Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

LAOANG CAMPUS
Laoang, Northern Samar

Hazel Caparroso Acebron

BSEd English 3-A

Foundation of Special and Inclusive Education

Inst. Mary Ann Bantilo

MODULE 1
Definition, Goals, and Scope of Special and Inclusive Education

Concept Check 1.1

As a teacher in the future, in what way/s do you think inclusive education may increase
participation rate among children. Then, include at least two specific ways, with examples, in
your discussion.

Inclusive teaching enables children to participate actively in the classroom by way of

providing a supportive and encouraging environment for them where they will be able to share
their ideas and show their skills and talents without fear of judgments and criticisms. This could
be done by using a teaching strategy which makes every student feel like they belong, various
perspectives are encouraged and accepted. It will also be effective if the teacher deepens their
relationship to their students to a more personal level, that way, the impact of the care and
concern that is demonstrated will enable the student to feel significant.

1. As a teacher, if you are discussing something which may raise an argument due to
individual differences, it would be best to include various perspectives. For instance, I am having
a lesson about cultures and traditions of the Filipinos and one of the examples I used is the
celebration of the patron saints of every barangay. Given that my class is composed of individuals
that are different in various ways including religion, I would first ask who are Catholics, Born
Again Christian, Iglesia Ni Cristo or those who belong to other religions. Then I would ask some
practices that they have that is the same or related to the tradition of celebrating fiestas in honor
of the patron saints of the Catholics. I would also encourage them to share their own cultures
and traditions that is not known by most of us as well as their insights and feelings toward other
religions. That way, there will be sharing of ideas and experiences among my students. This
interaction will enable them to feel that they belong and they matter, their ideas and opinions
are accepted and treated with significance.

2. Another way to make your students participate more is by knowing them. It feels so good
when someone knows you along with your strengths and weaknesses, this kind of relationship
becomes more personal that will motivate your students to engage in the activities given
especially those wherein they can show what they got. For instance, you gave them the freedom
to choose how they will present ‘Modernization’ in the most creative way. Others did some essay,
some used painting to express their insights, others formed a group for a drama, dance and song
interpretation. The variety of presentation enable the students to express themselves and their
creative side, this will give them confidence to engage in more activities that will be given in the
near future. Thus, making inclusive education a medium to encourage student participation in
the classroom.

Concept Check 1.2

Discuss at least one classroom situation or instance when you can be of help in attaining the
vision of the Philippine Inclusive Education Program.

There are various ways wherein I can be of help to attain the vision of the Philippine
Inclusive Education Program. Assuming myself as an educator already, I can lend a hand to
achieving this vision by providing a quality and effective education to my students. For instance,
I’ve given my students a task to craft a model representing any of the communication models I
have discussed. This activity will serve as a challenge for them for there is no specific materials
required and at the same time an opportunity to use any available resources. This does not only
measure their intelligence and resourcefulness, but also their ability to maximize the resources
made available for them. Engaging them to activities like this one will serve as their training
ground for them to be resilient, flexible and effective in dealing with more complex problems
that will come their way. In addition, as a student I can help in attaining the vision by not being
contented by the ideas and knowledge provided by modules, quality learning happens when
there is an active interaction between the students and teachers because this way, the shared
ideas will not only be instilled but would be applied by the students not only in school but in real-
life situations.

Concept Check 1.3

Using a graphic organizer, illustrate the different components of a comprehensive inclusive

education program.

Child Find

• Locating where the children are through the family mapping survey, advocacy
campaigns and networking with local health workers.
• Children with special needs should be listed and visited by SPED teachers to
convince parents to enroll their children in SPED centers or chools near them.

Assessment

• Continuous process of identifying the strengths and weaknesses of the child

through the use of formal and informal tools for proper grade replacement.
Exising SPED Centers in the Division shall assist regular schools in the assessment
process.

Program Options

• Regular schools with or without trained SPED teachers shall be provided

educational services to children with special needs.
• The first program option that shall be organized for these children with similar
disabilities which can be mono=grade or multi-grade handled by a trained
SPED teacher.
• The second option is inclusion or placement of the child disabilities in general
education or regular class where he/she learns with his/her peers under a
regular teacher and/or SPED trained teacher who addresses the child's needs.
• The third option is a resource room program where the child with disabilities
shall be pulled-out from the general education or regular class and shall report
to a SPED teacher who provides small group/one-on-one instruction and/or
appropriate interventions for these children.

Parental Involvement

• Plays a vital role in preparing the children in academic, moral and spiritual
development. Parents shall involve themselves in observing children's
performance, volunteering to work in the classroom as teacher aide and
providing support to other parents.
Concept Check 1.4

1. Using a Venn diagram, compare and contrast the inclusive education program of the
Philippines and one other country that we have specified. Discuss their differences in the
circles and their similarities on the overlapping part of the circles.

PHILIPPINES UNITED STATES OF AMERICA

In the The Individuals

Because
Philippines, we with Disabilities
Inclusive
have the SPED. Education
Education for
They have (IDEA) is a law
All was
copied the that makes
adopted in the
blueprint from available a free
Philippines
the United appropriate
from the
States. public
United States,
Department of education to
it is
Education eligible children
technically
Handbook on with disabilities
possible that
Inclusive throughout the
other
Education 2000. nation and
countries
Where it talks ensures special
have a similar
about how it education and
program. Both
will be related services
are
implemented. to those
children.
2. Research about the recent programs and projects implemented in any of the countries
mentioned in the preceding discussion. And, discuss the significant results of the said project.

The efforts to expand compulsory education also accelerated inclusive education by

reemphasizing that all students, including those with disabilities, are entitled to education. For
example, the SEIA states that “by 2016, at least 90% of students with visual impairments, hearing
impairments, and intellectual disabilities should receive compulsory education. Educational
opportunities for students with other disabilities should significantly increase” (MOE, 2014, p. 1).
To achieve this goal, the MOE provided specific recommendations, including building a
continuum of services, supporting students with disabilities across grade levels, ensuring all
students are prepared in both academic and vocational areas, and integrating educational and
medical supports (MOE, 2014). Through these efforts policy makers not only increased the
emphasis on education equality and equity but also set the stage for inclusive education as the
ultimate goal of special education. “The overall goal of this act is to comprehensively promote
inclusive education to ensure that all students with disabilities receive an appropriate education”
(MOE, 2014, p. 1).

To achieve this goal, the “Guidelines for Resource Rooms in Regular Schools” policy document
(MOE, 2016b) instruct regional and local education agencies to build their capacity for inclusion.
In the document, any school with more than five students with disabilities was mandated to have
at least one resource room. Resource rooms were to have not only comprehensive assessment
tools, learning materials, and therapeutic equipment, but also specialized teachers certified by
the MOE. The wording of these guidelines again reflects the expectation that inclusive education
is a service rather than a placement and that to ensure successful inclusion a variety of resources
including administrative supports, facilities, equipment, and staff are needed (Individuals With
Disabilities Education Act, 2004).

3. Conduct a brief revisit of the Special and Inclusive Program of the Philippines and look into
its programs that are being implemented at the current times. Then, have a 3-minute video
recording of your findings. Kindly upload it to the link that will be posted in your GC.
MODULE 2
Concept Check 2.1

1. What is the definition of diversity?

Diversity to me is the ability for differences to coexist together, with some type of mutual
understanding or acceptance present. Acceptance of different viewpoints is key. Also, diversity
means inclusion of everyone and inclusion of everyone's viewpoints and perspectives. Diversity
is not tolerance for difference but inclusion of those who are not the majority. It should not be
measured as a count or a fraction - that is somehow demeaning. Success at maintaining diversity
would be when we no longer ask if we are diverse enough, because it has become the norm, not
remarkable. Heterogeneity brings about opportunities to share, learn and grow from the
journeys of others. Without it, limitations arise and knowledge is gained in the absence of
understanding. It also refers to anything that sets one individual apart from another and the
coexistence of various perspectives. In other words, having a multitude of people from different
backgrounds and cultures together in the same environment working for the same goals.

2. Why is diversity important in the present times?

A diverse environment has multiple benefits for personal development. Outside of

becoming accepting and more aware of other cultures, it can help smash previously held
stereotypes. Diversity and inclusion breed productivity as the ability to learn and grow from each
other is exponentially expanded. A multicultural exchange of ideas bolsters richer idea
generation, in turn leading to innovation and creativity. This is especially pertinent in educational
settings and companies, arenas all about learning, creating and sharing ideas. In these
environments, a profile exposed to different cultures viewpoints, allows for more contribution
and out-of-the-box thinking. In education, studying in an international environment means
regular exposure to cultures, practices and ideas. Mingling with a diverse range of people will
prepare you to be part of a global society, whether it be within your business or personal life –
not to mention the possibility of learning new languages.

Concept Check 2.2

1. What are the two dimensions in Lohen’s Wheel of Diversity?

The wheel consists of what she called primary, or core, and secondary dimensions of
diversity. The categories suggest how much influence these differences exert on a person's
beliefs, expectations and life experience.
 She described the primary, core dimensions as the most powerful and sustaining differences,
ones that usually have an important impact on us throughout our lives. In the original model,
Loden presented six primary dimensions that help shape our basic self-image and our worldviews:
age, ethnicity, gender, physical abilities/qualities, race, and sexual orientation.

She defined the secondary dimensions as other important differences that are acquired later
in life and presumably have less influence in defining who we are. "They are more mutable
differences that we acquire, discard, and/or modify throughout our lives," Loden states. In the
original model, the secondary dimensions included: educational background, income, marital
status, work experience, military experience, religion and geographic location.

2. How can this model be used?

The wheel was created to help ‘initiate conversations about similarities and differences that
cross societal and cultural boundaries. ‘I think diversity discussions are really about
understanding our social identities, acknowledging what is important and learning to integrate
into society so that no sub-group feels excluded or one down,’ Marilyn Loden has been quoted
as saying.

Depicted as concentric circles, this “Diversity Wheel” can be used in many different ways to
encourage thinking about values, beliefs, and dimensions of identity for people and organizations.

For instance, after spending time looking at the wheel, invite participants to write down 5
things that describe who they are—the top five things they think of when they think to describe
themselves. (Ideally, you’ve passed out post-it notes and can encourage staff to write one
characteristic on each of 5 post-it notes. Also, the descriptions don’t have to line up with the
categories on the wheel, but it can be helpful to think of them that way.) Invite participants to
locate their characteristics on the Diversity Wheel and then talk with one or two other people
about how they identified themselves and what they noticed when they tried to put their
characteristics into the areas of the wheel.

3. What is the third dimension of diversity? How does it affect one’s self?

The third dimension is ability and disability dimensions. It affect one’s self in a way that a
person’s ability makes him do things with competence and knowledge, this ability could be a way
for them to show off their skills and talents. However, disability hinders the ability of a person to
do a specific task that could naturally be done by people who do not have this condition. But, this
challenge could a medium for them to find where they truly belong, as they say, let’s always view
things in its silver lining. For instance, Jenny was born with hearing impairment disabling her to
do good in communicating and understanding people around her. But as time goes by, she
became passionate to hear sounds and understanding them, it started during a party and she felt
the rhythm booming through her room’s door. Since then, she finds herself leaning on the door,
feeling her heartbeat and feeling every sound from the vibration sent to her body. This became
a starting point for her to become inclined to music, she attended special lessons for music and
later became a famous musician. You see, every one of us has our own strengths and weaknesses,
every person with disability have an ability that make people overlook their condition because
every one of us has our own talent. We just need to ponder and discover it. Disability will not
hinder our ability.

Concept Check 2.3

1. How does diversity encourage innovation and problem solving?

Diversity enhances creativity. It encourages the search for novel information and perspectives,
leading to better decision making and problem solving. Diversity can improve the bottom line of
companies and lead to unfettered discoveries and breakthrough innovations. Even simply being
exposed to diversity can change the way you think. The key to understanding the positive
influence of diversity is the concept of informational diversity. When people are brought together
to solve problems in groups, they bring different information, opinions, and perspectives.

This makes obvious sense when we talk about diversity of disciplinary backgrounds—think
again of the interdisciplinary team building a car. The same logic applies to social diversity. People
who are different from one another in race, gender, and other dimensions bring unique
information and experiences to bear on the task at hand. A male and a female engineer might
have perspectives as different from one another as an engineer and a physicist—and that is a
good thing.

2. What can non-acceptance of diversity do in an organization?

A lack of diversity in a job can unintentionally create a hostile environment and contribute to
higher turnover. When employees feel like they don’t fit in, they’re not likely to stick around. The
current employment rates give a lot of opportunities to workers; by creating a diverse and
inclusive company culture, employees will be drawn to your company and want to stay, which
will only serve to continue the cycle of positive culture. Some workplaces may find issues when
it comes to helping diverse employees integrate. Helping employees feel included and important
is a huge part of helping them make a smooth transition into the office. When organizations don’t
have the right programs in place to help with diversity training, they will be unable to help
integrate a new person into the office well. There are multiple levels of integration that are
needed, including social connections and issues related to workplace equality like fairness of pay,
work responsibilities, and more.

Concept Check 2.4

1. Why is it important to understand inclusion in the classroom?

Inclusive education values diversity and the unique contributions each student brings to the
classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging. Students
and their parents participate in setting learning goals and take part in decisions that affect them.
And school staff have the training, support, flexibility, and resources to nurture, encourage, and
respond to the needs of all students.

Inclusive systems provide a better quality education for all children and are instrumental in
changing discriminatory attitudes. Schools provide the context for a child’s first relationship with
the world outside their families, enabling the development of social relationships and
interactions. Respect and understanding grow when students of diverse abilities and
backgrounds play, socialize, and learn together.

Education that excludes and segregates perpetuates discrimination against traditionally

marginalized groups. When education is more inclusive, so are concepts of civic participation,
employment, and community life.

2. Research and discuss the 2030 Agenda. Give its significant features.

In September 2015, Canada and 192 other UN member states adopted the 2030 Agenda for
Sustainable Development. The 2030 Agenda is a 15-year global framework centred on an
ambitious set of 17 Sustainable Development Goals (SDGs), 169 targets and over 230 indicators.
The 2030 Agenda envisions a secure world free of poverty and hunger, with full and productive
employment, access to quality education and universal health coverage, the achievement of
gender equality and the empowerment of all women and girls, and an end to environmental
degradation.

Canada’s international development efforts have changed millions of lives for the better.
However, as the recent pandemic threatens a decade of global progress in building a peaceful,
just, inclusive, clean, resilient and prosperous world for everyone, it has also demonstrated how
connected we really are. That is why the SDGs are more important than ever. They are a global
blueprint to get us to that better world to achieve gender equality, reach net zero emissions, halt
and reverse nature loss, build resilient and inclusive societies and economies, and make sure
everyone has access to quality education and health care. While the goals are ambitious, they
reflect the scope of these global challenges and give us real targets to strive toward, as well as a
working agenda to achieve them. Through human rights-based and gender-responsive
approaches, they remain our roadmap to a brighter future. We all have a role to play in realizing
a better world.

MODULE 3

Concept Check 3.1

Conduct further research on the different legal bases of inclusive education in the Philippines.
Then, choose at least three of them and list down, in a matrix form, their salient features
related to the subject at hand.

Republic Act No. 3562 June 21, 1963 An Act To Promote Provided for the
the Education of the formal training of
Blind in the special education
Philippines teachers of blind
children at the
Philippine Normal
College, the
rehabilitation of the
Philippine Normal
School for the Blind
(PNSB) and the
establishment of the
Philippine Printing
House of Blind.
Republic Act No. 5250 1968 An Act Establishing a The law provided for
Ten-Year Teaching the formal training
Training Program for of teachers for deaf,
Teachers of Special hard-of-hearing,
Education Children speech
handicapped,
socially and
 emotionally
disturbed, mentally
retarded and
mentally gifted
children and youth
at the Philippine
Normal College and
the University of the
Philippines.

Presidential Decree No. 1975 Child and Youth Enacted. Article 3

603 Welfare Code on the Rights of the
Child provides
among others that
“the emotionally
disturbed or socially
maladjusted child
shall be treated
with sympathy and
understanding, and
shall be entitled to
treatment and
competent care;
and the physically
or mentally
handicapped child
shall be given the
education and care
required by his
particular
condition.” Equally
important is Article
74 which provides
for the creation of
special classes.
Thus, “where needs
warrant, there shall
be at least special
 classes in every
province, and if
possible, special
schools for the
physically
handicapped, the
mentally retarded,
the emotionally
disturbed and the
specially gifted. The
private sector shall
be given all the
necessary
inducement and
encouragement.”

In 1975, Presidential Decree No. 603, otherwise known as the Child and Youth Welfare Code
was enacted. Article 3 on the Rights of the Child provides among others that “the emotionally
disturbed or socially maladjusted child shall be treated with sympathy and understanding, and
shall be entitled to treatment and competent care; and the physically or mentally handicapped
child shall be given the education and care required by his particular condition.” Equally
important is Article 74 which provides for the creation of special classes. Thus, “where needs
warrant, there shall be at least special classes in every province, and if possible, special schools
for the physically handicapped, the mentally retarded, the emotionally disturbed and the
specially gifted. The private sector shall be given all the necessary inducement and
encouragement.”

Concept Check 3.2

Research about the five (5) psychological bases of education, namely behaviorism, cognitivism,
constructivism, experientialism, and social contextual learning theories, and prepare a matrix
following the format below:

a. Theory

b. Key Theorist(s)

c. Key Principles

d. Application

Theory Key Theorist(s) Key Principles Application

Behaviorism Behaviorism Edward Behaviorism relies Behaviorism has
defines learning as Thorndike, Ivan on the prediction significantly
observable Pavlov, John B. or analysis of shaped the
behavioral change Watson, and B.F. behavior based on disciplines of
that occurs in Skinner causal stimuli, psychology and
response to while education education,
environmental uses the process illuminating major
stimuli. of positive and influencing
negative factors in human
reinforcement to behavior and
encourage or learning. In
discourage psychology, both
behaviors. behavior
modification and
behavior therapy
owe their origins
to behaviorism.

Cognitivism Departing from Jean Piaget, Cognitive Although many

the comparative Jerome Bruner, psychology contemporary
emphasis of Robert Mills understands educational
behaviorists, Gagne, Marriner knowledge psychologists see
cognitivists see David Merill, acquisition cognitivist
human beings as Charles Reigeluth, schematically and approaches as
rational creatures and Roger Schank. symbolically. It outdated,
quite different posits learning as teachers often
from animals. the process of deliver lectures in
Consequently, changing a front of a
cognitive theory learner's mental classroom and
 explores the model or expect students
complexities of schematic to demonstrate
the human mind understanding of their retention of
as it processes knowledge. content through
information. It information-
views behavior as oriented tests.
a result of one's
thoughts.

Constructivism This view John Dewey, Jean Constructivists Constructivism

challenges both Piaget, Lev agree that influences the
the behaviorist Vygotsky, and learners create lesson plan
notion of the Jerome Bruner knowledge rather methodologies
learner as a blank than passively employed by
slate and the receiving it, and many teachers
cognitivist notion that preexisting today. For
of learning as the knowledge plays a example,
acquisition of crucial role in constructivist
objective their learning. influence shapes
information from However, two the common
an expert. differing strands teaching practice
of constructivism of posing
bear mentioning. questions or
problems and
then inviting
students to
answer and solve
them in their own
ways.

Experientialism Experiential David A. Kolb and Rejecting all The

learning theories Carl Rogers didactic experientialist
identify approaches, understanding of
meaningful experientialism the learning
everyday argues that one process as a
experience as the person cannot dynamic feedback
most central effectively impart loop often shapes
factor in knowledge how educators
increasing a directly to plan their lessons.
learner's another person;
knowledge and people must learn
understanding, as for themselves. A
 well as teacher can By placing an
transforming their facilitate the emphasis on
behavior. learning process activities that
by engaging prompt effective
students through perception and
an experience, processing,
but they cannot educators can
control exactly activate the
what students learner's prior
learn from that experience,
experience. demonstrate a
new skill for the
learner, ask the
learner to practice
the skill, and then
invite application
of those skills in
practical
scenarios.

Social First emerging in Lev Vygotsky, The situated, The efforts of

contextual the late 20th Albert Bandura, relational nature today's teachers
century, social Jean Lave, Rogoff, of knowledge and to connect
and contextual Etienne Wenger, the social, students' new and
learning theories and Thomas engaged nature of preexisting
challenge the Sergiovanni effective learning knowledge aligns
individual-focused are the with social and
approaches foundational contextual
evident in both principles of social learning. As a
constructivism and contextual result, teachers
and cognitivism. learning theories. account for the
Social and demographics of
contextual their classrooms
theories are as much as they
influenced by do lesson
anthropological planning.
and ethnographic
research and
emphasize the
ways
environment and
social contexts
 shape one's
learning.

MODULE 4
Concept 4.1

1. Enumerate and define the different learners with educational needs.

• LEARNERS WHO ARE GIFTED AND TALENTED
Gifted children are born with above-average natural abilities. Talented children have developed
their natural abilities to a high level. Children can be gifted and/or talented in many areas,
including sport, art, music, intellectual ability and more.
• LEARNERS WITH DIFFICULTY SEEING
Visual impairment which is severe enough to interfere with progress in normal educational
programmes is considered a visual handicap. Students must be able to see clearly, focus on
objects far and near, be able to co-ordinate hand and eye, discriminate small differences and
remember what they see.
• LEARNERS WITH DIFFICULTY HEARING
Deafness is defined as “a hearing impairment that is so severe that the child is impaired in
processing linguistic information through hearing, with or without amplification”, hat adversely
affects a child's educational performance.
• LEARNERS WITH DIFFICULTY COMMUNICATING
The most common conditions that affect children's communication include language-based
learning disabilities, attention deficit disorder, attention deficit hyperactive disorder, cerebral
palsy, mental disabilities, cleft lip or palate, and autism spectrum disorders.
• LEARNERS WITH DIFFICULTY MOVING/ WALKING
Students with mobility impairments rely on assistive devices such as wheelchairs, walkers,
canes, crutches and artificial limbs to obtain mobility. Mobility impairments may involve
limitations in performing certain acts such as entering classrooms, sitting for long periods of
time, manipulating pencils and writing

2. What changes do learners with speech and language difficulties encounter in the areas
of communication and socialization?
Students with language impairments may have difficulty understanding and being understood
through communication — verbal, nonverbal, and written. Students with speech and language
impairments may: need accommodations in seating or use assistive devices in class. have difficulty
understanding or following directions.

3. How can a classroom be arranged to help learners with difficulty in moving/walking?

Remove obstacles so that the student can move freely from lesson to lesson. Encourage support for
the student from classmates. Consider physical access issues such as ramps, toilets, lifts and
classroom layout. Incorporate advice from the occupational therapist in the student's programme.

4. Think of a person you know or a famous person who has difficulty in any of the domains
mentioned in this chapter. In a separate sheet of paper using a graphic organizer, create
a profile of this person, his/her strengths, interests, accomplishments, difficulties, needs,
and other information you have. How does seeing the “whole person” affect your view
of this person and not just his/her difficulties? How is such a perspective important in
teaching and learning in an inclusive classroom?
 Strengths/Interests Accomplishments
Singer
• Actress • ''Ang Bagong Kampeon'' winner in 1984
• Record producer • ''Asia Pacific Singing Contest'' winner in
• Singer 1989
• Vocal range and belting technique • Awards:
• Soprano-often praised for her range • Aliw Awards
and technical ability • Awit TV Awards
• Actress • Box Office Entertainment Awards
• Writer • Star Awards for Music
• Asia's Songbird

Difficulties
• In one of social media platforms.
Refine Velasquez has revealed to
PEP.ph that she is dyslexic. She was
able to come up with an answer to her
difficulty in spelling and other basic
learning factors when she watched
Oprah. She is often cofused with letters
B and D and even has difficulty
memorizing mobile numbers and
spellings of tongue words.
Needs
• She needs ample time to
complete tasks, explicit instruction in
reading and spelling using a structured
phonics program and using assistive
technology to read text aloud.
Consequently, using manipulative or
hands-on resources, such as phoonic
tiles, to build and spell words could
also be helpful.

Viewing Regine using the graphic organizer, I came up with a conclusion that each
person could not be defined and is not bounded by his/her special needs. Every one of us has
our own strengths and weaknesses and we should know how to use our strength to our
advantage so people won’t look down on us. In addition, it is important for us to be aware of
these conditions so that we won’t have any kind of stereotype and discrimination towards
people with this condition.
 Concept 4.2

Case Study:

Eight-year old Jessie was diagnosed with a language disorder. He currently goes to speech
therapy and is attending a regular school. His teachers notice that he has difficulty following
verbal instructions and is also beginning to show delays in reading and writing. He also shows
a tendency to be inattentive during lectures and class discussion, but he is active and engaged
in hands-on and experiential activities especially in science. If you were Jessie’s teacher, what
will you do to help manage, accommodate, and maximize Jessie’s abilities and potential?
Enumerate and explain the steps using the following format.

A. Areas of Strengths and Needs

Area/Domain Strengths Difficulties

Language Hands-on and experiential Following verbal instructions

activities and delay in reading and
writing. In addition, he also
shows tendency to be
inattentive during lectures
and class discussion.

B. Recommendations and Accommodations

Area/Domain Language

Presentation The child is showing manifestation of language disorder in the form of

difficulty in following verbal instructions and delay in reading and writing.

Response He is attending speech therapy and goes to a regular school.

Setting School/In-classroom
Schedule MWF-Regular School

TTh-Speech Therapy

Others (UDL, ADHD

Behavior, etc.)