RONALD V.

CABARDO May 24, 2022

SHIRLEY P. SUMUGAT STATISTICS / G-11

IP’s are entitled to a well-rounded education. Education that reflects their shared values, feeling, principles and
general ideas. Education that not only common students can access but also IP’s students. In the given situation, I
believe the teacher was prepared to give thorough consideration to the five students. The teacher is a student-centered
and gave differentiated instruction in which learners had choices to choose from in the assessment he/she gave. I believe
that in this assessment there was equality for all students and the teacher has been sensitive to the students he/she
handled.

In this scenario, we are taught to be compassionate and caring, to reflect on our ideas about people from other
cultures, to reflect on our own cultural frames of reference, and to be knowledgeable about other cultures of our students.
As a teacher, we must be aware of our students’ backgrounds, whether they are from common or IP’s student, so we can
meet their needs and ensure that they all have access to the quality of education we provide. We should recognize the
importance of including student’s cultural references in all aspects of learning .Students should all be equally involved
and engage in the classroom so that no one is left behind.
 RONALD V. CABARDO May 24, 2022
SHIRLEY P. SUMUGAT STATISTICS / G-11

Clara’s problem, according to my internet research, could be that she has APD or Auditory
Processing Dis order. Children with auditory processing disorder have a hard time registering and
remembering what they hear. There’s nothing wrong with their hearing. The issue is that their brains have
trouble making sense of what’s said to them. Kids with auditory processing disorder tend to miss information
in conversations, and they often ask people to repeat things or struggle to follow spoken directions
(https://childmind.org/article/what-is-auditory-processing-disorder).
I choose to make my classroom more adaptive and engaging in order to avoid losing her attention to
help her listen and learn more successfully. I let her sit in front of the classroom to make her easily grasp
information with the aid of several visual tools. I utilize terms that trigger or assist her in sequencing events
when providing a step-by-step procedure in class. By doing so, I assured that Clara was involved in the
classroom and that she received the same level of knowledge as her classmates who did not have a learning
disability