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Prof Ed 103 Foundation of Special and Inclusive Education

Module No. 4

STUDY GUIDE FOR MODULE NO. 4

ASSESSMENT, LEARNING RESOURCES AND INSTRUCTIONAL

ACCOMMODATION
MODULE OVERVIEW

Assessment is the process of collecting information about a child’s strengths and needs. It uses a
problem – solving process that involves a systematic collection as well as interpretation of data gathered (Salvia
et. Al, 2013). Teachers and administrators make instructional decisions based on the assessment results.

Learning resources are any resource – including print and non-print materials and online/open-access
resources – which supports and enhances, directly or indirectly, learning and teaching. Typically, the use of a
learning resource in the classroom is subject to a process of evaluation and approval at the school, local or
national level. Evaluation criteria may include relevance to the curriculum and expectations for learning, social
considerations, and age or developmental appropriateness.

Accommodations are supports provided to students to help gain full access to class content and
instruction, without altering the curriculum standards and competencies expected and to demonstrate accurately
what they know.

MODULE LEARNING OBJECTIVES

At the end of this Module, you should be able to:

• demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and
strengths of diverse learners;
• demonstrate knowledge in the implementation of relevant and responsive learning programs;
• demonstrate knowledge and understanding to suit the learners’ needs;
• demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups;
and
• demonstrate understanding of the special educational needs of learners in difficult circumstances
including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.

LEARNING CONTENT 1

LESSON 1: TYPES OF ASSESSMENT

Assessment has a variety of purpose in special and inclusive education. It begins with initial
identification in Child find and the pre-referral process. The results of the assessment are used to decide on a
child’s educational placement and to plan instructional programs for a child identified to have additional needs.
Progress monitoring and evaluation of teaching programs and services is another, the purpose of which is to
determine how effective programs are to assist the inclusive teacher and the special education teacher.

METHODS OF ASSESSMENT

Professionals use variety of assessment tools to ensure that results are valid and reliable. The
most common is the use of Norm-reference tests which are standardized assessments that compare
a child’s performance with a representative sample of students of the same chronological age while
Criterion-referenced tests compares a child’s performance based on established standards and
competencies and can be used to describe student performance. These two types of standardized

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assessment were usually conducted by psychologists, educational diagnosticians and other related
professionals.

Professionals also use informal or non-standardized assessments which are considered

more authentic and thus can be used primarily to describe performance and inform instruction. Such
assessment can be curriculum-based or performance-based, such as the teacher-made instruments
used in classrooms and portfolio assessments.

The use of tests whether formal or informal, is only one method of assessment. There are other
ways of assessing students considered at risk of developmental delays or have additional needs. One
that is highly recommended by the professionals is the use of authentic assessment methods and tools.
Authentic assessment provides student the opportunity to apply knowledge and skills in meaningful,
real-world settings rather than in an artificial and contrived setting. Below are the common tools used
for authentic assessments:

1. OBSERVATION CHECKLIST

An assessment that observes students on how they interact with family members, peers, and
objects in naturally occurring activities across settings and routines. During observations, teachers
and specialists can use running records which focuses on the occurrence of behaviors as they
happen sequentially or may use checklists for specific purposes. Below are examples of
observation checklist that teacher can utilize to observe their learners:

a. READING MILESTONE - By using this checklist you will be able to determine if your
child/student has met the reading milestones requirements for his/her age-level. This will
help you in identifying children with learning difficulties and initiate the process of early
intervention by contacting the professionals for early identification through formal
assessment.

b. ARITHMETIC MILESTONE - By using this checklist you will be able to determine if your
child/student has met the arithmetic milestones requirements for his/her age-level. This will
help you in identifying children with learning difficulties and initiate the process of early
intervention by contacting the professionals for early identification through formal
assessment.

c. READING SKILL - This checklist will help you to know the child's level of difficulty in
reading. This checklist is based on the skills required to read efficiently.

d. WRITING SKILLS - This checklist will help you to know the child's level of difficulty in
writing. This checklist is based on the skills required to write effectively.

e. ARITHMETIC SKILLS - To understand the current level of arithmetic ability of a child.

Grade-wise arithmetic checklist to assess a child's mathematical skills: basic arithmetic
operations, sequencing and mathematical reasoning.

f. PHONOLOGICAL AWARENESS - It is designed to assist parents/teachers in determining

phonological awareness deficits. Phonological Awareness is one of the most powerful
predictors of children's reading success. Understanding your child's phonological
awareness will assist you in providing a learning environment that is beneficial to the child's
academic success and growth.

g. DEVELOPMENTAL DELAY - checklist will help you to identify the red flag signs that
indicate a possibility of developmental delay.

h. ADHD OBSERVATION - this checklist is used to identify if there are any red flag signs of
ADHD in the child or to determine if causes of behavioral challenges in children are due to
ADHD. Using this checklist, you can know if the child needs further formal evaluation of
their limitations for early identification of ADHD, if present and initiate the process of early
intervention.

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i. FUNCTIONAL ASSESSMENT SCREENING TOOL (FAST) - To understand the functions

of behaviors and factors that influence challenging behaviors. To identify the potential
source of reinforcement maintaining the challenging behaviors: Sensory stimulation, Pain,
Escape and Attention-Seeking.

j. MOTIVATIONAL ASSESSMENT SCALE (MAS) - to accurately determine the functions of

challenging behaviors in their child/children and able to better understand the underlying
causes or reason for the behavior.

k. GROSS MOTOR SKILLS - This checklist is used to assess a child's gross motor skill
development. There are some indicators that your child may be struggling with gross motor
skills. Use this checklist as a starting point if you notice any delays or suspect that your
child is having difficulty learning or perfecting these skills.

l. FINE MOTOR SKILLS - This checklist is used to evaluate your child's fine motor skills
development. There are some warning signs that your child may have issues with fine
motor skills. If you notice any delays or suspect that your child is having difficulty learning
or perfecting these skills, use this checklist as a starting point.

2. ANECTODAL RECORDS

Assessment involves observing and documenting children's development, their learning

experiences and relationships, and how they interact with the world around them. The purpose of
assessment is to gather meaningful information about children in order to make informed decisions
to benefit their education and development. Using a combination of assessment techniques is
generally best to gain a fuller understanding of the child. Observational narrative techniques,
sometimes called anecdotal records, can result in a rich array of developmental information about
individual children that can be used in a variety of ways. An anecdotal record is a detailed
descriptive narrative recorded after a specific behavior or interaction occurs. Anecdotal records
inform teachers as they plan learning experiences, provide information to families, and give insights
into identifying possible developmental delays. This article discusses the advantages of keeping
anecdotal records and explores how effective it is in curriculum planning, communicating with
families, and tracking of development and possible delays.

Anecdotal records are brief notes teachers take as they observe children. The notes
document a range of behaviors in areas such as literacy, mathematics, social studies, science, the
arts, social and emotional development, and physical development. When recording observations,
it’s important to include a concrete description and enough details to inform future teaching
strategies.

ORGANIZING AND MANAGING YOUR ANECDOTAL RECORDS

Daily anecdotal notes can be quick to write and easy to file and organize. They should also
serve as the basis for reflective practice.

Be selective about the behaviors you observe. Having a specific focus can help you pay
attention to the most important details during observations, making your anecdotal records more
useful for planning or for individualizing future instruction. In addition, it removes the unreasonable
expectation of documenting everything for every child every day.

One suggestion for getting started is to divide the class into small groups of about five
students. Assign each group a day of the week, and then concentrate on observing just those five
students on their assigned day. These daily focus groups are a good way to organize and manage
record keeping—and they prevent children from slipping through the cracks.

Here are a couple examples of anecdotal record-keeping systems that use daily focus
groups.

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1. Post-it notebook - A Post-it notebook uses a form for each child that has six boxes.
Teachers often choose to label the boxes Reading, Writing, Math, Science/Social Studies,
Social/Emotional, and Other, but the form can be tailored to highlight any content areas or
learning domains that you choose! As you make observations, record them on a sticky note
and place it on a clipboard. At the end of the day, transfer the notes to the child’s form in
the appropriate category. Keep the forms in a three-ring binder with dividers separating
each daily focus group, or organize the forms alphabetically.

2. Index Card - The index card system uses individual index cards color-coded by daily focus
group (for example, Monday’s group is assigned green index cards, Tuesday’s group is
yellow). Use a binder clip to keep each group’s index cards together, then use the cards
throughout the day as you capture and record observations on group members’ individual
cards. At the end of the day, file the cards in a box, and then pull the cards for the next
day. You may choose to record literacy behaviors (or any other content area you’re
emphasizing) on one side of the card and math behaviors (or another content area) on the
other side. Additional cards can be used to capture behaviors in other areas, or a card can
be subdivided. Once a child’s card is full, issue a new one. You can also easily take the
cards outdoors when observing and recording children’s social interactions on the
playground.

REFLECTING AND USING ANECDOTAL NOTES

A manageable system (like those described earlier) makes it easy to collect the information
you need to reflect about what the children are learning. Reflection and anecdotal notes should be
tightly linked and should serve as the foundation for instructional planning, helping you think more
deeply about children’s growth and learning. Also, reflecting on these records allows you to
generate questions and hypotheses that fuel additional observations and anecdotal records.

You may find it useful to write out your reflections and add them to a child’s collection of
anecdotal records; as months go by, being able to review both anecdotal notes and timely
reflections can be very informative. The information collected from the anecdotal records can also
be transferred to more formal assessments, like developmental checklists.

When a challenging situation arises, such as a child not making progress as expected, you
can share your notes and reflections with colleagues to generate new ideas about lessons and
activities to try. And if a comprehensive or diagnostic assessment seems called for, you have a rich
set of records to share with families and specialists.

Anecdotal notes are also a great source of information when meeting with a family. During
a family conference, you can use anecdotal notes to provide the family with concrete examples of
their child’s learning and development and give them insight into their child’s school day. The
information can also assist in communicating to families the variety of ways they can support their
child at home. Additionally, being able to share detailed descriptions of a child’s cognitive and social
behaviors during a conference and in other communications can help families better
understand their child’s learning trajectory.

3. PORTFOLIO ASSESSMENT

Portfolio assessment is a term with many meanings, and it is a process that can serve a
variety of purposes. A portfolio is a collection of student work that can exhibit a student's efforts,
progress, and achievements in various areas of the curriculum. A portfolio assessment can be an
examination of student-selected samples of work experiences and documents related to outcomes
being assessed, and it can address and support progress toward achieving academic goals,
including student efficacy. Portfolio assessments have been used for large-scale assessment and
accountability purposes, for purposes of school-to-work transitions, and for purposes of
certification.

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While portfolios have broad potential and can be useful for the assessments of students'
performance for a variety of purposes in core curriculum areas, the contents and criteria used to
assess portfolios must be designed to serve those purposes. Showcase portfolios exhibit the best
of student performance, while working portfolios may contain drafts that students and teachers
use to reflect on process. Progress portfolios contain multiple examples of the same type of work
done over time and are used to assess progress. If cognitive processes are intended for
assessment, content and rubrics must be designed to capture those processes.

LEARNING ACTIVITY 1

1. Use the link that will be provided after class (if synchronous) or that will be posted on the MS Teams (if
asynchronous) for your activity.

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LEARNING CONTENT 2

LESSON 2: LEARNING RESOURCE AND INSTRUCTIONAL ACCOMMODATION

LEARNING RESOURCE

Learning resources are any resource – including print and non-print materials and online/open-access
resources – which supports and enhances, directly or indirectly, learning and teaching. Typically, the use of a
learning resource in the classroom is subject to a process of evaluation and approval at the school, local or
national level. Evaluation criteria may include relevance to the curriculum and expectations for learning, social
considerations, and age or developmental appropriateness.

Accommodations are supports provided to students to help gain full access to class content and
instruction, without altering the curriculum standards and competencies expected and to demonstrate accurately
what they know.

The Learning Resources Management and Development System (LRMDS) is designed to support
increased distribution and access to learning, teaching and professional development resources at the Region,
Division and School/Cluster levels of DepED. It is also a quality assurance system providing support to DepED
Regions, Divisions and Schools in the selection and acquisition of quality digital and non-digital resources in
response to identified local educational needs.

What does LRMDS do?

LRMDS functions as a clearinghouse to:

• Provide information about the location of resources (physical copies e.g., text-books, training
manuals, lesson guides, CDs, charts, maps)
• Allows users of the system to access & download directly digitized versions of resources that
are published and stored in multiple formats within the LRMDS repository
• Web based portal with a searchable catalog and online repository of learning, teaching and
professional development resources.

What teachers can do using LRMDS?

• Discover teaching and learning resources aligned to the Kto12 curriculum in various formats.
• Learn access online learning programs and resources, Open Education Resources and online
learning programs including professional development and Alternative Delivery Mode programs
via direct links to external websites or via cataloged courseware.
• Create your own resources for teaching and learning using the media gallery – copyright free
images, audio and video files.
• Share forums for users to contribute and share ideas and provide feedback on the portal and
its content.

INSTRUCTIONAL ACCOMMODATION

Based on the definition, accommodations are supports provided to students to help gain full access to
class content and instruction, without altering the curriculum standards and competencies expected and to
demonstrate accurately what they know. When accommodations are provided in a general education classroom
for children with disabilities, barriers are removed from accessing education. As a result, children can work
around the effect of their disabilities. Examples of accommodations are altering instruments, toys or materials,
changing the room during specific activities, providing time extensions or allowances for tests and tasks, and
changing response formats in worksheets.

Accommodations may be provided both during assessment and instruction, depending on the learning
profile and needs of a child and may vary in terms of presentation, response, setting, and scheduling (Beech
2010).

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Types of Accommodation

1. Presentation Accommodation – children with disabilities may need specialized presentation

formats especially those with sensory impairments so they can learn the same content alongside
typically developing peers.

2. Response Accommodation – allow students with disabilities and additional needs a variety of
ways to complete assignments, written tests, performance tasks, and other activities. Providing
such instructional and assessment supports allows them to access the same learning experiences
as other students in a general education classroom.

3. Setting Accommodation – changes in the location or conditions of the educational setting or

environment may be necessary for students who need support in terms of behavior, attention, and
organization of space and materials. Accommodation in a setting may allow a child who gets easily
distracted to work in a quiet corner of the classroom in his own study carrel so that he will not be
sidetracked by environmental stimuli. Or a child who is still unable to read fluently may be allowed
to take a silent reading comprehension test in another room with a supervising adult.

4. Scheduling Accommodation – changing time allotment, schedule of tasks and assessments, and
management of time are some types of scheduling accommodations. Students with slower ability I
processing information and directions well as with focusing issues may need these types of
accommodations.

INSTRUCTIONAL MODIFICATIONS

Curriculum modifications are provided for students with significant or severe disabilities where content
expectations are altered, and the performance outcomes are changed in relation to what are expected of
typically developing students of the same age (DEC 2007). When instruction and assessment are modified, a
student with disability is still given the right to assess the same learning opportunities as other students in the
general education class, but the tasks are more respectful and appropriate to the student’s abilities and needs.

Curriculum modifications include changes in instructional level, content and performance criteria, as
well as the breadth and depth of content being learned by students. Students with disabilities or additional needs
may be given more or less or different content and resource materials altogether. They may also be assessed
using different standards that are more appropriate with fewer objectives, shorter lessons, or a smaller number
of vocabulary words to learn.

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1. SPECIAL EDUCATION PROGRAMS

The Bureau of Elementary Education (BEE) through the Special Education (SPED) Division, this
Department regularly conducts training of teachers and administrators for children with special needs in
order to provide them with access to formal education.

Scholarships and training program in special education include the areas of mental retardation,
learning disability, hearing impairment, visual impairment, autism, multiple disabilities, giftedness and
organization, administration and supervision. These training programs specifically aim to:
• Enhance knowledge and skills of teachers, administrators and supervisors in handling and
managing programs for children with special needs;
• Update them on current trends and issues on special education;
• Share best practices in the provision of access and quality special education programs;
and
• Organize education programs for children with special needs.

Monitor results of SPED-trained teachers and administrators signal the need to maximize the
training programs they have availed of.

As contained in the Policies and Guidelines in Special Education, the following serve as enrollment
guide in the organization of classes for children with special needs which SPED trained teachers should
follow.

Area of Exceptionality One Grade Level Multi-Grade Level

Mental Retardation 8-15 5-8
Hearing Impairment 7-15 6-8
Visual Impairment 7-10 5-6
Autism 7-10 3-6
Multiple Disabilities 3-5 2-3
Physical Disabilities & Health 10-15 7-10
Impairment
Giftedness 30-35 15-20

Instructional programs that the SPED teachers shall implement include the following:
• Self-contained/Special Class – a separate class for only one type of exceptionality that
serves as moderate to severe types of disabilities.
• Iterant Teaching - a travelling teacher reaches out to children with special needs in other
school or at home to provide direct and consultative services.
• Resource Room – a design place where the child with special needs enrolled in the regular
school program goes to in order to make use of the specialized equipment either in a tutorial
situation or in a small group session handled by a SPED teacher.
• Pull-Out – a kind of program where the child enrolled in the regular class reports to the
resource room for a period of time for special instruction by the SPED teacher.
• Integration/Mainstreaming – refers to the enrollment of a child with a special needs in a
regular class with support services. There are degrees of integration: In partial integration,
a child with special needs enrolled in a special class is integrated with regular children in
non-academic activities like work education, physical education, arts, school programs,
etc., then gradually integrated in the academic subjects when qualified. In full integration,
a child with special needs sits in the regular class in all academic and non-academic
subjects.
• Inclusion – all children with disabilities, regardless of the nature and severity of their
disability and need for related services, receive their total education within the regular
education classroom.

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2. INCLUSION PROGRAMS

The Department of Education believes in the need of equality and equity in education and no students
must be left behind. They have considered the many laws we had to support this objective. To fully realize it,
they have released the “Policy Guidelines on the Provision of Educational Programs and Services for
Learners with Disabilities in the K to 12 Basic Education Program through Deped Order No. 44 s. 2021.
This was the newest policy released by the department for the full implementation of all the projects, programs
and activities intended for the students with special needs. Other related issuances, provisions, rules and
regulations, which are inconsistent with these guidelines are replaced, repealed, or amended accordingly.

The policy guidelines shall provide an overall direction and guidance in the organization, management,
and implementation of appropriate programs, services, and interventions for learners with disabilities at the
different levels of governance in the Department. Likewise, this policy may serve as guide for the external
stakeholders and partners in addressing the needs of learners with disabilities.

This policy will be implemented under the Department of Education’s Bureau of Learning Delivery -
Student Inclusion Division.

3. INDIGENIZATION AND CONTEXTUALIZATION OF THE CURRICULUM

Indigenization refers to the process of enhancing curriculum competencies, education resources, and
teaching-learning processes in relation to the bio-geographical, historical, and socio-cultural context of the
learner’s community.

Contextualization refers to the educational process of relating the curriculum to a particular setting,
situation or area of application to make the competencies relevant, meaningful and useful to the learners.
Localization refers to the process of relating learning content specified in the curriculum to local information
and materials in the learner’s community.

4. ALTERNATIVE LEARNING SYSTEM

Learning resources constitute an important support component of the Alternative Learning System -
Education and Skills Training (ALS-EST) program as they enhance and optimize the teaching-learning process.
It is essential to provide an environment that is conducive to learning, understanding, reflection, and
engagement. Resources are developed and provided for both the basic ed and skills training components of
the ALS-EST.

Types of Learning Resources

1. Learning Facilities are physical resources where the teaching-learning process takes place, for
example, learning centers, kitchens, workshops, and laboratories.

• ALS-EST uses available facilities in the community that are conducive to learning, and help
learners acquire the most appropriate and updated techniques and technology. These
facilities frame the learning environment which is a critical pillar of learning delivery.

• A good learning facility is important because it provides: Spaces conducive to basic

learning and practice of skills Repository sites/places to store modules and equipment used
for basic ed and skills training Spaces for interaction among teachers and learners Spaces
for other activities relevant to the implementing schools and learners

2. Learning modules are printed or non-printed materials that guide both teachers and learners
through the content of and learning activities for a subject matter, for example, subject matter
modules in text or video format.

• Basic Ed Modules - ALS-EST uses the basic ed materials prescribed in the regular ALS
program (ALS Manual, forthcoming).

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• Skills Modules - ALS-EST prioritizes the acquisition and use of the most updated modules for
skills training.

3. Supplementary learning materials may be used or developed if current ALS-EST materials are
found to be insufficient, or needed enhancing for a better learning experience.

4. Tools and Equipment - For skills training to be effective, teachers and learners need access to
tools and equipment. These will vary according to the requirements of each skill area. Tools and
equipment are devices like machines, gears, and implements.

5. OUT-OF-SCHOOL YOUTH

The establishment of the Bureau of Alternative Education (BAE) further ensures the effective and
efficient implementation of the Alternative Learning System (ALS) Program that addresses to reduce the
number of Out-of-School Youth in the country.

According to Secretary Leonor Magtolis Briones, this will strengthen the department’s initiatives,
programs, and policies for the out-of-school children in special cases, youth, and adults as we ensure their
educational continuity for them to be able to develop basic and functional literacy, life skills, and pursue an
equivalent pathway to complete basic education.

Per DepEd Order (DO) No. 47, series of 2021, BAE will serve as the focal office for implementing
the Department’s ALS Program. It will strengthen and expand the ALS Program to help increase
opportunities for out-of-school children in special cases, youth, and adult learners, including indigenous
peoples, persons deprived of liberty, and learners with disabilities.

The power and functions of the Bureau are the following:

1. Establish minimum quality standards in the development of the ALS curriculum and
learning materials, program planning, implementation, monitoring, evaluation, and
management;
2. Promote and ensure certification and accreditation of learners through alternative learning
programs;
3. Ensure access to educational opportunities for learners of different interests, learning
needs, capabilities, demographic characteristics, and socioeconomic status, who have
been unable to complete formal basic education, who have been unable to complete formal
basic education;
4. Coordinate with various agencies and industries for skills development; and
5. Coordinate, encourage close partnerships and establish linkages with LGUs and the
private sector on the sustainable implementation of ALS programs, among others.

The BAE will be under the Department’s Curriculum and Instruction (CI) strand, and it will establish
appropriate communication and coordination channels and implementation mechanisms within DepEd
Central, Regional, and Schools Division Offices for the planning, implementation, and monitoring and
evaluation of ALS programs.

The establishment of the Bureau is in compliance with Republic Act No. 11510, also known as the
Alternative Learning System Act.

6. DISADVANTAGE CHILDREN

This program focuses on packaging of short-term educational activity that addresses the special needs
and interests of the street and working children. It intends to use life skills and active learning
approaches/strategies aimed at developing/enhancing social, civic, aesthetic, cultural, recreational physical and
personal development. The learning materials/packages may be developed/adopted/adapted or gathered from
other sources and tailored-fit to the identified needs of the said users.

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7. ADULT LEARNERS

Adult learning encourages active learning, independent learning, experiential learning, and cooperative
learning through constructivism.

Stage 4 Stage 1
APPLICATION ACTIVIY

Stage 3 Stage 2
ABSTRACTION ANALYSIS

Learning Experience: Through a learning activity, learners experience and acquire new knowledge and skills.
Linking new knowledge and skills to existing experience: Learners need time to process or analyze their
experiences. New knowledge and skills have to be linked to what they already know and can do. They have to
think about how they can use their new knowledge and skills.
Demonstrating/generalizing new skills: Through processing or analyzing their new experiences and linking
them with existing experiences, learners begin to demonstrate new understandings and apply new skills. This
is a process of generalization or abstraction.
Practical application of new knowledge and skills: The final stage in the learning model is the practical
application and trying out of new skills and learning. Successful application leads to learners beginning a new
activity and beginning a new 4A cycle.

The constructivist approach to teaching asserts that a Learner gains and builds knowledge through experience.
• It recognizes that life experiences are rich resources for continued learning. Learning Facilitators are
expected to analyze the Learner’s past experiences and relate these to current lessons.
o Ideally, Learning Facilitators do not only hold lectures or drills, but also facilitate group
discussions, simulations and role-playing, and other activities that build on what Learners
already know or have experienced.

o Learning Facilitators assess which modules/lessons could be learned independently, and

which ones require more scaffolding and facilitator-led learning support.

o Based on Learners’ age and experience, Learning Facilitators can organize small collaborative
groups, including for project-based work, study groups, buddy systems for learning and
counselling.

• Experiential learning is crucial for skills training.

A Learner should be able to practice the competencies s/he is trying to acquire. For instance,
for carpentry training, a Learner imbibes the skills best when s/he builds an actual table or chair using
appropriate equipment and tools. A Learner benefits from immediate feedback, correcting errors or
improving the way s/he designs, and consequently builds the table or chair.

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8. MADRASAH ALIVE

Madrasah (pl. madaris) generally refers to Muslim private schools with core emphasis on Islamic
studies and Arabic literacy. It is a privately-operated school which relies on the support of the local community
or foreign donors, particularly from Islamic or Muslim countries. The madaris are the oldest educational
institution in Mindanao and are recognized to be the single most important factor in the preservation of the
Islamic faith and culture in the Philippines.

There are three general descriptive types of Madrasah in the Philippines.

1. Traditional or weekend madrasah. Instruction is basically religious. It is considered as non-

formal education due to its characteristics: (a) classes are held on Saturdays and Sundays only
or days agreed upon by the teacher and the students/pupils; (b) it does not have a formal
curriculum; (c) it is non-graded and may have multi-age grouping; and (d) it only requires its
teachers to be graduates of a madrasah or to be an imam (Muslim religious leader)

2. Developmental or formal madrasah. This type offers hierarchically structured education and
sequential learning generally attuned with the formal education system. It operates like a
regular school where the students go through madrasah edadi (pre-school), to madrasah
sanawi (high school). The teachings concentrate on Islamic religious and cultural subjects and
include some mathematics and sciences courses, with Arabic as the medium of instruction.
Expectedly, the madaris students lack competitive skills required for employment and are not
eligible for transfer to regular schools because the madaris do not implement the standard
curriculum of the Department of Education. This type is not recognized and accredited by the
Department of Education.

3. Standard private madrasah. This type of madrasah has been harmonized, upgraded and
modified to become a component of the Philippine education system through the issuance of
DepED Order No. 51, s. 2004, prescribing the Standard Curriculum for Elementary Public
Schools and Private Madaris. Henceforth, all madrasah institutions in the country shall be
required to adopt and implement said standard curriculum to obtain government recognition
and accreditation. In the public schools, the enriched curriculum is likewise prescribed
mandating the offering of Arabic language and Islamic values for Muslim students throughout
the country in areas where there is a Muslim population.

Pursuant to the 1987 Philippine Constitution and Republic Act No. 10533, otherwise known as the
Enhanced Basic Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Madrasah Education in the K to 12 Basic Education Program.

The Program aims to:

• provide Muslim learners with appropriate and relevant educational opportunities while recognizing their
cultural context and unique purposes for participating in the Program offerings; and
• integrate content and competencies which are relevant and of interest to Muslim learners.

This policy seeks to harmonize existing DepEd issuances on Muslim education, with new provisions for
more effective and efficient program development, implementation and evaluation. Moreover, this shall also
serve as the basis for the development of the Manual of Operations for the Governance and Administration of
the Madrasah Education Program (MEP).

Arabic Language and Islamic Values Education (ALIVE) is a program implemented in public schools
which aims to provide additional subjects on Arabic Language and Islamic Values in the regular basic education
curriculum.

The DepEd hereby issues these guidelines on the Madrasah Education Program (MEP) to strengthen
the existing implementation of the program. This policy affirms the Department’s commitment to all learners
through the development and implementation of inclusive education and responsive programs. Consistent with
its Vision, Mission, and Core Values, DepEd shall promote the right of the nation’s cultural communities in the
exercise of their right to develop themselves within the context of their cultures, customs, traditions, interests,
and belief.

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The DepEd also recognizes education as an instrument for their maximum participation in national
development and in ensuring their involvement in achieving national unity; thus, this program aims to serve
Filipinos whose values and competencies enable them to realize their full potential and contribute meaningfully
to building the nation.

9. SPECIAL INTEREST PROGRAMS

Special Interest Programs include the following: Special Program in Journalism (SPJ), Special
Program in the Arts (SPA), Special Program in Foreign Language (SPFL), Special Program in Sports (SPS);
Special Science Program (SSP) like Special Science Elementary School (SSES) and Science, Technology
and Engineering (STE) and Special Education Program (SPED). On the other hand, the ADM covers
programs like the open high school, night high school, home education program and the rural farm school.

Programs DepED Issuances

a. Special Education • DepED Order No. 15, s 2014 - FY 2014 Guidelines on the
Utilization of Financial Assistance to Schools Implementing
Special Curricular Programs

• DepED Order No. 99, s 2009 - Organization of Headstart Classes

for the Gifted and Talented Preschoolers

• DepED Order No. 6, s. 2006 - Policies and Guidelines for Special

Education at the Secondary Level

• DECS Order No. 111, s 2000 - Recognized Special Education

(SPED) Centers in the Philippines

• DECS Order No. 26, s. 1997 - Institutionalization of SPED

Programs in All Schools

• DECS Order No. 117, s. 1987 - Policies and Guidelines for

Special Education

b. Special Science for • DepED Order No. 15, s. 2014

Elementary Schools

• DepED Order No. 57, s. 2011 - Policy Guidelines in the

Implementation of the Special Science Elementary Schools
(SSES) Project

c. Special Program for • DepED Order No. 15, s. 2014

the Sports

• DepED Order No. 46, s. 2012 - Policy Guidelines on the

Implementation of Special Curricular Programs at the Secondary
Level

• DepEd Order No. 25, s. 2015 - Implementing Guidelines in

Special Program in Sports

d. Special Program for • DepED Order No. 15, s. 2014

the Arts

• DepED Order No. 46, 2012

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e. Special Program for • DepED Order No. 46, 2012
Journalism

f. Science, • DepED Order No. 15, s. 2014

Technology and
Engineering
Program (formerly
ESEP
• DepED Order No. 55, s. 2010 - Policies and Guidelines on
Strengthening Science and Mathematics Education at the
Secondary Level

• DepED Order No. 40, s. 2010 - Expansion of S & T (ESEP) High

Schools Effective SY 2010-2011

• DepED Order No. 41, s. 2004 - Revised Curriculum of the 110 S

& T Oriented (ESEP) High Schools

• DECS Order No. 37, s. 1998 - The Establishment of the Pilot

Provincial Science and Technology High Schools

• DECS Order No. 69, s. 1993 - Science High Schools

g. Special Program in • Deped Order No. 55, s. 2009 - Guidelines on Offering Foreign
Foreign Language Languages like Spanish, French and Nihongo (Japanese) as
Elective subjects in the Third and Fourth Year Levels of High
Schools

h. Senior High School
• DO No. 51, s. 2015 - Guidelines on the Implementation of Senior
High School (SHS) Program in Existing Public Junior High School
(JHSs) and Integrated Schools (ISs), Establishment of Stand-
Alone Public SHSs and Conversion of Existing Public Elementary
and JHSs into Stand-Alone SHSs

i. Alternative Delivery • DO No. 46, s. 2006 - Guidelines on the Pilot Implementation of

Mode the Open High School Program

• Do No. 54, s. 2012 - Policy Guidelines on the Implementation of

the Alternative Delivery Modes (ADMs)

• MECS Order No. 23, s. 1986 - Promotion and Reclassification of

Students of Secondary Schools Night Classes

• DECS Memorandum No. 216, s. 1997 - Home Education Program

• DM No. 176, s. 2013 - Dissemination of Republic Act 10819 (An

Act Establishing Rural Farm Schools as Alternative Delivery
Mode of Secondary Education And Appropriating Funds Therefor)

• DO No. 36, s. 2015 - Implementing Rules and Regulations (IRR)

or Republic Act 10618 (An Act Establishing Rural Farm Schools
as Alternative Delivery Mode of Secondary Education And
Appropriating Funds Therefor)

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10. QUALITY DIFFERENTIATED INSTRUCTIONS

Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate
content, process, products, or the learning environment, the use of ongoing assessment and flexible
grouping makes this a successful approach to instruction.

At its most basic level, differentiation consists of the efforts of teachers to respond to variance
among learners in the classroom. Whenever a teacher reaches out to an individual or small group to vary
his or her teaching in order to create the best learning experience possible, that teacher is differentiating
instruction.

Teachers can differentiate at least four classroom elements based on student readiness, interest,
or learning profile:
• Content – what the student needs to learn or how the student will get access to the information;
• Process – activities in which the student engages in order to make sense of or master the
content;
• Products – culminating projects that ask the student to rehearse, apply, and extend what he
or she has learned in a unit; and
• Learning environment – the way the classroom works and feels.

11. HOMESCHOOL/ DISTANCE LEARNING

The Department of Education (DepEd) issues the Revised Policy Guidelines on Homeschooling
Program. This is consistent with its mandate to establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and society (Article XIV, Section 22,
1987 Philippine Constitution), and guided by the constitutional directive to support the natural and primary
right and duty of parents in the rearing of the youth for civic efficiency and development of moral character
(Article II, Sec 12 1987 Philippine Constitution).

The Homeschooling Program is designed as one among the Alternative Delivery Modes (ADMs),
which may be offered by any public or private school as a response to family situations, and difficult
circumstances that require more regular parental support and supervision, and for learners whose parents
opt them to be educated at home by themselves. It also actualizes Sustainability Development Goal (SDG)
No. 4, which aims to ensure inclusive and equitable quality education with the parents taking full
responsibility for the education of their children.

The Homeschooling Program offers families flexibility in deciding and addressing their children’s
access issues and provides opportunity for them to contribute to making the curriculum learner -centered,
inclusive, developmentally appropriate, responsive and relevant while applying pedagogical approaches
that are constructivist, inquiry-based, reflective, collaborative, and integrative (Section 5, RA No. 10533).

This policy provides substantive guidance on the implementation of the Homeschooling Program
and discusses its underlying principles, objectives, and target learners. It also defines the program’s
standards, which include program management, the curriculum, learning delivery modalities,
parent/guardian as learning facilitator, learning resources, learning environment and classroom
management to be used. Implementation protocols and procedures are also described to guide field
implementation.

LEARNING ACTIVITY 2

1. Use the link that will be provided after class (if synchronous) or that will be posted on the MS Teams (if
asynchronous) for your activity.

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REFERENCES

1. "EJ894865 - Anecdotal Records: Valuable Tools for Assessing ...." https://eric.ed.gov/?id=EJ894865.

Accessed 16 May. 2022.

2. "Quick and Easy Notes: Practical Strategies for Busy Teachers | NAEYC."
https://www.naeyc.org/resources/pubs/tyc/oct2019/practical-strategies-teachers. Accessed 16 May.
2022.

3. "Assessment - Portfolios, Students, Student."

https://education.stateuniversity.com/pages/1769/Assessment-PORTFOLIO-ASSESSMENT.html.
Accessed 16 May. 2022.

4. "LRMDS." http://depedlapulapu.net.ph/index.php/lrmds. Accessed 18 May. 2022.

5. "CONTEXTUALIZATION, LOCALIZATION AND INDIGENIZATION OF ...."

https://www.coursehero.com/file/p16ph4v/Non-availability-of-resources-327-144-N-2-Financial-
constraints-expensive/. Accessed 18 May. 2022.

6. "Policy Guidelines on Madrasah Education in the K to 12 Basic ...." 11 Aug. 2017,

https://www.teacherph.com/madrasah-education/. Accessed 18 May. 2022.

7. "DepEd ALIVE Program - HOME." http://depedaliveprogram.weebly.com/. Accessed 18 May. 2022.

8. "ALS Programs | Department of Education - DepEd." https://www.deped.gov.ph/k-to-12/inclusive-

education/als-programs/. Accessed 18 May. 2022.

9. "DepEd establishes Bureau of Alternative Education to expand ...."

https://www.deped.gov.ph/2021/12/07/deped-establishes-bureau-of-alternative-education-to-expand-
opportunities-for-out-of-school-filipinos/. Accessed 19 May. 2022.

10. "Deped Issuances on the Different Special Interest Programs, Senior ...."
https://www.teacherph.com/deped-issuances-special-interest-programs/. Accessed 19 May. 2022.

11. "What Is Differentiated Instruction? | Reading Rockets." https://www.readingrockets.org/article/what-

differentiated-instruction. Accessed 19 May. 2022.

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