Module 2.4 no limits

No limits: Teachers including learners with disabilities in regular classrooms
i
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

ii
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 Children’s 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 Montañer, Sammy Muda

iii
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.

iv
Context
Dr Minerva T Fabros
Why has this resource been developed?
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.

v
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

vi
Table of contents
Foreword i
Acknowledgements ii
Context iv
Table of contents vi
How to use this resource viii
Section 1 Our work in the Department of Education 1
About our work in the Department of Education 2
1. Legislation, policies and guidelines 3
About legislation, policies & guidelines 4
The legislation 8
The policies and guidelines 11
2. Roles & Responsibilities of DepEd personnel 15
About roles & responsibilities of DepEd personnel 16
Roles & responsibilities of leaders 19
Roles & responsibilities of teachers 20
Professional ethics and conduct 22
Section 2 Our work in schools & communities 26
About our work in schools and communities 27
1. Working in schools 28
Adult learning 29
Communication 32
Problem solving 36
2. Working with families 38
3. Working with the community 44
Section 3 Our work with learners 48
About our work with learners 49
1. Holistic approaches and learners with disabilities 50
Different ways of learning 51
Learning preferences & learning styles 52
Multiple intelligences 55
Learners with disabilities 58

vii
2. Inclusive Curriculum 60
Individualized Education Plans 61
Inclusive teaching 71
Effective teaching 72
Explicit teaching 79
Inclusive planning: Higher order thinking skills (HOTS ) 80
Inclusive planning: All, Most, Some & Bloom’s Taxonomy 89
Modifications and adjustments 97
3. Including learners with disabilities 102
About including learners with disabilities 103
Attention deficit disorder 105
Autism spectrum disorder 112
Intellectual disability 122
Learning disability 134
Physical and multiple disabilities 146
Sensory impairment: Hearing 159
Sensory impairment: Vision 172
Social and emotional problems 180
Speech and language impairment 191
Section 4 Monitoring and review 199
About monitoring and review 200
1. Professional development 202
2. Templates 203
Acronyms 208
Glossary 211
References 213
References: Websites 215
Appendix 216

viii
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

1
Section 1
Our work in the
Department of Education

Section 1
2
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

3
1. Legislation, policies and
guidelines

Section 1
4
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.

Section 1
5
Region/Division
Local publications
Action Plans
The cycle of legislation, policies, guidelines
Schools
Action Plans
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

Section 1
6
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.

Section 1
7
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.
DepEd’s 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

Section 1
8
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

Section 1
9
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’

Section 1
10
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

Section 1
11
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.

Section 1
12

Section 1
13
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

Section 1
14
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.

15
2. Roles & responsibilities of
DepEd personnel

Sections 1
16
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.

Sections 1
Region Division Districts Principals Teachers
Values &
Mission
Define regional educational
policy framework that
reflects values, needs and
expectations of
communities served
Mission
Values
School direction
Discharge responsibilities in
accordance with the philosophy,
goals, and objectives of the
school.
Standards
Developing regional
educational standards
towards
Promoting awareness
of and adherence to
accreditation standards
Creating an environment
within the school that is
conducive to teaching &
learning
Accountability for the efficient
and effective attainment of
specified learning objectives
Education
Plans
Regional basic education
plan
Division education
development plan
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
Research
Research and region wide
projects
Establishing school and
community networks,
encourage active
participation of teachers
and wider community,
families and
organisations
HR
compliance
Comply with national
criteria for recruitment,
selection & training of all
staff in region and divisions
Recommending the
staffing complement of
the school based on its
needs;
Maintain, sustain professional
growth and advancement &
professionalism in behaviour at
all times.
HR
recruitment
Hiring, placing and evaluating
all employees in the regional
office;
Hiring, placing and
evaluating division
employees, & school
heads
Responsibilities of DepEd personnel
Nolimits:Teachersincludinglearnerswithdisabilitiesinregularclassrooms
17

Sections 1
18
Region Division Districts Principals Teachers
HR planning
Planning, managing
personnel, physical & fiscal
resources of the regional
office, including staff
professional development
Planning, managing
personnel, physical &
fiscal resources of
the division office,
including staff
professional
development
Administering and
managing all personnel,
physical and fiscal
resources of the school
Budgeting
Formulating budget to
support the regional
educational plan
Monitor utilization of
funds from national
and local government
to schools & learning
centers
Accepting and reporting
donations, gifts, bequests
and grants for school
improvement
Evaluation
Evaluation of division
personnel
Supervise operations
of all schools, and
learning centers
Encouraging staff
development
Accountability for higher
learning outcomes
Regularly report on performance
of students to students, parents
and guardians with specific
suggestions for improvement.
Curriculum
Monitoring, evaluating and
assessing regional learning
outcomes
Compliance of quality
standards in basic
education programs
Strengthening role of
division subject area
specialists
Providing
professional
and
curriculum
advice and
supervision
Implementing the school
curriculum innovative
modes of instruction to
achieve higher learning
outcomes
Offering programs, projects
& services accessible for
all learners in the
community.
Data
Collection
Information management
Resources
Approving establishment of
schools & learning centers
Other Other functions Other functions Other functions
Responsibilities of DepEd personnel

Sections 1
19
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

Sections 1
20
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.’
John Cotton Dana
‘I touch the future. I teach.’
Christa McAuliffe
Teacher’s 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

Sections 1
21
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

Sections 1
22
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
Teachers as leaders and advocates in the
community, active in the promotion of education for
all.
4. Teachers and the
profession
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
Supporting departmental policies
The right to access grievance procedures
7. School officials,
teachers and other
professionals
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

Sections 1
23
The Code of Ethics for Professional Teachers provides the values framework
for all educators. Twenty two values are mentioned in the code.

Sections 1
24
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
Interaction with
families &
organizations
Language,
sharing, storage
of
documentation
Behavior
management
Student
voice
Teaching
methods &
assessment

Sections 1
25
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

26
Section 2
Our work in schools &
communities

Section 2
27
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

28
1. Working in schools

Section 2
29
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

Section 2
30
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

Section 2
31
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.
Idea
SBLG
Input

Section 2
32
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

Section 2
33
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’ ‘That’s 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 speaker’s full message
to be unrealized.

Section 2
34
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

Section 2
35
Tips for positive responding and giving feedback
Build in time for thinking before responding
Checking understanding
Express appreciation for sharing
Restate key points
Summarize key points
Ask questions that will give you additional facts
Making a point
Express appreciation
for sharing
Briefly summarize the
idea heard
Tell your idea in a
reflective way
Invite a response
Asking questions
Express appreciation
for sharing
Briefly summarize the
point in question
Ask a clarifying
question or
Continuing conversation
Express appreciation for sharing
Relate your own experience
Link your experience to the information
Generalize it to another possible example

Section 2
36
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
behavior is dangerous.
There have been some recent
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.

Section 2
37
If the problem involves a conflict event, it is crucial
to put ‘space’ between the event and reacting to it
Stop, breathe Wait! Think!
How did that happen?
What part did I play?
What are the real
issues?

38
2. Working with families

Section 2
39
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 children’s 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 other’s roles
help to develop consistency between home and school
help keep everyone informed and up to date

Section 2
40
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

Section 2
41
An example for a specialized daily communication
Date Teacher
Student
The best thing
today.
Parent comment
Mon Achievements today
Information
Tues Achievements today
Information
Wed Achievements today
Information
Thurs Achievements today
Information
Fri Achievements today
Information

Section 2
42
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?

Section 2
43
Some alternative ideas for homework for
Subjects Alternatives
English
Traditional homework activities:
Writing a journal
Writing a procedure
Writing a story
Putting spelling words into sentences
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
Maths
Traditional homework activities:
Complete exercises
Write out tables
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

44
3. Working with the community

Section 2
45
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.

Section 2
46
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.

Section 2
47
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
Ways schools can work with communities

48
Section 3
Our work with learners

Section 3
49
About our work with learners
“What is taught isn’t 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

50
1. Holistic approaches & learners
with disabilities

Section 3
51
Different ways of learning
‘If a child can’t learn the way we teach, maybe we should teach the
way they learn.’ Ignacio Estrada
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.

Section 3
52
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

Section 3
53
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 Innovative – creative
Analytic – theorist Procedural - practical

Section 3
54
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.

Section 3
55
Multiple intelligences
Howard Gardner’s 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")

Section 3
56
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.

Section 3
57
Integrating MIs, learning preferences and styles
Strategy MIs
Learning
preference
Learning
style
Story maps Verbal/linguistic
Logical/mathematical
Visual/spatial
Visual
Auditory
Procedural
Analytic
Dance/performance Body/kinesthetic
Musical/rhythmic
Kinesthetic
Auditory
Dynamic
Innovative
Graphing plant
growth
Naturalist
Interpersonal
Kinesthetic
Tactile
Procedural
Dynamic
Experiments Intrapersonal
Body/kinesthetic
Kinesthetic
Tactile
Visual
Innovative
Procedural
Dynamic
Journal sharing Intrapersonal
Interpersonal
Verbal/linguistic
Auditory
Kinesthetic
Analytic
Innovative

Section 3
58
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
the classroom community’ Giangreco & Doyle, 2000.
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
Strengths
Disability information
Intelligences
Family
Services
Health
Interests
Equipment
Learning preferences

Section 3
59
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 DepEd policy terminology
Attention Deficit Disorder Attention Deficit Disorder
Autism Spectrum Disorder Children with autism
Intellectual disability Mentally retarded
Mentally handicapped
Learning disability Learning disabled
Physical and multiple disabilities Orthopedically handicapped
Cerebral palsy
Sensory impairment: Hearing
Sensory impairment: Vision
Hard of hearing, Deaf
Low vision, Totally blind
Social and emotional Behavior problems
Speech and language Speech defective

Section 3
60
2. Inclusive Curriculum

Section 3
61
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.

Section 3
62
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 learner’s 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

Section 3
63

Section 3
64

Section 3
65

Section 3
66

Section 3
A sample of an Individualized Education Plan
67

Section 3
DepEd logo Region XI Davao City
School Name Davao City Elementary
IEP for Felipa Mangos 2007
Area Goal Objective
Time
frame
Persons
involved
Remarks
Walks independently from
gate to class
In 10 months Felipa will be walk from
the gate to class using cane with less
assistance
10 months Teacher
Parent
Guard
Fading of prompts and
cues as independence
increases
Eats snacks
independently
In 10 months Felipa will be able to
open foil snack packs
10 months Teacher
Buddies
Uses the comfort room
independently
In 10 months Felipa will use her cane
to go to the CR and will manage
hygiene with prompts
10 months Teacher
Parent
Volunteer
CR Program to be shared
with family
SELFHELP
Independently clears up
after classes
In 3 months Felipa will independently
pack up work books and put them in
her bag
3 months Teacher
Buddies
Parents
Family focus will be
clearing own plate after
meals
Uses courteous
expressions when talking
with others
In 10 months Felipa will
greet others the first time she
meets them each day
ask for help appropriately
express thanks at appropriate
times
10 months Teacher
Volunteer
Parents
Family and school to work
on same words
LITERACY
Names objects in class
and surroundings
In 10 months Felipa will identify
common class objects and
landmarks on the way to class and
CR
10 months Teacher
Parents
Volunteer
Family to work on names
of common household
objects
68

Section 3
Area
Goal Objective Time frame
Persons
involved
Remarks
Master concept of
numbers 1-10
In 10 months Felipa will
count to 10 with 1:1
correspondence
provide correct number of objects
up to 10
10 months Teacher
Volunteer
Parents
Buddies
Practice opportunities at
home with real objects –
counting and handing 10
pegs to mother at clothes
line
MATH
Identify spatial terms and
use in mobility
In 10 months Felipa will describe her
journey from the gate to the class, to
the CR
10 months Teacher
Volunteer
Buddies
Parents
Parent signature
Class teacher signature
School administrator signature
Special education teacher signature
69

Section 3
INFORMATION TO ASSIST CLASSROOM PROGRAMMING
NAME: GRADE DATE
Area Information Teaching: What works
Fine & Gross Motor skills Tires easily in motor tasks
Fearful of new places
Vary tactile activities
Rehearsal for new place before going. Tell
stories of Felipa’s new place/activity
Joining in with class mates
Language & Communication Talks to herself about friends and new places Write/tape her stories and retell them. Get other
students to read them
Braille key words – her name, friends
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 doesn’t talk
Over-excited when happy & shouts
Music to calm
Candy, icecream
Rewards
Warning of what is coming up
Taking time to do things
Solitary time with favorite things
Self Help Toileting: daily toilet schedule
Dressing: some assistance with shoes
Eating: uses spoon, assistance with opening
packets and containers
Guided assistance
Verbal prompts and cues
Time to practice
Praise
Functional academic Needs prior motivation to engage in activities
Reacts to changing tasks
Learning styles: Auditory, Tactile
Music, singing
Rewards, favorite objects
Short structured tasks (10 mins)
Warning to change tasks
Concrete materials, limited materials
In seat activities
Physical & verbal prompts
70

Section 3
71
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 teacher’s own observations.
strengths and interests
skills and knowledge
what is being learned
concerns and areas for focus
Know about the curriculum
Teachers need a comprehensive understanding of the BEC 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

Section 3
72
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

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73
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

Section 3
74
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 Teacher’s Handbook 1994 and BEAM
Multigrade Teaching & Learning 2007 are available resources.

Section 3
75
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
colour cues
designing books, posters, charts, signs
exciting stationery, pens
graphic organizers
flashcards, board work
writing, and highlighting
tables and graphs
films, video, DVDs, art, pictures, images
Auditory learners may benefit from
listening to stories
debates and discussion
talking and explaining, repeating back
self talk
recording,
cooperative activities, team situations
music

Section 3
76
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

Section 3
77
Furniture arrangement ideas for different purposes
Group work with quiet tables Activity
Learning Centers Individual work

Section 3
78
Circle time/class meetings Floor time in elementary grades- group
listening(big book) or activity time

Section 3
79
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 & Children’s Services. 1994-5,
Cornerstone, Modules 6 & 7

Section 3
80
Inclusive planning: Higher Order Thinking Skills
(HOTS)
BEC wants:
Learners in the Philippines to be active learners using information in
meaningful ways rather than only listening to lectures and recalling the
information
Teachers in the Philippines to use constructivist methods for teaching
and learning
Assessment that encourages learners to apply Higher Order Thinking
Skills (HOTS)
The role of teachers in constructivist methodology is to structure the
learning environment for all learners to learn
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

Section 3
81
Build and develop skills for life
self-direction and responsibility
creativity and originality
intrinsic motivation through success
a sense of increased competency
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

Section 3
82
Adapted from BEAM Learning Guide Help
Tasks:
• Identify what the task is
• Identify what needs to be done
• Identify who/ how it will be done
• Develop a plan & timeline
1. Identify & Plan
(Comprehension)
- What am I asked to do?
Tasks:
• Gather information
• Sort it for usefulness
• Classify
• Analyze
• Make decisions on what to
use and why
2. Processing
(Analysis)
What information do I
need to find?
What information will
I use?
Tasks:
• Decide on layout
• Decide on order of
information
• Select the information &
use it
• Check that it answers
the task given
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?

Section 3
83
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).

Section 3
84
Everyone needs a pet?

Section 3
85
ACTIVITY SHEET 1
Draw or write the answers in the boxes
What is Sammy’s gift? What colour is the puppy?
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?
How do you think Sammy
feels about the puppy?
Your question
Level 1
questions
Level 2
questions
Level 3
questions
Level 4
questions

Section 3
86
ACTIVITY SHEET 2
Record what others say
NAME
Do you
have
pets?
What type? What other animals do you have?

Section 3
87
ACTIVITY SHEET 2
Record what others say
Which ones are our pets?
(Mark beside the picture.)
Which other animals do you have?
(Mark beside the picture)
Other pets… Other animals…

Section 3
88
What does this look like when the teacher does it with the class?
ALL:
Whole class
Sharing & Reflection
SOME:
Possible investigations:-
Difference between pets and
other animals
Animals and survival
Animals and business
Regional agriculture
Self
assessment
Teacher
assessment
ALL:
Whole class introduction
to poem
ALL:
Whole class works on Activity 1
Learners work through questions
at their ability level.
then..
MOST:
Most learners work on Activity2
Choose appropriate recording
format to maximize inclusion
of learners
BEC Competency
Self
assessment
Teacher
assessment
Self
assessment
Teacher
assessment
Self
assessment
Teacher
assessment
Adjustments:
Enlarge sheet to A3
and give Level 1
questions only
Adjustments:
Seat learner in
front of teacher
Adjustments:
Learner makes bar graph
of pets. Large paper, cut
and paste 1:1 match of tally
Adjustments:
Learner talks about
their graph with
teacher prompting
Adapted from a model by the BEAM In-service Team
Adjustments:
Learner uses
picture sheet &
puts tally marks

Section 3
89
Inclusive planning: All, Most, Some & Bloom’s 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
Bloom’s 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.
Bloom’s 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.

Section 3
90
Foundational thinking Higher order thinking
Remembering
(factual recall)
Analyzing
(examination of data)
Understanding
(comprehension)
Creating
(new products)
Applying
(using information)
Evaluating
(justification, decisions)
Bloom’s Taxonomy

Section 3
Designing inclusive curriculum using All, Most, Some
91

Section 3
92
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
hands-on active learning
discussion
group work
interesting recording and reporting
Learning at the All level should NOT rely on
worksheets
repetitive exercises
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.

Section 3
93
Bloom’s
Taxonomy
Verbs Possible activities
Some Evaluate 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
Most
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
All
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

Section 3
94
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

Section 3
95
Task: POINTLINE TOWER Adjustments
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
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
builder’s labourer
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.
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
belongings and later purchase the
materials.
All groups will plan to build a tower
based on the materials they have.
They will have 15 minutes.
Learner with intellectual disability
arranges materials in groups as
purchased & counts, records in
pictures
Learner acts as timing assistant
& warns when 5 mins to go.

Section 3
96
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.
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
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
hands materials on request to
builders
Learner with physical disability
checks plans against design
Learners with ADD are actively
building and scanning other
groups
6. Winning group/s will be determined
by
tower strength
tower height
most points
most lines
most planes
least materials used
creative design
records points, planes on tally
sheet
Learner with physical disability
may orally report / check figures,
have buddy scribe
7. Leaders report to group on
How they made the tower
How their consultation affected their
plan
The data about their construction
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

Section 3
97
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.

Section 3
98
Some examples of modifications at each stage.
Participation level Lesson/activity Modification Adjustments
English writing none Dark lined paper
Writing framework
1. Same with
adjustments
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
2. Same activity
Different level
Learner is
working as
others but on a
task at own level Geography
maps
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
3. Same activity
Embedded
skill
Goals may be
different to the rest
of the group 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
4. Different
activity
Different skill
Parallel activities or
alternatives
Maths
calculating area
Learner cutting and
pasting to fill a shape-
focus gross motor &
shapes
Prepared work area
Modelling
Adult monitoring

Section 3
99
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 learner’s 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

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