LASTNAME: CABURAO SCORE: _______

FIRSTNAME: JANICE
MIDDLE NAME: GACAD
ID NUMBER: 21-3338-514

SUBJECT: MED003 Educational Statistics with Software

PROFESSOR: DR. WILMA S. CARRERA

DATE SUBMITTED: September 2,2022

1. Tabulate the following twenty-five score into two frequency distribution using (1)
an interval of three and (2) an interval of 5. Compute the mean and the median of
the two distributions. Compare the two means and the two medians, and explain
any discrepancy found. (Let the first interval in the first distribution be 61- 63; the
first interval in the second distribution, 60 – 64).

Class Limits frequency lower boundary

Lower Limit Upper Limit (f) x fx <cf lb
97 99 1 98 98 1 96.5
94 96 2 95 190 3 93.5
91 93 2 92 184 5 90.5
88 90 2 89 178 7 87.5
85 87 3 86 258 10 84.5
82 84 7 83 581 17 81.5
79 81 2 80 160 19 78.5
76 78 2 77 154 21 75.5
73 75 0 74 0 21 72.5
70 72 1 71 71 22 69.5
67 69 0 68 0 22 66.5
64 66 2 65 130 24 63.5
61 63 1 62 62 25 60.5
25 2,066.00

Mean
= ∑fx/f
= 2,066.00/25
= 82.64

Median
= LB+(∑f/2-<cf/f)i
= 81.5+(12.5-10/7)7
= 83.99

Class Limits frequency lower boundary

Lower Limit Upper Limit (f) x fx <cf lb
97 100 1 98.5 98.5 1 96.5
93 96 2 94.5 189 3 92.5
89 92 4 90.5 362 7 88.5
85 88 3 86.5 259.5 10 84.5
81 84 7 82.5 577.5 17 80.5
77 80 4 78.5 314 21 76.5
73 76 0 74.5 0 21 72.5
69 72 1 70.5 70.5 22 68.5
65 68 2 66.5 133 24 64.5
60 64 1 62 62 25 59.5
25 2,066.00
 Mean
= ∑fx/f
= 2,066.00/25
= 82.64

Media
n= LB+(∑f/2-<cf/f)i
80.5+(12.5-
= 10/7)7
82.
= 99

 The mean or average is same 82.64, while the median is different. In the first
table the median is 83.99 and to the second table the median is 82.99. It is
because the interval is different.
2. Six judges rated 7 subjects as follows on a ten-point scale for a:

Subject A B C D E F
1 3 2 4 3 2 3
2 5 6 8 4 6 5
3 7 6 8 6 7 8
4 4 1 5 2 2 3
5 9 6 8 7 8 7
6 4 6 4 7 4 6
7 8 6 9 8 7 8
Using the Friedman two-way analysis of variance by rank determine if the
difference of their rating is significant or not significant.

Step 1. Arrange the data so that scores from each subject are in the appropriate
columns, one for each condition.
Subject A B C D E F
1 3 2 4 3 2 3
2 5 6 8 4 6 5
3 7 6 8 6 7 8
4 4 1 5 2 2 3
5 9 6 8 7 8 7
6 4 6 4 7 4 6
7 8 6 9 8 7 8

Step 2. Ranks order the scores separately for each subject’s data with the smallest
score getting a value of 1. If there are ties (within the scores for a subject) each receives
the average rank they would have received.
Subject A B C D E F
1 4 1.5 6 4 1.5 4
2 2.5 4.5 6 1 4.5 2.5
3 3.5 1.5 5.5 1.5 3.5 5.5
4 5 1 6 2.5 2.5 4
5 6 1 4.5 2.5 4.5 2.5
6 2 4.5 2 6 2 4.5
7 4 1 6 4 2 4

Step 3. Compute the sum of the ranks for each condition.

Subject A B C D E F
Sum R₁ = 27 R₂ = 15 R₃ = 36 R₄ = 21.5 R₅ = 20.5 R₆ = 27

Step 4. Determine the number of subjects.

N=7
Step 5. Determine the number of conditions.
K=6
Step 6. Compute Friedman’s F using the following formula (you should carry at leat 3
decimals in these calculations).
12
F=[ ] *ΣR² - [3*N*(k+1)]
[N*k*(k+1)]

12
F= [ ] *[27²+15²+36²+21.5²+20.5²+27²] - [3*7*(6+1)]
[7*6*(6+1)]

12
=[ ] *[729+225+1,296+462.25+420.25+729] - 147
294

= [ 0.041*3,861.5 ] -147
= 158.322-147
= 11.322

Step 7. Determine the critical value of F by looking at the table of critical value for
Friedman’s test.
K=6
N=7
Notes:
 If your k is over 5 or your n is over 13, use the chi square critical value table to
get the critical value.
 You could choose a higher or lower alpha level, but 5% if fairly common – so use
the 5% table if you don’t know your alpha level.
Step 8. Determine the critical value of F by looking at the table of critical values for the
Chi Square test (df = k-1).
df = 6-1 = 5
X² (df = 5 , p = 0.05) = 11.0705
Step 9. Compare the obtained F and the critical x² values to determine whether to retain
or reject the null hypothesis.
 If the obtained F value (from step 6) is less than or equal the critical value of x²,
then retain the H0.
 If the obtained F value is larger than the critical value of x², then reject the H0.
For the example data, we would decide to reject the null hypothesis, because the
obtained value of F (11.322) is greater than the larger critical x² value (11.0705).
Step 10. If you reject the null hypothesis, determine whether the pattern of the data
completely supports, partially supports, or does not support the research hypothesis.
 If you reject the null hypothesis, and if the pattern of data agrees exactly with the
research hypothesis, then the research hypothesis is completely supported.
 If you reject the null hypothesis, and if part of the pattern of the data agrees with
research hypothesis, but part of the pattern of the data does not, then the
research hypothesis is partially supported.
 If you retain the null hypothesis, or you reject the null but not part of the pattern of
the data agrees with the research hypothesis, then the research hypothesis is not
at all supported.
By the way: To properly determine whether the hypothesized pattern of the
differences was found, one should perform pairwise comparisons (using Friedman’s
test).
By the way: Usually the researcher hypothesizes that there is a difference between
the conditions. Sometimes, however the research hypothesis is that there is NO
difference between the conditions. If so, the research hypothesis and H0: are the
same. When this is the case, retaining H0: provides support for the research
hypothesis, whereas rejecting H0: provides evidence that research hypothesis is
incorrect.
For the example data, we would decide that the research hypothesis is partially
supported because the null hypothesis is rejected. We reject null hypothesis and
accept alternate hypothesis (meaning there is significant relation between the
differences of their rating).
LASTNAME: CABURAO SCORE: _______
FIRSTNAME: JANICE
MIDDLE NAME: GACAD
ID NUMBER: 21-3338-514

SUBJECT: MED010 SE Current Trends and Issues in Special Education

PROFESSOR: DR. WILMA S. CARRERA
DATE SUBMITTED: September 2,2022______

1. Discuss the benefits in the implementation of RA 11650 Inclusive Education Act

specifically on SPED Program.
The Department of Education lauded the passage of Republic Act (R.A) 11650,
or An Act Instituting a Policy of Inclusion and Services for learners with Disabilities in
Support of Inclusive Education,” which ensures the learners with disabilities will gain
equal access to education and opportunities. The establishment of an Inclusive
Learning Resource Center in all cities and municipalities is required under the law and
likewise supported by the Commission in Human Rights (CHR). RA 11650 directs
DepED to issue policy and guidelines to protect learners against neglect, abuse, cruelty
or exploitation, bullying, discrimination and the like. Signed on March 11, 2022, by
President Rodrigo Duterte, the law aims to create an enabling environment free from
harm and discrimination, essential in cultivating a healthy learning space and protecting
the welfare and dignity of learners to enable them to focus on their education and allow
them to flourish in sociocultural undertakings. It will also address the unique needs of
every child with exceptionalities and remove roadblocks to learning to enable them to
develop in line with their unique potential, learning style and capacity.

2. Discuss the challenges encountered by Receiving Teachers in handling learners

with disabilities.
Challenges encountered by Receiving Teachers:

 High numbers of learners.

 Curriculum is not inclusive.
 Identification of learners with learning challenges.
 Teachers lack competence to support learners with challenges.
 Teachers not adequately trained in dealing with learners with learning
challenges.
 School buildings lack assistive equipment.
 Non-inclusive curriculum.
 Inadequate attention to learners with challenges because of other teaching
activities.

Receiving Teachers viewed inclusive education efforts as being stifled by

the large number of learners they were currently teaching in their classrooms. It
becomes very difficult to cater to every child’s individual needs in a big classroom
setup and still be able to meet other demands such as test schedules, piles of
marking and constant evaluation. It was also argued by teachers that considering
extracurricular activities in schools, inadequate attention is offered to learners
with challenges.  Using a curriculum that was not designed to be inclusive.
Curriculum needs to take into consideration teaching methods, lesson planning
and lesson structures, as well as assessment methods. Because the current
curriculum does not recognize the diversity of learners and their needs in the
classroom, then indeed it does hinder efforts towards inclusion.
  Lack of training in inclusive education makes it hard for a teacher to be in
a position to support a learner with learning challenges even if the teacher can
identify a learner’s problem area. Learner can be identified to be having a
learning challenge but if parents do not have the resources, it becomes difficult to
effectively help a child. For instance, if a child has an eye problem requiring
reading glasses and the parents cannot afford them, it becomes problematic. The
child does not learn for long periods and thus misses out on a lot of subject
matter. Other teachers felt that parents did not support them enough as well,
because sometimes a teacher may be able to identify a learner to be having
eyesight problems, for instance, which can be addressed by taking a child to an
eye specialist who will recommend appropriate intervention.
LASTNAME: CABURAO SCORE: _______
FIRSTNAME: JANICE
MIDDLE NAME: GACAD
ID NUMBER: 21-3338-514

SUBJECT: MED 11 SE Guidance and Counseling in Pre-school and

Special Education
PROFESSOR: DR. WILMA S. CARRERA
DATE SUBMITTED: September 2,2022

Answer the following situations:

1. Alex is known of being a bully in class. He usually pokes his classmates with
pencil.
He also shouts with his classmates when no one wants to play games with
him.
If the teacher scolds him, he grips his pencil until it will be broken.
As a teacher how will you respond into Alex's behavior?
As a teacher it is my responsibility to create a safe and healthy environment
in my classroom. One that protects every single student from any harm, physical or
emotional as a result of Alex action towards his classmate. This means that we must
identify the cause of misbehavior and become vigilant observer. Immediately deal with
Alex, talk to him and explain that his behavior will have very painful consequences
and say to the class that I will take necessary action to ensure that it never happens
again.
Have a clear classroom policy about bullying. These must be in writing and
provided to all parents, students and school. They need to know how we will respond
when bullying occurs, so that when we take steps, there will not be questions about
our fairness.
Classroom policy in dealing Alex behavior that we must respond forcefully
and immediately.
 Alex must be isolated. He cannot be trusted to be appropriate in classroom.
The act of physically isolating him also sends a good message to other
students.
 Notified Alex’s parents. This is difficult but it is a must. Be calm and present
only the facts and your response.
 Notified also the victim’s parents. They need to know that their kid will be
protected.
 Alex must formulate an apology and deliver it orally to his classmates. This
should be done privately. I want him to know that redemption is possible,
based upon good behavior for a period of time.

2. Lina has a difficulty in communicating to anyone.

She cannot talk but can hear her classmates and teachers.
What are the strategies or approaches you can offer to Lina, just to let her feel that
she is part and being valued in her class?
Attention and Listening
• Make sure you have Lina’s attention before speaking to her.
• Remind her to use good “listening skills” and praise her when she do.
• Give instructions before an activity rather than during it where possible, particularly if doing
practical exercises.
• Encourage her to repeat back instructions to ensure that they have heard you.
Understanding of Spoken Language
• Speak slowly and pause between key phrases.
• Use short, simple sentences. Be concise and clear.
• Use clear visual support such as gesture or pictures when giving her information.
• Encourage her to be aware of her understanding difficulties and ask for help if she don’t
understand. Explain that it’s ok if they haven’t understood.
• Praise her for asking for help when needed.
• If she hasn’t understood try repeating what you’ve said rather than rephrasing. Re-phrasing
can increase the language load for a child with difficulties.
• Use closed rather than open questions that is, questions that only have a choice of two or
three answers.
Here are some ways that we can help Lina who have difficulty speaking in class. Some
children can find it difficult to produce grammatically correct sentences:
• If a child says a sentence using incorrect grammar repeat back their sentence modeling the
correct grammar to be used for example, child- “the boy eated his lunch”, teacher- “that’s
right, the boy ate his lunch”. This allows the child to learn what they should have said without
feeling embarrassed or under pressure.
LASTNAME: CABURAO SCORE: _______
FIRSTNAME: JANICE
MIDDLE NAME: GACAD
ID NUMBER: 21-3338-514

SUBJECT: MED12SE Teaching Strategies for Hearing and Visually

Impaired
PROFESSOR: DR. WILMA S. CARRERA
DATE SUBMITTED : September 2,2022_____

1. Give 5 ways of helping learners with visual impairment cope with their
community. Discuss.
As a teacher my main priority is insuring that all of my students have an
equal opportunity to access learning materials and succeed in your
community. To teach visually impaired or blind students we should modify our
teaching strategy, allow for the use of visual aids and assistive technology,
and create a safe learning environment.

A. Teaching Strategies
1. Explain any visuals. When you are teaching a visually impaired or
blind student, it is important to clearly explain all visual materials. For
example, if you are showing a picture to illustrate a point, you should describe
the image. You could say something like "I have put a picture of Queen
Elizabeth I on the board to illustrate the way she was depicted. She is
wearing a large gown with a lot of detailed embroidery. This demonstrates her
wealth and power.”

 You should also get in the habit of dictating what you are writing
on the chalkboard or whiteboard. This way students who are
unable to see the board can still follow along with the material and
take notes.
2. Always give oral instructions. Do not provide your students with
a handout that contains assignment instructions. Visually impaired or blind
students in your class may have difficulty seeing the words and learning
what is expected. Instead, you should always give oral instructions for every
assignment and activity.
3. Ask students to clap to ask a question. Many classrooms rely on
visual cues in order to ask questions or get the teacher’s attention. It is very
traditional for students to raise their hand if they want to speak during a lesson.
Visually impaired or blind students may not notice when their peers raise their
hands. Instead, you should replace visual cues with audio cues.
 For example, you could have students clap twice if they want to
ask a question

4. Provide tactile learning experiences. When you are teaching a class

with visually impaired or blind students, you should try and incorporate tactile
learning experiences whenever possible. For example, instead of talking about
rocks and showing images of different types of rocks, you should actually have
physical rocks available in the classroom for the students to touch and handle.
  This can also be done with different foods, shells, properties of
matter, etc.
 This will allow your students to explore and learn without relying
solely on sight.
5. Address all students by name. Students who are visually impaired or
blind may not always know who is talking. As a result, you should always
address students by their name when you call on them to answer or ask
questions. This way the student who is visually impaired can learn to identify their
peers based on the sound of their voice.

B. Using Aids and Assistive Technology

1. Record lessons. The easiest and cheapest way to improve the

learning environment for students who are visually impaired, or blind is to record
all lessons. This way students can listen to the instructions or lesson multiple
times in order to make sure they completely understand what is expected.

 Students can record lessons using smartphone apps that can be

easily downloaded for free.
 For better sound quality the school could invest in a microphone
and recorder that could then upload the audio file to the student’s
personal computer.
2. Provide braille textbooks and handouts. As soon as you discover
that you will have a visually impaired or blind student in your class, you should
order all class textbooks in braille. You can also have all of your course materials
and handouts transferred into braille by using braille translation software.
3. Allow the use of smart scanners and readers. Students who are
visually impaired or blind can benefit from the use of smart scanners and
readers. These technological devices will easily convert documents such as
books and handouts into speech. This way students who cannot see the material
presented on a written document can still access the information. The machine
will actually read aloud the materials.
4. Encourage the use of page magnifiers. Page magnifiers can be used
by students with visual impairments, to help enlarge images and text presented
in any book or handout. This will assist students with visual impairments in
reading all course material. These devices are relatively easy to use and range in
cost and effectiveness.
5. Write with dark colors on the whiteboard. Many students who are
visually impaired will need written material to be presented in high contrast in
order for them to read. It is best to write using a dark black marker on a
whiteboard. Always write using large images and letters to help assist with
reading. If your classroom has a blackboard, you should always use white chalk.
 Avoid using colors. Color should only be used sparingly for large
images, such as titles

C. Providing an Appropriate Learning Environment

 1. Seat visually impaired students close to the front. In order to give
visually impaired or blind students an equal opportunity to succeed in the
classroom, seat them near the front of the room close to the board. While
teaching you should stand near the visually impaired child. This will allow them to
hear you better.
2. Consider lighting and glare. Visually impaired students often
experience light sensitivity issues, so seating them away from the window and
other glaring light is beneficial. Try and control the glare in the classroom by
using blinds and curtains. Light should be distributed evenly throughout the room

for optimal visual effect.

3. Ensure there are large walkways between furniture. You should also

leave ample space between desks, chairs, cabinets, and shelves. This will make
it easier for visually impaired and blind students to navigate through the
classroom without bumping into objects.

 Make sure the cupboard doors and drawers are always closed and
that chairs are neatly tucked under desks. If things are left slightly
askew this can cause problems for visually impaired and blind
students.
4. Maintain a consistent classroom arrangement. Once you have
created the classroom layout at the beginning of the school year, leave the
furniture in the same place. Visually impaired and blind students will learn the
layout and be able to navigate their way around the classroom without bumping
into any objects. If you rearrange the furniture and seating assignments this can
cause confusion for these students and will add unnecessary stress to their
learning environment.
5. Clearly explain where classroom supplies are located. You will also
need to give added directional instructions when explaining where classroom
supplies are located. For example, if the pencil sharpener is located next to the
whiteboard at the front of the classroom, you should provide visually impaired
students with clear directions from their seat.

 You could say "the pencil sharpener is straight in front of your

desk and then two steps left of the whiteboard."
 These added instructions will help a visually impaired or blind
student navigate the classroom.

2. Discuss the RA 11106 Filipino Sign Language Act, its benefits to our learners
with hearing impairment.

President Rodrigo R. Duterte has signed into a law an Act declaring the
Filipino Sign Language (FSL) as the national sign language of the Filipino
Deaf.Duterte signed Republic Act No. 11106, or the Filipino Sign Language
Act on Oct. 30 and it was released to the media on Nov. 12. Under the law,
FSL will be “the official sign language of the government in all transactions
involving the deaf and mandate its use in schools, broadcast media, and
workplaces.” The FSL shall be recognized, promoted, and supported as the
medium of official communication in all transactions involving the deaf, and as
the language of instruction of deaf education, without prejudice to the use of
other forms of communication depending on individual choice or preference. It
also assigns the Department of Education (DepED), the Commission on
Higher Education (CHED), the Technical Education and Skills Development
Authority (TESDA), and all other national and local government agencies
involved in the education of the deaf to use and coordinate with each other on
the use of FSL as the medium of instruction in deaf education. The FSL shall
also be taught as a separate subject in the curriculum for deaf learners aside
from reading and writing in Filipino, other Philippine languages, and English.
The University of the Philippines, Komisyon ng Wikang Filipio (KWF),
professional sign linguistics and linguistics researchers in collaboration with
the CHED and the DepEd, and the Early Childhood Care and Development
(ECCD) Council, to develop guidelines for the development of training
materials in the education of the deaf for use by all state universities and
colleges (SUCs) and their teachers and staff.

The DepEd, CHED, UP KWF, Linguistic Society of the Philippines and

other national agencies and local government units shall, in consultation with
professional organizations with expertise and experience in language policy
and planning and the deaf community, take appropriate steps to propagate
sign language competence among the hearing people by offering FSL as an
elective subject in the regular or mainstream curriculum particularly of SUCs.

The purpose of this act is to provide accessible formats or materials that

can benefit every learner with hearing impairment in school and community.
In order to address the communication needs of persons with disabilities, for
the deaf, these include interpretation in sign language, text written in plain or
easy to understand language.