Eulogio “Amang” Rodriguez Institute of Science and Technology

COLLEGE OF EDUCATION

I. Evaluation Activities:
a. Critical Thinking Activity:
Answer the following based on the discussion.
1. Will inclusion reduce the academic progress of non-disabled children?
No because for me even if you are a disabled or non-disabled person if you
have a willingness to learn or study you will make a progress.

2. Will non-disabled children lose teacher’s time and attention?

My answer is no. because for me as a future educator I will try my best to
teach every one of them equally, no students will left behind because that is
my job and my satisfaction.

3. Will non-disabled children learn undesirable behavior from students with

disabilities?
I think it still depend on the child, but as a parent and teacher if you guide
them well and explained properly each other’s situation they will understand
and know how to behave in this kind of situation.

4. Does inclusive education creates an impact with the K to 12 curriculum?

Yes because it’s the new curriculum and k to 12 creates a big impact to
students, it’s a big adjustment to our learners.

b. Creative Thinking Skills:

Draw your own interpretation about Inclusive Education with the use of
different graphic organizer.

Integration Networking

Organize of Collaborati
appropriate on
services

INCLUSION
Living,learni
Suplements of
appropriate ng,loving
programs

Utilize all
Support and available
social service resources
 Eulogio “Amang” Rodriguez Institute of Science and Technology
COLLEGE OF EDUCATION

c. Student Reflection Activity

From the topic of this module, I learned that

I learned the definition of inclusive education and that is inclusive education is

a flexible and individualized support system for children and young people
with special educational needs (because of a disability or for other reasons). It
forms an integral component of the overall education system and it is
provided in regular schools committed to an appropriate education for
all.Inclusive education preferably takes place in a regular class, in the
student’s nearest regular school. Separation from the regular class
environment,whether partially, or in exceptional cases, fully occurs only where
there is evidence that education in a regular class, accompanied by
supplementary support and services,fails to meet the student’s educational,
emotional and social needs.