OI
PACMR
PAP
PASE
PELC
PEPT
PMAG
PSF
PTC
PTM
RA
RAMSE
RS
SBLG
SD
SDS
SEC
SEC
SED
SED
SHP
SK
Heograpiya, Kasaysayan at Sibika

Instrumental Activities for Daily Living
Individuals with Disabilities Education Act
Inclusive Education
Individualized Educational Plan
International Labor Organization
Itinerant Teacher Plan
Learning Disability
Local Government Unit
Low Vision
Multiple Disabilities
Multiple Handicap
Mental Retardation
Musika, Sining at Edukasyon sa Pagpapalakas ng
Katawan
National Commission for Disabled Persons
Non-Formal Education
Non-Government Organizations
National Orthopedic Hospital School for Crippled Children
Organization for Economic Cooperation and
Development
Orthopaedically Handicapped
Orthopedic Impairments
Psycho-educational Assessment of Children with Mental
Retardation
Philippine Action Plan
Psycho-educational Assessment in Special Education
Philippine Elementary Learning Competencies
Philippine educational Placement Test
Parents Mobilization Action Group
Presidents Social Funds
Prescriptive Teaching Circuit
Prescriptive Teaching Module
Republic Act
Region-wide Assessment in Mathematics, Science and
English
Residential School
School-Based Learning Group
Speech Disorder
Special Day School
Special Education Center
Secondary Education Curriculum
Special Education Division
Secondary Education Division
Special Health Problems
Sibika at Kultura

210
SLD
SPED
TB
TBI
TEACH
TPDF
UNESCO
UNICEF
VAKT
VI
WHO
Specific Learning Disabilities

Special Education
Totally Blind
Traumatic Brain Injury
Teaching Exceptional and Advanced Children
Teacher Performance and Development Framework
United Nations Educational, Scientific and Cultural
Organization
United Nations International Childrens Emergency Fund
Visual, Auditory, Kinesthetic Tactile
Visual Impairment
World Health Organization

211
Glossary
Adjustments
Backwards chaining
Behavior management
Chunking
Cloze
Conflict prevention
Cueing
Curriculum
Equity
Expressive language
Goal
Graphic organizers
Guided movement
HOTS
Inclusion
Instructional strategies
Jargon
Kinesthetic
KWL
Learners
Learning difficulty
Learning disability
Structures, strategies and resources in place to

support a learner: accommodations
Task analysis of an action or skill and scaffolding
given up to the point of independence. Gradually
less and less support is given as a learner
acquires the skill
Planned strategies to support appropriate
behavior
Grouping information in a variety of meaningful
ways to support recall
Planned omission of words in text
Processes in place to avert escalation of
differences and concerns
Prompts. Providing physical, material and or
verbal aids
The planned program of teaching and learning
constructed by teachers to achieve educational
competencies
The concept of equal access to education and
fair and just benefit to all learners
communication in oral and written forms
Broad aim or target
Visual ways of organising information
Using physical prompts or guidance to support a
learner
Higher order thinking skills
Providing an environment that is flexible and able
to adapt to cater for the diversity of learners
Strategies for providing instruction to learners
Words only known and used by a particular
group
Describing movement
A cognitive learning strategy. K= know, W=want
to learn, L= learnt
Pupils and students
Description on page 134
Description on page 134

212
Learning environment
Learning styles
Literacy
Mnemonics
Multigrade class
Multi-sensory approach
Numeracy
Objective
Pedagogy
Perseveration
Phonemic awareness
Phonological awareness
Prompting
Receptive language
Scaffold
Sensory impairments
Special provisions
Task analysis
Tactile
A physical location or area where teaching and

learning occurs
The ability to understand, analyse, critically
respond to and produce appropriate spoken,
written, visual and multimedia communication in
different contexts
A strategy using meaningful associations to
assist memory
More than one grade in one class room with one
teacher
Engaging 2 or more senses simultaneously in a
learning activity
The ability to understand, analyse, critically
respond to and use mathematics in different
social contexts
Specific target to be achieved in a time frame
The science of teaching- repertoires of practice
A tendency to focus on something or repeat
actions obsessively or inappropriately
Matching sounds to letters
Ability to discriminate and manipulate the sounds
in language
Cueing. Providing physical, material and or
verbal aids
Receiving and understanding language
Support, assistance and temporary guidance
provided by experienced others to assist learners
to acquire mastery of skills
Impairments that impact on the effective use of
one or more of the senses
Measures in place, tailored for a particular
learner
Analysis and listing of the components a skill,
capability, action, knowledge
Related to touch

213
References
Australian Association of Special Education, 2004, Standards for highly accomplished
special education teachers
Bureau of Elementary Education Department of Education, Culture & Sports 1994, The
multigrade teachers handbook, reprinted by BEAM 2007
Department of Education and Childrens Services, 2004, Early intervention learning
difficulties: Working collaboratively: improving outcomes for learners
Department of Education Tasmania, 2006, Getting started: A guide for teachers of
students with disabilities in regular schools
Department of Education, Philippines-Australia Basic Education Assistance for Mindanao,
Multigrade teaching and learning
Dizon E, Sacris C, 2002, Individualization of educational contents and strategies: Trends &
application in varied placement programs for children with special needs, University of the
Philippines
Erickson R, Ysseldyke J, Thurlow M, Elliot J, 1998, Inclusive assessments and
accountability systems: Tools of the trade in educational reform
Giangreco M, 1997, Quick guides to inclusion: Ideas for education students with
disabilities, Maryland, USA, Paul H Brookes
Inclusion International Asia Pacific Region, 2004, Supporting children with a disability &
Including children with special needs in village schools, Adapted Samoa Department of
Education
Mastropieri M, Scruggs T, The inclusive classroom: Strategies for instruction 2nd edition,
Pearson, Ohio
Mindanao E Learning Space, 2004-5, Constructivism in teaching and learning
Mindanao E Learning Space, 2005-6, Higher order thinking skills
Mindanao E Learning Space, 2005-6, Multiple intelligences
National Council for the Welfare of Disabled Persons, 1999, Philippine dictionary of signs
Republic of the Philippines, Department of Education, 1997, Handbook on inclusive
education

214
Republic of the Philippines, Department of Education, 1997, Handbook on special
education
Special Education Division, Bureau of Elementary Education, Department of Education,

2004, Learning package for children with autism
Special Education Division, Bureau of Elementary Education, Department of Education
Culture and Sports, 2001, Basic learning competencies and teachers guide for children
with intellectual disability Volume 2
Special Education Division, Bureau of Elementary Education, Ministry of Education Culture

and Sports, 1997, Policies and guidelines for special education
Staff Development Division, Bureau of Elementary Education, Department of Education,
Philippines Community of Learners Foundation, United Nations Childrens Fund, 2002,
Effective teaching and learning in child-friendly schools: A training manual
Staff Development Division, Bureau of Elementary Education, Department of Education,
Philippines Community of Learners Foundation, United Nations Childrens Fund, 2002,
Protective and inclusive child-friendly schools: A training manual
Taylor C, 2005, Walking the talk-building a culture of success, Random House UK

Titong, C, 2004,The classroom organisation and management program: A workshop
manual for teachers of children with learning disabilities
Victorian Institute of Teaching, 2004, Supporting provisionally registered teachers: a guide
for planning induction and mentoring in Victorian schools
Westwood P, 2003, Commonsense methods for children with special needs, 4th edition,
London, MacMillan

215
References: Websites
Resources for the Blind Incorporated
www.blind.org.ph
Learning difficulties on line
www.ldonline.org/ld_indepth
Chan Robles virtual law library
www.chanrobles.com
Department of Education of the Philippines
www.DepEd.gov.ph
Department of Education and Childrens Services, South Australia
www.decs.sa.gov.au
www.deafmin.org
Teachernet: the education site for teachers
www.teachernet.gov.uk
L D Pride
www.ldpride.net
The World Caf
www.theworldcafe.com
Autism Association of South Australia
www.autismsa.org
Kurwongbah state school, Queensland
http://www.kurwongbss.eq.edu.au/thinking
Education Tasmania, Inclusive education
http://ltag.education.tas.gov.au/focus/inclusiveprac

216
Appendix 1
A list of Legislation Orders and Republic Acts Pertaining to Special Education
DECS Order #26 s. 1997 March 7, 1997
Institutionalization of SPED Programs in all Schools
Executive Order #417
Directing the Implementation of he Economic Independence Program for Persons with
Disabilities
DECS Order #5, s. 1998 January 21, 1998
Teachers and Principal Items to Special Education SPED Teachers and Special School
Principal Items
Batas Pambansang Bilang 344 Accessibility Law
An act to enhance the mobility of disabled persons by requiring certain buildings institution,
establishments and public utilities to install facilities and other devices
DepEd Memo #278 s. 2005 September 23, 2005
2nd BIENNIAL CONGRESS in Gifted Education
Presidential Proclamation No. 189 Oct. 19, 1999
The 2004 National Week for the Gifted and Talented will be observed on Nov 22-26.
DECS Order #91 s. 1999 Oct. 30, 1999
Guidelines on the Establishments and Operation of Integrated Schools
DECS Order #108 s. 1999 Oct. 5, 1999
Strengthening of Special Education Programs for the Gifted In the Public School System
DECS Order #26 s. 1997 May 7, 1997
Institutionalization of SPED programs in all schools
RA No. 6759 September 18, 1989
White Cane Safety Day Every August 1
RA No. 7277
Magna Carta for Disabled Persons
RA No. 7277 March 24, 1992
Enhancement of Magna Carta for Disabled Persons

217
Presidential Proclamation No. 588 March 25, 2004

Cerebral Palsy Awareness and Protection Week Every Sept. 16-22
Presidential Proclamation #711 January 4, 1996
Declaring the 3rd Week of January as Autism Consciousness Week
Presidential Proclamation #157 February 18, 2002
Declaring the month of February as National Down Syndrome Consciousness Month
Presidential Proclamation #1385 February 12, 1975
Designating the period from February 14-20, 1975 and every year thereafter as Retarded
Childrens Week
Presidential Proclamation #744 December 6, 2004
Declaring Last Monday of Marh every year as Women with Disability Day
Administrative Order No. 35, - August 3, 2002
Presidential Proclamation 361 August 19, 2000
Presidential Proclamation 1870 June 22, 1979
Declaring the 3rd Week of July as the National Disability Prevention and Rehabilitation
Week
Presidential Proclamation #658 July 5, 2004
Declaring the 3rd Week of October of every year as Bone and Joint (Musculo-Skeleteal)
Awareness Week
Presidential Proclamation #657 July 5, 2004
Declaring the year 2000-2010 as the Bone and Joint Decade
Presidential Proclamation # 452 August 25, 1994
Declaring the 2nd Week of October of every year as Natina Mental Health Week
Presidential Proclamation # 472 September 18, 2003
Declaring the 3rd week of October of every year as National Attention Deficit/Hyperactivity
Disorder (AD/HD) Awareness Week
Presidential Proclamation # 889 November 8, 1991
Declaring the period from November 10-16 of every year as Deaf Awareness Week
Presidential Proclamation # 240
Declaring the period from the year 2003 to the year 2012 as the Philippine Decade of
Persons with Disabilities
Executive Order No. 437 June 21, 2005
Encouraging the implementation of community-based rehabilitation (CBR) for persons with
disabilities in the Philippines

218
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office within the work is created shall be necessary for exploitation of such work
for profit. This material has been developed within the Basic Education Assistance for
Mindanao (BEAM) project. Prior approval must be given by the author(s) or the BEAM
Project Management Unit and the source must be clearly acknowledged.
Produced by the Materials Development Center, Region XI, 2007

219

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Foreword

The Department of Education in the Philippines is committed to providing a quality system

No limits: Teachers including learners with disabilities in regular classrooms, is a Region

understand the legislative and ethical frameworks related to inclusive education,

Susana Teresa B. Estigoy

No limits: Teachers including learners with disabilities in regular classrooms

Design: Genevieve Reynolds

No limits: Teachers including learners with disabilities in regular classrooms

Technical working groups

No limits: Teachers including learners with disabilities in regular classrooms

Who is this resource for?

No limits: Teachers including learners with disabilities in regular classrooms

What is in this resource?

Four sections provide practical information, suggested activities for professional

Section one, Our work in the Department of Education

Section two, Our work in schools and communities

Adult learning, communication and problem solving and their contribution to

Section three: Our work with learners

Section Four- Monitoring and Review

Professional learning options

How can this resource be used?

No limits: Teachers including learners with disabilities in regular classrooms

How to use this resource

Section 1 Our work in the Department of Education

About our work in the Department of Education

Section 2 Our work in schools & communities

About our work in schools and communities

Section 3 Our work with learners

About our work with learners

No limits: Teachers including learners with disabilities in regular classrooms

3. Including learners with disabilities

Section 4 Monitoring and review

No limits: Teachers including learners with disabilities in regular classrooms

Using this resource

General information about

Activities to use with

No limits: Teachers including learners with disabilities in regular classrooms

Our work in the

About our work in the Department of

No limits: Teachers including learners with disabilities in regular classrooms

1. Legislation, policies and

No limits: Teachers including learners with disabilities in regular classrooms

About legislation, policies and guidelines

No limits: Teachers including learners with disabilities in regular classrooms

No limits: Teachers including learners with disabilities in regular classrooms

National Policies and Guidelines make more explicit,

No limits: Teachers including learners with disabilities in regular classrooms

No limits: Teachers including learners with disabilities in regular classrooms

No limits: Teachers including learners with disabilities in regular classrooms

The Education Act 1982

A broad general education that will assist each individual to

to receive, primarily through competent instruction, relevant quality

Implement education laws, policies, plans, programs, rules and

the promotion and preservation of academic freedom and effective

Accountability for ..the efficient and effective attainment of specified

No limits: Teachers including learners with disabilities in regular classrooms

What does this legislation mean for me?

No limits: Teachers including learners with disabilities in regular classrooms

The policies and guidelines

the integration or mainstreaming of learners with special needs into the

This induction kit focuses on learners with disabilities

No limits: Teachers including learners with disabilities in regular classrooms

No limits: Teachers including learners with disabilities in regular classrooms