Foundations of special

and
Inclusive
Education
ED 311

LEARNER’S MODULE
MARIAN COLLEGE
1st SEMESTER
SY 2021-2022
 Letter to the Student

To our dear students:

Peace and all good!

Our world is experiencing an unprecedented health and economic crisis brought by COVID 19 Pandemic. This
current disruption distressed the workface across socioeconomic strata, metamorphosing the nature of the
work and the way we communicate with one another. Schools have to make adjustment in the teaching and
learning process. Flexible Learning Modality is a proposed mechanism to continue the delivery of educational
services during this period.

The Commission on Higher Education suggested three Flexible Learning Modalities; namely, online, offline.
Taking into account the availability of devices, internet connectivity, and level of digital literacy of our students,
we decided to use blended learning as our flexible mode of delivering instruction and other services. This
module designed to cater the needs of our students who do not have access to digital technology. Since it is
blended, other students have no option to avail the online component of blended learning.

You are expected to read the contents of this module, study the examples, practice answering the “Check your
progress” portion and answer the exercises at the end of every module. I expect that you will complete one
module per week. Submit your output every FRIDAY on the designated pigeonhole boxes located at the
Entrance of High School gate.

For any queries with regard to the use of this module or you encounter difficulty understanding the topic, please
do not hesitate to contact the undersigned on mobile phone number 09305171981. You can also reach me in my
messenger account Guada Edulan or send email in guadalupeedulan@mariancollege.edu.ph

I will ask for your contact details during our course orientation so that I can personally monitor your progress in
this course. In case the CHED, LGU, and IATF will allow us to conduct in-campus/face-to-face teaching and
learning, we will inform you immediately through a text message or other medium of communication. May
Almighty God and Mother Mary our patroness will bless us always.

Guadalupe G. Edulan
Instructor
1.

Table of Contents

Topics Pages
Chapter 1: Definition, Goals, and Scope of Special and Inclusive Education -------------------------------- 2
Chapter 2: Bases and Policies of Special and Inclusive Education ----------------------------------------------- 7
Chapter 3: Typology of Learners with Special Needs
Lesson 1: Learners with Intellectual and Developmental Disabilities --------------------------- 14

Lesson 2: Learners with Learning Disabilities ----------------------------------------------------------- 19

Lesson 3: Learners with Physical Disability ------------------------------------------------------------ 23

Lesson 4: Learners who are Gifted and Talented ---------------------------------------------------- 31

Lesson 5: Learners in Difficult Circumstances and Indigenous Groups ------------------------- 35

Lesson 6: Learning Resources and Instructional Accommodation and Adaptation for

Gifted and Talented Students and For Students with Special Needs ------------- 40

Chapter 4: Learning Resources and Instructional Accommodation

Lesson 1: Special Education Program ---------------------------------------------------------50
Lesson 2: Inclusive Education Program -------------------------------------------------------54
Lesson 3: Indigenization and Contextualization of the Curriculum --------------------57
Lesson 4: Alternative Learning System -------------------------------------------------------59
Lesson 5: Adult Learners -------------------------------------------------------------------------63
Lesson 6: Madrasah Education Program -----------------------------------------------------65
2.

CHAPTER 1:
Definition, Goals, and Scope
of Special and Inclusive Education

The world has made some remarkable progress in education since 2000, when the six Education for All (EFA) goals
and the Millennium Development Goals (MDGs) were established. Those goals were not, however, reached by the 2015
deadline and continued action is needed to complete the unfinished agenda. With Goal 4 of Transforming our world: the 2030
Agenda for Sustainable Development – ‘Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all’ (hereafter referred to as SDG4-Education 2030) – and its associated targets, the world has set a more
ambitious universal education agenda for the period from 2015 to 2030. Every effort must be made to guarantee that this
time the goal and targets are achieved.

SDG4-Education 2030 was developed through a broad consultative process driven and owned by Member States, and
facilitated by UNESCO as well as other partners and guided by the EFA Steering Committee.1 SDG4-Education 2030 draws on
the thematic consultations on education post-2015 of 2012 and 2013 led by UNESCO and UNICEF, the Global Education for All
Meeting held in Muscat, Oman, in May 2014, nongovernment organization (NGO) consultations, the five regional ministerial
conferences organized by UNESCO in 2014 and 2015, and The E-9 meeting held in Islamabad in 2014.2 A key milestone in its
development is The Muscat Agreement, which was adopted at the Global EFA Meeting in May 2014 and which informed the
global education goal and its associated targets and means of implementation as proposed by the United Nations (UN)
General Assembly’s Open Working Group on Sustainable Development Goals (OWG).

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

1. demonstrate an in-depth understanding of concepts related to inclusive and special education that promote
supportive environments to diverse learners as indicated in the DepEd Inclusive Education Policy
2. demonstrate knowledge of responsive special and inclusive education programs for diverse learners and
3. compare and contrast Inclusive Education in the Philippines with that of International Standards.
3.

Vision, Rationale and Principles

Education is at the heart of the 2030 Agenda for Sustainable Development and essential for the success of all SDGs.
Recognizing the important role of education, the 2030 Agenda for Sustainable Development highlights education as a stand-
alone goal (SDG 4) and also includes targets on education under several other SDGs, notably those on health; growth and
employment; sustainable consumption and production; and climate change. In fact, education can accelerate progress
towards the achievement of all of the SDGs and therefore should be part of the strategies to achieve each of them. The
renewed education agenda encapsulated in Goal 4 is comprehensive, holistic, ambitious, aspirational and universal, and
inspired by a vision of education that transforms the lives of individuals, communities and societies, leaving no one behind.
The agenda attends to the unfinished business of the EFA goals and the education-related MDGs, while effectively addressing
current and future global and national education challenges. It is rights-based and inspired by a humanistic vision of education
and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well
as cultural, linguistic and ethnic diversity and shared responsibility and accountability
Building on and continuing the EFA movement, SDG4-Education 2030 takes into account lessons learned since
2000. What is new about SDG4-Education 2030 is its focus on increased and expanded access, inclusion and equity,
quality and learning outcomes at all levels, within a lifelong learning approach. A key lesson of past years is that the
global education agenda should work within the overall international development framework, with strong links to
humanitarian response, rather than alongside it as occurred with the separate EFA goals and education related MDGs.
By adopting the Incheon Declaration, the education community set a single renewed education goal in accordance with
the overall development framework. The new education agenda’s focus on inclusion and equity – giving everyone an
equal opportunity, and leaving no one behind signals another lesson: the need for increased efforts especially aimed at
reaching those marginalized or in vulnerable situations. All people, irrespective of sex, age, race, colour, ethnicity,
language, religion, political or other opinion, national or social origin, property or birth, as well as persons with
disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other
status,4 should have access to inclusive, equitable quality education and lifelong learning opportunities. The focus on
education quality, learning and skills highlights yet another important lesson: the danger of concentrating on access to
education without paying enough attention to whether students are learning and acquiring relevant skills once they are
in school. The fact that the EFA goals have not been reached carries a further lesson: ‘business as usual’ will not bring
quality education to all. If current rates of progress continue, many of the countries lagging furthest behind will not
reach the new targets by 2030. This means that it is of utmost importance to change current practices and mobilize
efforts and resources at an unprecedented pace. Another new feature of the SDG4-Education 2030 agenda is that it is
universal and is owned by the entire world, developed and developing countries alike.

SDG4-Education 2030 must be seen within the broader context of development today. Education systems must
be relevant and respond to rapidly changing labour markets, technological advances, urbanization, migration, political
instability, environmental degradation, natural hazards and disasters, competition for natural resources, demographic
challenges, increasing global unemployment, persistent poverty, widening inequality and expanding threats to peace
and safety. By 2030, education systems will need to enroll hundreds of millions of additional children and adolescents to
achieve basic education (that is, pre-primary, primary and lower secondary education) for all as well as provide equal
access to upper secondary and post-secondary education opportunities for all. At the same time, it is critical to provide
early childhood care and education to ensure children’s longterm development, learning and health. It is also vital for
education systems to ensure that all children, youth and adults are learning and acquire relevant skills, including
proficiency in literacy.
4.

There is an urgent need for children, youth and adults to develop throughout life the flexible skills and competencies
they need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven
world. SDG4-Education 2030 will ensure that all individuals acquire a solid foundation of knowledge, develop creative
and critical thinking and collaborative skills, and build curiosity, courage and resilience

The renewed attention to the purpose and relevance of education for human development and economic, social
and environmental sustainability is a defining feature of the SDG4-Education 2030 agenda. This is embedded in its
holistic and humanistic vision, which contributes to a new model of development. That vision goes beyond a utilitarian
approach to education and integrates the multiple dimensions of human existence. It understands education as inclusive
and as crucial in promoting democracy and human rights and enhancing global citizenship, tolerance and civic
engagement as well as sustainable development. Education facilitates intercultural dialogue and fosters respect for
cultural, religious and linguistic diversity, which are vital for achieving social cohesion and justice.

For countries and communities that embrace the need to bring quality education to all, the benefits are
enormous. Evidence of education’s unmatched power to improve lives, particularly for girls and women continues to
accumulate. Education has a key role in eradicating poverty: it helps people obtain decent work, raises their incomes
and generates productivity gains that fuel economic development. Education is the most powerful means of achieving
gender equality, of enabling girls and women to fully participate socially and politically, and of empowering them
economically. Education is also one of the most potent ways to improve individuals’ health – and to make sure the
benefits are passed on to future generations. It saves the lives of millions of mothers and children, helps prevent and
contain disease, and is an essential element of efforts to reduce malnutrition. Moreover, education promotes the
inclusion of persons with disabilities. It is also fundamentally protective for children, young people and adults whose
lives have been devastated by crisis and conflict, and provides them with the tools to rebuild their lives and
communities.

Unlocking education’s power for all will require creating more opportunity everywhere, but especially in
countries and regions in conflict. Many of the largest education gaps are found in conflict and emergency situations. It is,
therefore, critical to develop education systems that are more resilient and responsive in the face of conflict, social
unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict
situations. Better education is also central to preventing and mitigating conflicts and crises and to promoting peace.

The principles informing this Framework are drawn from international instruments and agreements, including
Article 26 of the Universal Declaration of Human Rights, the Convention against Discrimination in Education, the
Convention on the Rights of the Child, the International Covenant on Economic, Social and Cultural Rights, the UN
Convention on the Rights of Persons with Disabilities, the Convention on the Elimination of All Forms of Discrimination
against Women, the Convention relating to the Status of Refugees and the UN General Assembly Resolution on the Right
to Education in Emergency Situations.

Those principles include:

• Education is a fundamental human right and an enabling right. To fulfil this right, countries must ensure universal
equal access to inclusive and equitable quality education and learning, which should be free and compulsory, leaving no
one behind. Education shall aim at the full development of the human personality and promote mutual understanding,
tolerance, friendship and peace

• Education is a public good, of which the state is the duty bearer. Education is a shared societal endeavour, which
implies an inclusive process of public policy formulation and implementation. Civil society, teachers and educators, the
private sector, communities, families, youth and children all have important roles in realizing the right to quality
education. The role of the state is essential in setting and regulating standards and norms.
5.

• Gender equality is inextricably linked to the right to education for all. Achieving gender equality requires a rights-based
approach that ensures that girls and boys, women and men not only gain access to and complete education cycles, but
are empowered equally in and through education.

Goals
Overarching goal

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

The overarching 2030 Agenda for Sustainable Development education goal (SDG 4) commits to providing
inclusive and equitable quality education at all levels and expresses the new key features of SDG4- Education 2030,
which underpin this Framework for Action.

Ensure access to and completion of quality education for all children and youth to at least 12 years of free,
publicly funded, inclusive and equitable quality primary and secondary education, of which at least nine years are
compulsory, as well as access to quality education for out-of-school children and youth through a range of modalities.
Ensure the provision of learning opportunities so that all youth and adults acquire functional literacy and numeracy and
so as to foster their full participation as active citizens. The provision of at least one year of free and compulsory pre-
primary education of good quality should also be encouraged.

Ensure equity and inclusion in and through education and address all forms of exclusion and marginalization,
disparity, vulnerability and inequality in education access, participation, retention and completion and in learning
outcomes. Inclusive education for all should be ensured by designing and implementing transformative public policies to
respond to learners’ diversity and needs, and to address the multiple forms of discrimination and of situations, including
emergencies, which impede the fulfilment of the right to education. As gender equality is another key feature of SDG4-
Education 2030, this agenda pays particular attention to gender-based discrimination as well as to vulnerable groups,
and to ensuring that no one is left behind. No education target should be considered met unless it is met by all.

An integral part of the right to education is ensuring that education is of sufficient quality to lead to relevant,
equitable and effective learning outcomes at all levels and in all settings. Quality education necessitates, at a minimum,
that learners develop foundational literacy and numeracy skills as building blocks for further learning, as well as higher-
order skills. This requires relevant teaching and learning methods and content that meet the needs of all learners, taught
by well-qualified, trained, adequately remunerated and motivated teachers, using appropriate pedagogical approaches
and supported by appropriate information and communication technology (ICT), as well as the creation of safe, healthy,
gender-responsive, inclusive and adequately resourced environments that facilitate learning.

The right to education begins at birth and continues throughout life; therefore, the concept of lifelong learning
guides SDG4-Education 2030. To complement and supplement formal schooling, broad and flexible lifelong learning
opportunities should be provided through non-formal pathways with adequate resources and mechanisms and through
stimulating informal learning, including through use of ICT
6.

Targets
• By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading
to relevant and effective learning outcomes.

• By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary
education so that they are ready for primary education.

• By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary
education, including university.

• By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and
vocational skills, for employment, decent work and entrepreneurship.

• By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational
training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

• By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and
numeracy.

• By 2030, ensure that all learners acquire knowledge and skills needed to promote sustainable development, including,
among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality,
promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of
culture’s contribution to sustainable development.

Means of Implementation

• Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent,
inclusive and effective learning environments for all.

• By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least
developed countries, small island developing States and African countries, for enrolment in higher education, including
vocational training and information and communications technology, technical, engineering and

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher
training in developing countries, especially least developed countries and small island developing States. and sustainable
7

Week 1

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.
1. What is the heart of 2030 Agenda for SDG? Explain the importance.
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2. Explain the Vision and Goals of 2030 Agenda for SDG.

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3. How beneficial to us the 2030 Agenda for SDG?

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8.

CHAPTER 2:
Bases and Policies of Special and Inclusive Education

DepEd Mandate:

“...shall protect and promote the rights of all citizens to quality education at all levels, and shall take

appropriate steps to make such education accessible to all.”

-Article 14, Section 1 of the Philippine Constitution

SDG Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning

opportunities for all.”

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

• demonstrate understanding of the philosophies, theories, and legal bases of special and inclusive

education including its application;

• demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning

environments for learners with special needs

• demonstrate knowledge of the development of special and inclusive education in the local and

international contexts by constructing a historical timeline.

9.

INCLUSION: CORE PRINCIPLE of K to 12

‒ promotes institutional sensitivity and responsiveness: nature, situation, realities of the learners.

INCLUSIVE EDUCATION: POLICY PERSPECTIVE of K to 12

‒ realized through learner-centered and context responsive programs.

International Legal and Standard-setting Instruments:

1. UN Conventions on the Rights of the Child (1989)

2. World Declaration on Education for All (1990)

3. UNESCO Salamanca Statement and Framework for Action (1994)

4. 2007 UN Declaration on the rights of the Indigenous Peoples

5. The Education 2030 Framework for Action

Convention on the Rights of Persons with Disabilities and Optional Protocol (Please Read Appendix A)

Philippine Legal Bases for Inclusive Education

1. The 1987 Philippine Constitution (Art.XIV, Sec 1 & 2)

2. RA No. 10533, The Enhance Basic Education Act of 2013

3. RA No.10157, The Kindergarten Education Act

4. RA No. 9155, The Governance of Basic Education Act of 2001

5. RA No. 8371, The Indigenous Peoples Rights of 1997

6. P.D. 603 - The Child and Youth Welfare Code

7. RA No. 7610 – Special Protection of Children against Child Abuse, Neglect, Cruelty, Exploitation and Discrimination

8. RA No. 9344, The Juvenile Justice and Welfare Act of 2006

9. RA No. 9442 amending RA No. 7277- The Magna Carta for Disabled Persons

10. RA No. 10665, An Act Establishing the Open High School System in the Philippines

11. RA No. 10361, The Domestic Workers Act or Batas Kasambahay

10.

Scope of Policy Framework

• Guide all programs, both formal and non-formal education and the support systems that enable their effective
implementation.

GUIDING PRINCIPLES INCLUSIVE EDUCATION

1. Responsiveness to rights

• realizes DepEd commitments: quality, equitable, culture-based and complete

• Rights-based Approach (RbA)- recognition, promotion and protection

2. Sensitivity and Responsiveness to Context

• recognizing and valuing diversity of learners, schools and communities

3. Inclusion : recognizes and respects learners’ rights to relevant and responsive to their contexts

• No learner left behind

KEY DIMENSIONS:

 LEARNER
 learner-oriented, relevant and appropriate education
 programs responsive to diverse learners
 learner’s participation and representation

B. K TO 12 CURRICULUM

 inclusion as a key standard & principle

 MTB-MLE, varied TLE offerings, tracks and strands
 SPED, Madrasah Education, IP Education, Special Interest Programs, ADMs/FLOs, ALS
 Quality differentiated instructions thru:
 Contextualization of curriculum and learning materials
 Equal opportunities for active participation in teaching-learning process
 Provision of options to create learn and share what they know and what they can do in both curricular and
co-curricular activities

C. DEVELOPMENT OF LEARNING RESOURCES

 locally developed and contextualized learning resources

 varied contexts in learning materials
 learner’s knowledge’s, learning styles, multiple intelligences, interests
 sensitive to social and cultural contexts with the community as a learning resource

D. LEARNING DELIVERY

 Flexible, option of programs for different types of learners based on context, background, needs, interests

E. EDUCATIONAL ASSESSMENT

 Recognizes particularities of learners

 Formative and evaluative
 Traditional and non-traditional
11.

 Authentic assessment

F. LEARNING ENVIRONMENT

 support and complement learning delivery

 facilitate learning and reinforce effective teaching-learning
 protects learner’s rights

G. TEACHER PROFESSIONAL DEVELOPMENT

 all teachers are implementers of inclusive education

 continuous capacity development based on Phil. Prof. Standards for Teachers (August 2017)
 Inclusive Education in Teacher Education Programs
 stakeholders involvement in the teaching learning process

H. SCHOOL LEADERSHIP AND MANAGEMENT

 Inclusive Education as a perspective and policy shall guide all schools

 Inclusive Education in School-based Management and in the School Improvement Plan
 Encourage practices and innovations

I. PARTNERSHIPS

 advocacy and social mobilization

 institutionalized engagement of stakeholders and partners
 expand and strengthen linkages and partnerships

J. GOVERNANCE SUPPORT

 Inclusive Education in planning and programming

 Responsiveness of planning standards to diversity of learners
 Coordination with LGUs
 Maximize use of Special Education Fund and other resources
12.

Week 2

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. Discuss 3 legal bases of Special and Inclusive Education (1 basis for Local and 2 bases for International).

A.
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C.
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 CHAPTER 3:
Typology of Learners with Special Needs

The study of exceptional learners is the study of differences. The exceptional learner differs in some way from the
average. In very simple terms, such a person might have problems or special talents in thinking, seeing, hearing, speaking,
socializing, or moving. More often than not, he has a combination of special abilities or disabilities. Today, more than 6 million
learners with these differences have been identified in public schools throughout the United States. More than 1 of every 10
school-age students in the United States is considered exceptional. The fact that even many so-called normal students have
school-related problems makes the study of exceptionality very demanding.

The study of exceptional learners is also the study of similarities. Exceptional individuals are not different from the
average in every way. In fact, most exceptional learners are average in more ways than they are not. Until recently,
professionals and laypeople as well tended to focus on the differences between exceptional and nonexceptional learners,
almost to the exclusion of the ways in which all individuals are alike. Today, we give more attention to what exceptional and
nonexceptional learners have in common to similarities in their characteristics, needs, and ways of learning. As a result, the
study of exceptional learners has become more complex, and many so-called facts about children and youths with disabilities
and those who have special gifts or talents have been challenged.

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

 distinguish the different types, identifications, etiologies, causes characteristics of learners who have special
needs;
 describe the different types and levels/degrees, etiologies, causes and characteristics of these learners;
 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;
 demonstrating knowledge of teaching strategies that are inclusive of learners from indigenous groups.
14.

LESSON 1:
Learners with Intellectual AND DEVELOPMENTAL Disability:

In January, 2007, the major professional organization for people with significant cognitive or intellectual disabilities—
the American Association on Mental Retardation (AAMR)— changed its name to the American Association on Intellectual and
Developmental Disabilities (AAIDD). To understand the reasons for this change, one needs to appreciate that throughout
history people with subaverage intellectual abilities have been the subject of ridicule and scorn. Whatever name that’s been
applied to them by professionals has ended up being used pejoratively by the public. For example, it’s probably surprising to
many that as late as the early 1900s the terms “idiot,” “imbecile,” and “moron” were perfectly acceptable labels for those
who, today, would be referred to as having severe, moderate, or mild intellectual disability or mental retardation,
respectively. In fact, they were the “official” terms used by professionals and sanctioned by professional organizations. Today,
of course, very few would accuse someone of being overly politically correct if he viewed these terms as totally inappropriate
and demeaning. A somewhat similar history has accompanied the term mentally retarded. Over the years it, too, especially its
shortened form, retard, has come to be used as an insult.
The growing negativity associated with the term mentally retarded, coupled with other factors, such as the nearly
worldwide acceptance of the term disability to describe a variety of limitations, created the climate for the name change to
AAIDD. Intellectual disability connotes limitations in thinking. Developmental disability connotes that the limitations interfere
with normal development of functions. In practice, most professionals simply use the shorter term intellectual disability.
Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in
adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.
(AAMR Ad Hoc Committee on Terminology and Classification, 2010, p. 1).
The AAIDD definition underscores two important points: Intellectual disability involves problems in adaptive behavior,
not just intellectual functioning, and the intellectual functioning and adaptive behavior of a person with intellectual disabilities
can be improved. Most school systems classify students with intellectual disabilities according to the severity of their
condition. Although AAIDD does not advocate such a classification scheme, two other prominent professional organizations do
(the American Psychological Association and the American Psychiatric Association). Most school systems use the American
Psychological Association’s classifications of mild (IQ of about 50 to 70), moderate (IQ of about 35 to 50), severe (IQ of about
20 to 35), and profound (IQ below about 20) mental retardation or intellectual disabilities, or a close approcimation.

Causes:
As recently as the mid-1990s, most experts estimated that the cause of intellectual disabilities was known in only
about 10% to 15% of cases. However, the mapping of the human genetic code by the Human Genome Project has provided a
wealth of information related to causes of intellectual disabilities. These advances have also engendered a number of thorny
issues. Not all causes of intellectual disabilities are genetically related; a large percentage of cases (probably about 50%)
remains for which we can’t pinpoint the cause of a child’s intellectual disabilities (Polloway et al., 2011). A common way of
categorizing causes of intellectual disabilities is according to the time when the cause occurs: prenatal (before birth), perinatal
(at the time of birth), and postnatal (after birth).
A common way of categorizing causes of intellectual disabilities is according to the time when the cause occurs:
prenatal (before birth), perinatal (at the time of birth), and postnatal (after birth).
15.

Prenatal Cause:

 CHROMOSOMAL DISORDERS –
Example:
A. Down syndrome - is usually not an inherited condition. Down syndrome involves an anomaly at the 21st pair of
chromosomes. In the vast majority of cases of Down syndrome, the 21st set of chromosomes (the normal human cell
contains 23 pairs of chromosomes) is a triplet rather than a pair; hence, the most common form of Down syndrome is
also referred to as trisomy 21. Down syndrome is the most common form of intellectual disability that is present at
birth.
B. Fragile X syndrome - is the most common known hereditary cause of intellectual disabilities. And it’s the second
most common syndrome, after Down syndrome, that causes intellectual disabilities (Polloway et al., 2011).
C. Prader-Willi syndrome - have inherited a chromosomal abnormality from their father, with a minority having
inherited the condition from their mother (Percy, Lewkis, & Brown, 2007).
Is the leading genetic cause of obesity. Although a vulnerability to obesity is usually their most serious medical
problem,
D. Williams syndrome - is caused by the absence of material on the seventh pair of chromosomes. People with
Williams syndrome have intellectual disabilities in the mild to moderate range (Mervis & Becerra, 2007). In addition,
they often have heart defects, an unusual sensitivity to sounds, and “elfin” facial features. Williams syndrome
typically occurs without any prior family history of the condition. In other words, it’s not typically inherited; however,
people who have Williams syndrome can pass it on to each of their children (Haldeman-Englert, 2008)

 INBORN ERRORS OF METABOLISM - result from inherited deficiencies in enzymes used to metabolize basic
substances in the body, such as amino acids, carbohydrates, vitamins, or trace elements (Medline Plus, 2007).
Ex: Phenylketonuria (PKU).
 DEVELOPMENTAL DISORDERS OF BRAIN FORMATION - number of conditions can affect the structural development
of the brain and cause intellectual disabilities. Some of these are hereditary and accompany genetic syndromes, and
some are caused by other conditions such as infections.
Example:
A. Microcephalus - the head is abnormally small and conical in shape. The intellectual disability that results usually
ranges from severe to profound. No specific treatment is available for microcephaly, and life expectancy is short.
B. Hydrocephalus - results from an accumulation of cerebrospinal fluid inside or outside the brain. The blockage of
the circulation of the fluid results in a buildup of excessive pressure on the brain and enlargement of the skull. The
degree of intellectual disability depends on how early the condition is diagnosed and treadted.

 ENVIRONMENTAL INFLUENCES - A variety of environmental factors can affect a woman who is pregnant and thereby
affect the development of the fetus she is carrying. One example is maternal malnutrition. If the mother-to-be
doesn’t maintain a healthy diet, fetal brain development might be compromised.
Ex: fetal alcohol spectrum disorders (FASD)

Perinatal Causes:

 A variety of problems occurring while giving birth can result in brain injury and intellectual disabilities. For example, if
the child is not positioned properly in the uterus, brain injury can result during delivery. One problem that sometimes
occurs because of difficulty during delivery is anoxia (complete deprivation of oxygen).

 Low birthweight (LBW) can result in a variety of behavioral and medical problems, including intellectual disabilities (H.
G. Taylor, Klein, Minich, & Hack, 2000). Because most babies with LBW are premature, the two terms—LBW and
premature—are often used synonymously. LBW is usually defined as 5.5 pounds or lower, and it is associated with a
number of factors: poor nutrition, teenage pregnancy, drug abuse, and excessive cigarette smoking.

 Infections such as syphilis and herpes simplex can be passed from mother to child during childbirth. These venereal
diseases can potentially result in intellectual disabilities. (Herpes simplex, which shows as cold sores or fever blisters,
is not usually classified as a venereal disease unless it affects the genitals.)
16.
Postnatal Causes:

 BIOLOGICAL POSTNATAL CAUSES - Examples of biological postnatal causes are infections, malnutrition, and toxins.
Meningitis and encephalitis are two examples of infections that can cause intellectual disabilities. Meningitis is an
infection of the covering of the brain that may be caused by a variety of bacterial or viral agents. Encephalitis, an
inflammation of the brain, results more often in intellectual disabilities and usually affects intelligence more severely.
One of the toxins, or poisons, that’s been linked to intellectual disabilities is lead.

 PSYCHOSOCIAL POSTNATAL CAUSES - Children who are raised in poor environmental circumstances are at risk for
intellectual disabilities. It should be obvious that extreme cases of abuse, neglect, or under stimulation can result in
intellectual disabilities. However, most authorities believe that less severe environmental factors, such as inadequate
exposure to stimulating adult–child interactions, poor teaching, and lack of reading materials.

Psychological and Behavioral Characteristics:

 Some of the major areas in which people with intellectual disabilities are likely to experience deficits are attention,
memory, language, self regulation, motivation, and social development. In considering psychological and behavioral
characteristics, remember that a given individual with intellectual disabilities may not display all of these
characteristics.
 The importance of attention for learning is critical. A person must be able to attend to the task at hand before he can
learn it. Often attending to the wrong things, persons with intellectual disabilities have difficulty allocating their
attention properly. People with intellectual disabilities have widespread memory difficulties, but they often have
particular problems with working memory (Conners, 2003; Van der Molen, Van Luit, Jongmans, & Van der Molen,
2007). Working memory involves the ability to keep information in mind while simultaneously doing another
cognitive task. Trying to remember an address while listening to instructions on how to get there is an example of
working memory.
 Virtually all persons with intellectual disabilities have limitations in language comprehension and production. The
exact types of problems depend largely on the cause of their intellectual disabilities (Abbeduto, Keller Bell, Richmond,
& Murphy, 2006).
 People who are intellectually disabled also have difficulties with metacognition, which is closely connected to the
ability to self-regulate (Bebko & Luhaorg, 1998). Metacognition refers to a person’s awareness of what strategies are
needed to perform a task, the ability to plan how to use the strategies, and the evaluation of how well the strategies
are working. Self-regulation is thus a component of metacognition.
 One particular problem of responding in social situations that has received a great deal of research, especially in
individuals with intellectual disabilities who have higher IQs, is gullibility. Gullibility can be defined as the “tendency to
believe something, usually a highly questionable statement or claim, despite scanty evidence” (Greenspan, Loughlin,
& Black, 2001, p. 102).

Why are many professionals now using the term intellectual disabilities?
 Intellectual disabilities is now used by many to refer to persons who, in the past, would have been designated as
mentally retarded.
 The switch from mental retardation to intellectual disabilities is primarily due to the fact that the former, especially its
shortened form, “retard,” has become a slur.

How do professionals define intellectual disabilities?

 The American Association on Intellectual and Developmental Disabilities (AAIDD) defines intellectual disability as “a
disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed
in conceptual, social, and practical adaptive skills. This disability originates before age 18.”
 The definition reflects two principles: (1) Intellectual disability involves problems in adaptive behavior, not just
intellectual functioning, and (2) persons with intellectual disability can improve.
 Most schools and several professional organizations use the following classifications: mild (IQ of about 50 to 70),
moderate (IQ of about 35 to 50), severe (IQ of about 20 to 35), and profound (IQ below about 20).
17.
What methods of assessment used to identify individuals with intellectual disabilities?

 Individual IQ tests are used to assess intelligence. The following cautions are important: (1) An individual’s IQ score
can change; (2) all IQ tests are culturally biased to some extent; (3) the younger the child, the less valid are the
results; and (4) the ability to live a successful and fulfilling life does not depend solely on IQ.

 Adaptive behavior measures usually involve a parent, teacher, or other professional answering questions related to
the person’s independence and daily living skills and maladaptive behavior.

What are some educational considerations for learners with intellectual disabilities?

 The lesser the degree of intellectual disability, the more the teacher emphasizes academic skills; and the greater the
degree of intellectual disability, the more stress there is on self-help, community living, and vocational skills.

 Authorities recommend a merger of functional and academic curricular standards, which can be accomplished by
teaching functional academics.

 Effective teaching of students with intellectual disabilities involves systematic instruction: instructional prompts,
consequences for performance, and strategies for the transfer of stimulus control.

 Although special classes for these students tend to be the norm, more and more students with intellectual disabilities
are being placed in more integrated settings

What should educators consider with respect to early intervention for learners with intellectual disabilities?

 Preschool programs differ in their goals according to whether they are aimed at preventing intellectual disabilities or
furthering the development of children who have already been identified as intellectually disabled.

 In general, prevention programs are aimed at children who are at risk of developing mild intellectual disabilities,
whereas programs for children who have been identified as intellectually disabled focus on children with more severe
intellectual disabilities.

 Research supports the clear link between such interventions and success later in life.

What is the prevalence of intellectual disabilities?

 From a purely statistical-theoretical perspective and relying only on scores on IQ tests, 2.27% of the population would
be intellectually disabled; however, only about 1% of the school-age population is identified as intellectually disabled.

 The reason for the lower prevalence in the schools is probably due to (1) schools using low adaptive behavior as well
as low IQ as criteria and (2) a preference by some to identify students as learning disabled rather than intellectually
disabled because they perceive a learning disability to be less stigmatizing
18.

WEEK 3 ( quiz – 1)

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.) Write TRUE if the statement is true and write FALSE if the statement is false.

______1. Once diagnosed as intellectually disabled, a person retains this classification for life.

______2. Intellectual disability is define by how a person scores on an IQ test.

______3. In most cases, it’s easy to identify the cause of intellectual disability.

______4. Psychosocial factors are the cause of the vast majority of cases of mild intellectual disabilities.

______5. People with intellectual disabilities should not be expected to work in the competitive job market.

______6. People who are intellectually disabled hold jobs in competitive employment.

______7. Some persons who have intellectual disability can improve to the point that they are no longer intellectually
disabled.

______8. It is difficult to pinpoint the cause of intellectual disabilities in many people, especially those with mild intellectual
disabilities.

______9.More genetic syndromes result in mild intellectual disabilities of a person than hereditary factors.

______10. . Down syndrome is the most common form of intellectual disability that is present at birth.

______11. Fragile X syndrome occurs more in females than in male.

______12. Down syndrome have inherited a chromosomal abnormality from their father.

______13. People with Williams syndrome have intellectual disabilities in the mild to moderate range.

______14. Inborn errors of metabolism is the most common cause of phenylketonuria (PKU).

______15. Environmental factors can affect a pregnant woman and thereby affect the development of the fetus she is
carrying.
19.

Lesson 2:
Learners with Learning Disabilities

At a parents’ meeting in the early 1960s, Samuel Kirk (1963) proposed the term learning disabilities as a compromise
because of the confusing variety of labels in use to describe the child with relatively normal intelligence who was having
learning problems. Such a child was likely to be referred to as minimally brain injured, a slow learner, dyslexic, or
perceptually disabled.
The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved
in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell, or do mathematical calculations.

DISORDERS INCLUDED:
Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.

DISORDERS NOT INCLUDED:

Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of
mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. (IDEA, Amendments
of 1997, Sec. 602(26), p. 13).

Causes:
For years, many professionals suspected that neurological factors were a major cause of learning disabilities. When
the field of learning disabilities was emerging, professionals noted that many of these children displayed behavioral
characteristics (e.g., distractibility, hyperactivity, language problems, perceptual disturbances) similar to those exhibited by
people who were known to have brain damage, such as those who had suffered a stroke or a head wound. (See Hallahan &
Mercer, 2002, for a review.)
In the case of most children with learning disabilities, however, little neurological evidence exists of actual damage to
brain tissues. Therefore, today, the term dysfunction has replaced injury or damage. A child with learning disabilities is now
often referred to as having CNS dysfunction rather than brain injury. Dysfunction does not necessarily mean tissue damage;
instead, it signifies a malfunctioning of the brain or CNS.

Genetic Factors:

Familiality studies examine the degree to which a certain condition, such as a learning disability, occurs in a single
family (i.e., the tendency for it to “run in a family”). Researchers have found that about 35% to 45% of first-degree relatives
(the immediate birth family: parents and siblings) of individuals with reading disabilities have reading disabilities (Hallgren,
1950; Olson, Wise, Conners, Rack, & Fulker, 1989; Pennington, 1990; Schulte-Korne et al., 2006), and the risk for having
reading disabilities goes up for children who have both parents with reading disabilities (W. H. Raskind, 2001). The same
degree of familiality has also been found in families of people with speech and language disorders (Beichtman, Hood, & Inglis,
1992; Lewis, 1992; SchulteKorne et al., 2006) and spelling disabilities (Schulte-Korne, Deimel, Muller, Gutenbrunner, &
Remschmidt, 1996; Schulte-Korne et al., 2006).

Toxin:

Toxins are agents that can cause malformations or defects in the developing fetus. We discussed fetal alcohol
syndrome (FAS), fetal alcohol spectrum disorders, and lead as potential causes of intellectual disabilities. Authorities have also
speculated that some people may be exposed to levels of these substances that are not high enough to result in intellectual
disabilities/ mental retardation but are high enough to cause learning disabilities.

Medical Factors:
 Several medical conditions can cause learning disabilities. Many of these can also result in intellectual disabilities,
depending on the severity of the condition. For example, premature birth places children at risk for neurological dysfunction
and learning disabilities (Aarnoudse-Moens, Weisglas-Kuperus, van Goudoever, & Oosterlaan, 2009), and pediatric AIDS can
result in neurological damage resulting in learning disabilities.

20.
Psychological and Behavioral Characteristics:

Interindividual Variation

In any group of students with learning disabilities, some will have problems in reading, some will have problems in
math, some will have problems in spelling, some will be inattentive, and so on. One term for such Interindividual variation is
heterogeneity. Although heterogeneity is a trademark of children from all the categories of special education, the old adage
“No two are exactly alike” is particularly appropriate for students with learning disabilities. This heterogeneity makes it a
challenge for teachers to plan educational programs for the diverse group of children they find in their classrooms.

Intraindividual Variation
In addition to differences among one another, children with learning disabilities also tend to exhibit variability within
their own profiles of abilities. For example, a child might be 2 or 3 years above grade level in reading but 2 or 3 years behind
grade level in math. Such uneven profiles account for references to specific learning disabilities in the literature on learning
disabilities.

Academic Achievement Problems

 Reading poses the most difficulty for most students with learning disabilities. Students with reading disabilities
are likely to experience problems with three aspects of reading: decoding, fluency, and comprehension (Hallahan
et al., 2005).
 People with learning disabilities often have problems in one or more of the following areas: handwriting, spelling,
and composition (Hallahan et al., 2005). Although even the best students can have less-thanperfect handwriting,
the kinds of problems that some students with learning disabilities exhibit are much more severe. These children
are sometimes very slow writers, and their written products are sometimes illegible. Spelling can be a significant
problem because of the difficulty in understanding the correspondence between sounds and letters.
 Many students with learning disabilities have problems with the mechanical and social uses of language.
Mechanically, they have trouble with syntax (grammar), semantics (word meanings), and, as we have already
noted, phonology (the ability to break words into their component sounds and blend individual sounds together
to make words).
 Although disorders of reading, writing, and language have traditionally received more emphasis than problems
with mathematics, the latter are now gaining a great deal of attention. The types of problems these students have

 include difficulties with computation of math facts as well as word problems (L. S. Fuchs et al., 2011); trouble with
the latter is often due to the inefficient application of problem-solving strategies

DYSLEXIA :
 A condition of the brain that makes it hard for a person to read, write and spell.
 A variable often familial learning disability involving difficulties in acquiring and processing language that is typically
manifested by lack of proficiency in reading, spelling and writing.

CAUSES:
Dyslexia tends to run in families. It appears to be linked to certain genes that affect how the brain processes reading and
language, as well as risk factors in the environment.

RISK FACTORS:
 A family history of dyslexia or other learning disabilities
 Premature birth or low birth weight.
 Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter brain development in the fetus.
 Individual differences in the parts of the brain that enable reading.
COMPLICATIONS:
 Trouble learning – because reading is a skill basic to most other school subjects, a child with dyslexia is at a
disadvantage in most classes and may have trouble keeping up with peers.

21.

 Social problem – left untreated dyslexia may lead to low self-esteem, behavior problem, anxiety, aggression and
withdrawal from friends, parents and teachers.

 Problems as adults – the inability to read and comprehend can prevent a child from reaching his/her potential as the
child grows up. This can have long-term educational, social and economic consequences.
Children who have dyslexia are at increased risk of having attention-deficit hyperactivity disorder (ADHD) and vice versa.
ADHD can cause difficulty sustaining attention as well as hyperactivity and impulsive behavior which can make dyslexia harder
to treat.

DYSGRAPHIA:
 Is learning disability characterized by problem in writing.
 It is a neurological disorder that can affect children or adults
 People with dysgraphia tend to use the wrong word for what they are trying to communicate.

CAUSES:
 It is usually the result of a problem with orthographic coding.
 Usually a stroke or other brain injury to the brain’s left parietal lobe.

RISK FACTOR:

 Premature birth or low birth weight.

 Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter brain development in the fetus.
 Individual differences in the parts of the brain that enable reading.

DYSCALCULLA:
 Is a term referring to a wide range of difficulties with math including weaknesses in understanding the meaning of
numbers, and difficulty applying mathematical principles to solve problems.

CAUSES:
 Genes and heredity
 Tends to run in families

What is the prevalence of learning disabilities?

• Just under 5% of school-age students are identified as learning disabled, making learning disabilities the largest category of
special education by far.

• The prevalence of learning disabilities has more than doubled since the late 1970s, but it has begun to decline somewhat
since the late 1990s.
 Some believe the increase reflects poor diagnostic practices.
 Some believe that some of the increase may be due to social and cultural changes as well as reluctance to label
students “mentally retarded.”

• Boys with learning disabilities outnumber girls about 3 to 1.

 Some believe that this is due to gender bias in referrals.
 Some believe that this is partly due to boys being more vulnerable biologically.
22..

Week 4 (quiz -2)

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.) Encircle the letter of your choice.

1. Which one is NOT a cause for learning disability?

A. Lack of exercise
B. Heredity
C. Problem at birth
D. Head injury
2. Learning disability may manifest in an imperfect ability to; which of the following?
A. Think
B. Listen or speak
C. Read, write or spell
D. Behave
3. Dyscalculla is a learning disability associated with; which of the following?
A. Language skills
B. Math skills
C. Fine motor skills
D. Just something made up
4. Dyslexia is a learning disability of child that affect; which of the following?
A. Ability to play sports
B. Eating
C. Reading and learning
D. Being able to speak
5. Which of the following commonly observe children with dyslexia?
A. More creative
B. Fast learners
C. More antisocial
D. Less observant
6. Dyslexia is a kind of; which of the following?
A. Disease
B. Learning disability
C. Speech impairment
D. Imperfect ability to read
7. Which of the following learning disability describe for mathematical disorder?
A. Dyspraxia
B. Dyslexia
C. Dyscalculla
 D. Dysphasia
8. Which of the following is an example of Specific Learning Disability?
A. Mental retardation B. Dyslexia
C. ADHD D. Autism spectrum disorder

23.

Lesson 3:
Learners with physical Disabilities

Learners with Physical Disabilities

 Children with physical disabilities or other health impairments are those whose physical limitations or health
problems interfere with school attendance or learning to such an extent that they require special services,
training, equipment, materials, or facilities.
 Children with physical disabilities might also have other disabilities of any type or special gifts or talents. Thus,
the characteristics of children with physical disabilities are extremely varied. The child’s physical condition is the
proper concern of the medical profession, but when physical problems have obvious implications for education,
teaching specialists are needed. The fact that the primary distinguishing characteristics of children with physical
disabilities are medical conditions, health problems, or physical limitations highlights the necessity of
interdisciplinary cooperation (Best, Heller, & Bigge, 2010).
 Children may have congenital anomalies (defects they are born with), or they may acquire disabilities through
accident or disease after birth. Some physical disabilities are comparatively mild and transitory; others are
profound and progressive, ending in total incapacitation and early death. Some are increasingly common chronic
diseases. Discussing physical disabilities in general is difficult because the variety of these disabilities is so great.

A. Learners with Communication Disorder

A. Communication disorder - impairs the ability to transmit or receive ideas, facts, feelings, and desires and may
involve language or speech or both, including hearing, listening, reading, or writing.

B. Speech disorders or Dysarthria - are impairments in the production and use of oral language. They include disabilities
in making speech sounds, producing speech with a normal flow, and producing voice.

C. Language disorders or Dysphasia - include problems in comprehension and expression. Remember that language is
governed by rules. The problems—rule violations—may involve the form (phonology, morphology, syntax), content
(semantics), or use of language (pragmatics).

• Phonology refers to the rules governing speech sounds—the particular sounds and how they are sequenced.

• Morphology refers to the rules that govern alterations of the internal organization of words, such as adding
suffixes and other grammatical inflections to make proper plurals, verb tenses, and so on.

• Syntax refers to the rules of organizing sentences that are meaningful, including, for example, subject and
predicate and placing modifiers correctly.

• Semantics refers to the rules about attaching meanings and concepts to words.

• Pragmatics refers to the rules about using language for social purposes.

CAUSES OF SPEECH DISORDERS INCLUDE:

 Brain damage due to stroke or head injury

 Muscle weakness
 Damage vocal cord
 Dementia
  Cancer that affects the mouth or throat
 Autism
 Down syndrome
 Degenerative disease, such as Huntington’s disease, Parkinson’s disease or Amyotrophic lateral sclerosis.

24.

10 COMMON TYPES OF SPEECH DISORDERS:

1. Childhood Apraxia of speech – has trouble making accurate movements when speaking. It occurs because the brain
has difficulty coordinating the movements.
2. Orofacial Myofunctional Disorder – children, teenagers and adults may suffer from these abnormal movement
patterns of the face and mouth. They occur due to an abnormal growth and development of facial muscles and bones
3. Speech sound disorders/Articulation disorder – common in young children, articulation disorders are base on the
inability to form certain sounds maybe distorted such as making the “th” sound in place of an “s” sound.
4. Stuttering and other fluency disorder – can come in a number of forms, including “blocks” characterized by long
pauses, “prolongations” characterized by stretching out a sound and “repetitions” characterized by repeating sound a
particular sound in a word. Stuttering is not always a constant and it can be exacerbated by nervousness or
excitement.
5. Receptive disorder – are characterized by trouble understanding and processing what others say causing trouble
following directions or a limited vocabulary disorders such as autism can lead to receptive disorders.
6. Autism related speech disorder- communication concerns are one aspect of autism spectrum disorder, which involves
challenges with social skills and repetitive behaviors. An individual with autism may have difficulty understanding and
using words, learning to read or write or having conversations.
7. Resonance disorder – occur due to a blockage or obstruction of airflow in the nose, mouth or throat, which may affect
the vibration that determine voice quality. Cleft palate and swollen tonsil are two causes of resonance disorder.
8. Selective Mutism- most often seen in children and teens this is an anxiety disorder characterized by a child inability to
speak and communicate effectively in select social settings. Teenagers who experience selective mutism may have
more pronounced social phobia.
9. Brain injury-related speech disorders/Dysarthria – occurs when a muscles in the lips, mouth, tongue or jaws are too
weak to properly form words, usually due to brain damage. These include traumatic brain injury and right hemisphere
brain injury.
10. Attention deficit/hyperactivity disorder

Disorders of Attention and Hyperactivity

 Students with attention problems display characteristics such as distractibility, impulsivity, and hyperactivity.
Teachers and parents of these children often characterize them as being unable to stick with one task for very long,
failing to listen to others, talking nonstop, blurting out the first things on their minds, and being generally
disorganized in planning their activities in and out of school. These problems are often severe enough to be diagnosed
as attention deficit hyperactivity disorder (ADHD).

Memory and Metacognitive Problems

• Memory - Parents and teachers are well aware that students with learning disabilities have problems remembering
such things as assignments and appointments. In fact, these adults often exclaim in exasperation that they can’t
understand how a child who is so o smart can forget things so easily.

• Metacognition has at least three components: the ability to (1) recognize task requirements, (2) select and implement
appropriate strategies, and (3) monitor and adjust performance (Butler, 1998).

Social-Emotional Problems

• Although not all, perhaps not even a majority, of children with learning disabilities have significant social-emotional
problems, they do run a greater risk than do their peers without disabilities of having these types of problems.
For example, they are at a greater risk for depression, social rejection, suicidal thoughts, and loneliness (Al-Yagon, 2007;
Bryan, Burstein, & Ergul, 2004; Daniel et al., 2006; Maag & Reid, 2006; Margalit, 2006)

25.

Autism Spectrum Disorder (ASD)

 Refers to a broad range of conditions characterized by challenges with social skills, repetitive
behaviors, speech and nonverbal communication.
Today’s Causal Theories:
NEUROLOGICAL BASIS OF AUTISM SPECTRUM DISORDERS A neurological basis for autism spectrum disorders is
suggested by the fact that people with autism have a high incidence of brain seizures and cognitive deficits (Volkmar &
Pauls, 2003). Furthermore, postmortem studies and neurological imaging studies, using the same techniques that we
discussed in earlier chapters on learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD)

GENETIC BASIS OF AUTISM SPECTRUM DISORDERS Scientific evidence for autism having a hereditary component is very
strong (Sutcliffe, 2008). Studies have shown that when a child is diagnosed with autism, the chances are 15% that his
younger sibling will be also be diagnosed with autism. This percentage is 25 to 75 times higher than in the population as
a whole (Sutcliffe, 2008). When a monozygotic (identical, one egg) twin has autism, the chances are much greater that
the other twin will also have autism than is the case with dizygotic (fraternal, two eggs) twins. Furthermore, even if they
aren’t diagnosed as autistic, family members of those with autism are more likely to exhibit autistic-like characteristics at
a subclinical level, such as a lack of close friends, a preoccupation with narrow interests, and a preference for routines.

Autism Spectrum Disorders classifications:

 Autism: extreme social withdrawal and impairment in communication; often includes stereotyped movements,
resistance to change, and unusual responses to sensory experiences; usually manifests before 3 years of age.
 Asperger syndrome (or Asperger disorder): much like mild autism, but without significant impairments in
cognition and language.
 Childhood disintegrative disorder: normal development for at least 2 and up to 10 years, followed by significant
loss of skills; much more prevalent in males.
 Pervasive developmental disorder not otherwise specified (PDD-NOS): persons who display behaviors typical of
autism but to a lesser degree and/or with an onset later than 3 years of age.

What are some educational considerations for learners with autism spectrum disorders?

 Educational programming for students with autism includes direct instruction of skills, including applied
behavior analysis (ABA); instruction in natural settings; and behavior management, when needed, using
functional assessment and positive behavioral intervention and support (PBIS)

 Examples of approaches for students with autism spectrum disorder include the Picture Exchange
Communication System (PECS), social stories, and pivotal response teaching (PRT).

What are some important considerations with respect to early intervention for learners with autism spectrum
disorders?

 The most effective early intervention programs are intensive, highly structured, and involve families. One such
program that has been effective for some, but not all, children is the Early Intensive Behavioral Interventions
(EIBI) program.
 Early intervention programs often use natural interactions to teach students in natural environments, including
general education classrooms to the extent possible.
26.
B. Visual Impairment

VISUAL IMPAIRMENT:
 Is decrease in the ability to see to a certain degree that causes problems not flexible by usual means, such as glasses.
 Is the limitation of actions and functions of visual system.

BLINDNESS – is the state of being unable to see due to injury, disease or genetic condition.

4 terms used to describe different levels of vision impairment and blindness:

1. Partially sighted –means a person has partial vision, either in one or both eyes.
2. Low vision – refers to a severe visual impairment in which visual acuity is 20/70 or poorer in the better-seeing eye and
cannot improve with glasses.
3. Legally blind – a person has a corrected vision of 20/200 in their best-seeing eye.
4. Totally blind – refers to a complete loss of sight

Causes Affecting Children and Adults:

When considering both children and adults, the most common visual problems are the result of errors of refraction.
Refraction - refers to the bending of the light rays as they pass through the various structures of the eye.
 Myopia (nearsightedness),
 Hyperopia (farsightedness), and
 Astigmatism (blurred vision)
are examples of refraction errors that affect central visual acuity. Although each can be serious enough to cause
significant impairment myopia and hyperopia are the most common impairments of low vision, wearing glasses or
contact lenses usually can bring vision within normal limits.

Causes Primarily Affecting Children:

The three most common causes of blindness in children are:

1. cortical visual impairment,
2. retinopathy of prematurity, and
3. optic nerve hypoplasia

1. Cortical Visual Impairment (CVI) is now the leading cause of visual impairment. CVI results from widespread damage to
parts of the brain responsible for vision.
2. Retinopathy of prematurity (ROP) results in abnormal growth of blood vessels in the eye, which then causes the retina to
detach.
3. Optic nerve hypoplasia (ONH) involves underdevelopment of the optic nerve. The underdevelopment is often associated
with brain abnormalities, such that the child is also at risk for problems such as speech and cognitive disabilities. The exact
cause or causes of ONH are still unknown.

 Retinitis pigmentosa is a hereditary condition that results in degeneration of the retina. It can start in infancy, early
childhood, or the teenage years. Retinitis pigmentosa usually causes the field of vision to narrow (tunnel vision) and
also affects one’s ability to see in low light (night blindness). Included in the “prenatal” category are infectious
diseases that affect the unborn child, such as syphilis and rubella.
 Strabismus is a condition in which one or both eyes are directed inward (crossed eyes) or outward. Left untreated,
strabismus can result in permanent blindness because the brain will eventually reject signals from a deviating eye.
Fortunately, most cases of strabismus can be corrected with eye exercises or surgery. Eye exercises sometimes
involve the person’s wearing a patch over the good eye for period of time to force use of the eye that deviates.
Surgery involves tightening or loosening the muscles that control eye movement.
 Nystagmus is a condition in which rapid involuntary movements of the eyes occur, usually resulting in dizziness and
nausea. Nystagmus is sometimes a sign of brain malfunctioning and/or inner-ear problems.

27.
C. Hearing Impairment, deafness or hearing LOSS
Hearing Impairment, Deafness or Hearing Loss – refers to the total or partial inability to hear sounds.
Hearing Loss – this a reduced ability to hear sound in the same way as other people.

Deafness – occurs when a person cannot understand speech through hearing, even when sound is amplified.

Profound deafness – refers to a total lack of hearing. Individual with profound deafness is unable to detect sound at all.

Three Types of Hearing loss:

1. Conductive hearing loss – this means that the vibrations are not passing through from the outer ear to the inner ear,
especially the cochlea.

2. Sensorineural hearing loss – is caused by dysfunctional of the inner ear, the cochlea, auditory nerve or brain damage

3. Mixed hearing loss – this is combination of conductive and sensorineural hearing loss. Long term ear infection can
damage both eardrum and the ossicles. Sometimes, surgical intervention may restore hearing but it is not always
effective.

Symptoms:

 Mild hearing impairment – may have problems understanding speech, especially if there is a lot of noise
around.
- The person can only detect sound between 25 to 29 decibels(dB)
 Moderate deafness may need a hearing aid, the person can only detect sounds between 40 and 69 Db

 Severely deaf rely on lip-reading to communicate with others. The person can only hear sounds above 70 to 89
dB
 Profound deaf can hear nothing at all and can find themselves totally reliant on lip-reading or sign language.

Some diseases or circumstances that can cause deafness include:

 Chicken pox
 Cytomegalovirus
 Mumps
 Meningitis
 Sickle cell disease
 Syphilis
 Lyme disease
 Diabetes
 Treatment for tuberculosis
 Hypothyroidism
28.

Week 5

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. What are major language disorders?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

2. What are the difference between communicative differences and disorder?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

3. How is visual impairment identify?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

4. What are the causes of visual impairment?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

5. Are all physical disabilities hereditary? If your answer is yes or no, state your reasons:

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
29.

Week 6 (quiz – 3)

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.) Write TRUE if the statement is true and False if the statement is false.

_______1. Children with language disorders have speech difficulties as well.

_______2. Some children with communication disorders are normal in cognitive, social and emotional.

_______3. Individual with communication disorders always have emotional, behavioral and intellectual disorder.

_______4. Stuttering is primarily a disorder of people with extremely high IQ.

_______5. Disorders of phonology are not very serious and are always easy to correct.

_______6. Most deaf people have some residual hearing.

_______7. Deafness is not as severe disability as blindness.

_______8. Deaf people are unable to hear anything.

_______9. Children with ADHD have also a speech impairment.

_______10. Language disorders may involve phonology.

_______11. Legally blind person have no sight at all.

_______12. Blind people have an extra sense that enables them to detect obstacles.

_______13. Low Vision individual can improve with glasses.

_______14. Retinitis pigmentosa is hereditary is hereditary disease that present at birth.

_______15. Eye abnormalities are present in one third of inherited systematic disease.
30 .
D. Children with physical disabilities or other health impairments:
 Are those whose physical limitations or health problems interfere with school attendance or learning to such an
extent that they require special services, training, equipment, materials, or facilities.
 Children with physical disabilities might also have other disabilities of any type or special gifts or talents. Thus, the
characteristics of children with physical disabilities are extremely varied. The child’s physical condition is the proper
concern of the medical profession, but when physical problems have obvious implications for education, teaching
specialists are needed. The fact that the primary distinguishing characteristics of children with physical disabilities are
medical conditions, health problems, or physical limitations highlights the necessity of interdisciplinary cooperation
(Best, Heller, & Bigge, 2010).
 Children may have congenital anomalies (defects they are born with), or they may acquire disabilities through
accident or disease after birth. Some physical disabilities are comparatively mild and transitory; others are profound
and progressive, ending in total incapacitation and early death. Some are increasingly common chronic diseases.
Discussing physical disabilities in general is difficult because the variety of these disabilities is so great.

Cerebral Palsy
Cerebral palsy is a disorder of movement and posture. It is caused by a brain injury that occurred before birth, during birth, or
during the first few years after birth. The injury hinders the brain’s ability to control the muscles of the body properly. The
brain tells our muscles how to move and controls the tension of the muscles. Without the proper messages coming from the
brain, infants with cerebral palsy have difficulty learning basic motor skills such as crawling, sitting up, or walking. Cerebral
palsy is more complicated than an impairment of movement and posture, as Martin (2006) and others recognize. For practical
purposes.
CP can be considered part of a syndrome that includes motor dysfunction, psychological dysfunction, seizures, and emotional
or behavioral disorders due to brain damage. Some individuals with CP show only one indication of brain damage, such as
motor impairment; others show combinations of symptoms.
CP refers to paralysis, weakness, lack of coordination, and/or other motor dysfunction because of damage to the child’s brain
before it has matured. Symptoms can be so mild that they are detected only with difficulty or so profound that the individual
is almost completely incapacitated. Because CP includes such a heterogeneous group of children, the label cerebral palsy has
been called into question by some who have noted that the label “defines groups of children who are desperately in need of a
service, and this seems an adequate ground” for continuing to use the label (Bax, 2001, p. 75).

Seizure Disorder (Epilepsy)

A person has a seizure when an abnormal discharge of electrical energy occurs in certain brain cells. The discharge spreads to
nearby cells, and the effect may be loss of consciousness, involuntary movements, or abnormal sensory phenomena. The
effects of the seizure depends on the location of the cells in which the discharge starts and how far the discharge spreads.
About 1 in 10 children has a seizure at some time, usually associated with a high fever or serious illness (Weinstein, 2002).
However, this doesn’t mean that 1 in 10 children has epilepsy. A person with epilepsy has a chronic neurological condition and
has recurrent seizures (Arzimanoglou, Guerrini, & Aicardi, 2004; Weinstein, 2002). Because seizures reflect abnormal brain
activity, it’s not surprising that they occur more often in children with developmental disabilities (e.g., intellectual disability or
cerebral palsy) than in children without disabilities (Best et al., 2010).

Spina Bifida and Other Spinal Cord Injuries

Neurological damage can involve only the spinal cord, leaving the brain unaffected. Spinal cord injury can occur before or after
birth, affecting the individual’s ability to move or control bodily functions below the site of the injury (Best et al., 2010)
During early fetal development, the two halves of the embryo grow together or fuse at the midline. Incomplete closure results
in congenital midline defects such as cleft lip and cleft palate. Spina bifida is a congenital midline defect that results from
failure of the bony spinal column to close completely during fetal development. It is one type of neural tube defect (a
malformation of the spine, spinal cord, or brain; see Barkovich, 2005; Liptak, 2002). The defect may occur anywhere from the
head to the lower end of the spine. Because the spinal column is not closed, the spinal cord (nerve fibers) can protrude,
resulting in damage to the nerves and paralysis and/or lack of function or sensation below the site of the defect.
Spina bifida is often accompanied by paralysis of the legs and of the anal and bladder sphincters because nerve impulses
cannot travel past the defect. Surgery to close the spinal opening is performed in early infancy, but this doesn’t repair the
nerve damage. Although spina bifida is one of the most common birth defects resulting in physical disability, its causes are not
known. Spinal cord injuries resulting from accidents after birth are also a major cause of paralysis.

31.
 Lesson 4:
Learners who are Gifted and Talented

Learners who are Gifted and Talented

People who have special gifts or the potential for gifted performance can go through life unrecognized. Sometimes the special
talents or gifts of children and youths aren’t discovered because their families and intimates place no particular value on their
special abilities. And sometimes they aren’t recognized because these young people are not given opportunities or training.
Especially in the case of those who are poor or members of minority groups, students with extraordinary gifts or talents may
be deprived of chances to demonstrate and develop their potential.

Giftedness, or talent, like intellectual disability, is whatever we choose to make it. Someone can be considered gifted (or
intellectually disabled) one day and not the next, simply because an arbitrary definition has been changed. The definitions that
professionals use have no inherent rightness or wrongness. Some definitions might be more logical, more precise, or more
useful than others, but we are still unable to say that they are more correct in some absolute sense. We have to struggle with
the concepts of gift and talent and the reasons for identifying individuals with gifts or talents before we can make any
decisions about definition. Any definition of giftedness is shaped to a large extent by what the surrounding culture believes is
most useful or necessary for its survival. Giftedness is defined, not discovered (see Callahan, 2011; Gallagher, 2000a, 2000b,
2002; Heller, Monks, Sternberg, & Subotnik, 2000; Lohman, 2006).

Even the terminology of giftedness can be rather confusing. Besides the word gifted, a variety of other terms have been used
to describe individuals who are superior in some way: talented, creative, insightful, genius, and precocious, for example.

• Precocity refers to remarkable early development. Precocious children develop gifts in such areas as language, music, or
mathematics at a very young age.

• Insight may be defined as separating relevant from irrelevant information, finding novel and useful ways of combining
relevant bits of information, or relating new and old information in a novel and productive way.

• Genius has sometimes been used to indicate a particular aptitude or capacity in any area. More often, it has been used to
indicate extremely rare intellectual powers (often assumed to be indicated by IQ) or creativity.

• Creativity refers to the ability to express novel and useful ideas, to sense and elucidate novel and important relationships,
and to ask previously unthought of, but crucial, questions.

• Talent ordinarily has been used to indicate a special ability, aptitude, or accomplishment.

• Giftedness as we use the term in this chapter, refers to cognitive (intellectual) superiority (not necessarily of genius
caliber), creativity, and motivation in combination and of sufficient magnitude to set children apart from the vast majority of
their age peers and make it possible for them to contribute something of particular value to society.

Three main kinds of giftedness:

• Analytic giftedness involves being able to take a problem apart—to understand the parts of a problem and how they are
interrelated, which is a skill typically measured by conventional intelligence tests.

• Synthetic giftedness involves insight, intuition, creativity, or adeptness at coping with novel situations, skills that are
typically associated with high achievement in the arts and sciences.

• Practical giftedness involves applying analytic and synthetic abilities to the solution of everyday problems, the kinds of
skills that characterize people who have successful careers.

32.
What IQ is considered gifted?
A. Moderately gifted – IQ 130 -144
B. Highly gifted – IQ 145 - 159
C. Exceptionally gifted – IQ 160 – 179
D. Profoundly gifted – IQ 180 up

Wechsler Intelligence Scale:

Corresponding IQ Range Classifications More Value Neutral terms
120 -12 Superior Well above average
110 - 1199 High average High average
90 -109 Average Average
80-89 Low average Low average

Psychological and Behavioral Characteristics

In many societies, individuals with special gifts have been stereotyped in one of two ways: (1) as physically weak, socially
inept, narrow in interests, and prone to emotional instability and early decline or, in the opposite direction, (2) as superior in
intelligence, physique, social attractiveness, achievement, emotional stability, and moral character and immune to ordinary
human frailties and defects.
Nevertheless, stereotypes persist. A still common misperception is that genius predisposes people to mental illness. The idea
that giftedness and insanity are linked is one of the worst misconceptions of the field (Gallagher, 2006). Some people with
special gifts and talents accomplish remarkable things in spite of, not because of, mental illness or physical disability (see
Goldsmith, 2005; Martin, Burns, & Schonlau, 2010; Mueller, 2009).
Perhaps it shouldn’t be surprising that the majority of students who show giftedness enter occupations that demand greater-
than-average intellectual ability, creativity, and motivation. Most find their way into the ranks of professionals and managers,
and many distinguish themselves among their peers in adulthood. But not all such students enjoy occupational success in
demanding jobs; some choose career paths that do not make use of their talents, or they otherwise fail to distinguish
themselves (Manstetten, 2000)
The self-concepts, social relationships, and other psychological characteristics of students with special gifts or talents have
been matters of considerable interest (Assouline & Colangelo, 2006; Robinson et al., 2007). Many of these students are happy,
well liked by their peers, emotionally stable, and self-sufficient. They may have wide and varied interests and perceive
themselves in positive terms. Nevertheless, some gifted students experience bullying and are traumatized by it (Peterson &
Ray, 2006). Furthermore, as Maria Hernandez mentions in the accompanying Peer Connections box, being known as gifted can
be stigmatizing
Students with intellectual gifts are often acutely sensitive to their own feelings and those of others and highly concerned
about interpersonal relationships, intrapersonal states, and moral issues. Using their advanced cognitive abilities appears to
help many of these children develop at a young age the social and emotional adjustment strategies used by most adults. In
short, many (but not all) students with high intellectual gifts are selfaware, self-assured, socially skilled, and morally
responsible.
Giftedness includes a wide variety of abilities and degrees of difference from average (Callahan, 2011). Moreover, the nature
and degree of an individual’s giftedness may affect his or her social and emotional adjustment and educational and
psychological needs. Consider, for example, that categorizing only people with IQs of 180 or higher as “gifted” is roughly like
categorizing as “intellectually disabled” only those individuals with IQs of 20 or less. In fact, children who are exceptionally
precocious—those whose talents are extremely rare—may constitute a group for which extraordinary adaptations of
schooling are required (just as extraordinary adaptations are required for children with very severe intellectual disabilities; see
Gross, 2000, 2002; von Karolyi & Winner, 2005). Child prodigies are children whose development and accomplishments meet
or exceed those of adults with extraordinary talent. They often astonish others by their talent at an early age, and they often
need opportunities that more typical students don’t need and would find intimidating.

33.
 Week 7

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.) Write FACT if the statement is true and MYTH if the statement is false.

_______1. People with special intellectual gifts are physically weak, socially inept, narrow in interests, and prone to
emotional instability and early decline

_______2. People with special gifts or talents tend to be mentally unstable.

_______3. Students who have a true gift or talent for something will excel without special education.

_______4. According to the researcher, 3% to 5% of the population has special gifts or talents.

_______5. People who have special gifts do everything well.

_______6. Those with special gifts or talents are about as likely to be well adjusted and emotionally healthy as those
who do not have such gifts.

_______7. Some people characterized as having a special gift have superior abilities of many kinds.

_______8. IQ is only one indication of one kind of giftedness.

_______9. In some cases, a person’s gifts or talents are not notice until adulthood.

_______10. The percentage of the population that is found to have special gifts or talents depends on the definition of
giftedness used.
34.

Week 8

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. Differentiate between gifted and talented child.

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

2. What are the traits of a gifted person?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

3. What are the psychological and behavioral characteristics of students with special gifts and talents?

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

4. How giftedness identified?

Asnwer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
35.
LESSON 5:
Learners in Difficult Circumstances
and Indigenous Groups

Education for All: Meeting our Collective Commitments

Goals

Basic learning needs . . . comprise both essential learning tools . . . and the basic learning content . . . required by
human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in
development, to improve the quality of their lives, to make informed decisions, and to continue learning.

(World Declaration on Education for All, Article 1, Paragraph 1)

1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and
disadvantaged children.

All young children must be nurtured in safe and caring environments that allow them to become healthy, alert and
secure and be able to learn. The past decade has provided more evidence that good quality early childhood care and
education, both in families and in more structured programmes, have a positive impact on the survival, growth, development
and learning potential of children. Such programmes should be comprehensive, focusing on all of the child’s needs and
encompassing health, nutrition and hygiene as well as cognitive and psycho-social development. They should be provided in
the child’s mother tongue and help to identify and enrich the care and education of children with special needs. Partnerships
between governments, NGOs, communities and families can help ensure the provision of good care and education for
children, especially for those most disadvantaged, through activities centred on the child, focused on the family, based within
the community and supported by national, multi-sectoral policies and adequate resources.
Governments, through relevant ministries, have the primary responsibility of formulating early childhood care and
education policies within the context of national EFA plans, mobilizing political and popular support, and promoting flexible,
adaptable programmes for young children that are appropriate to their age and not mere downward extensions of formal
school systems. The education of parents and other caregivers in better child care, building on traditional practices, and the
systematic use of early childhood indicators, are important elements in achieving this goal.

2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic
minorities, have access to and complete free and compulsory primary education of good quality.

All children must have the opportunity to fulfil their right to quality education in schools or alternative programmes at
whatever level of education is considered 'basic'. All states must fulfil their obligation to offer free and compulsory primary
education in accordance with the United Nations Convention on the Rights of the Child and other international commitments.
The international agreement on the 2015 target date for achieving Universal Primary Education (UPE) in all countries will
require commitment and political will from all levels of government. For the millions of children living in poverty, who suffer
multiple disadvantages, there must be an unequivocal commitment that education be free of tuition and other fees, and that
everything possible be done to reduce or eliminate costs such as those for learning materials, uniforms, school meals and
transport. Wider social policies, interventions and incentives should be used to mitigate indirect opportunity costs of
attending school. No one should be denied the opportunity to complete a good quality primary education because it is
unaffordable. Child labor must not stand in the way of education. The inclusion of children with special needs, from
disadvantaged ethnic minorities and migrant populations, from remote and isolated communities and from urban slums, and
others excluded from education, must be an integral part of strategies to achieve UPE by 2015.
While commitment to attaining universal enrolment is essential, improving and sustaining the quality of basic
education is equally important in ensuring effective learning outcomes. In order to attract and retain children from
marginalized and excluded groups, education systems should respond flexibly, providing relevant content in an accessible and
appealing format. Education systems must be inclusive, actively seeking out children who are not enrolled, and responding
flexibly to the circumstances and needs of all learners. The EFA 2000 Assessment suggests a wide range of ways in which
schools can respond to the needs of their pupils, including affirmative action programmes for girls that seek to remove the
obstacles to their enrolment, bilingual education for the children of ethnic minorities, and a range of imaginative and diverse
approaches to address and actively engage children who are not enrolled in school.

36.

3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning
and life skills programmes.

All young people and adults must be given the opportunity to gain the knowledge and develop the values, attitudes
and skills that will enable them to develop their capacities to work, to participate fully in their society, to take control of their
own lives and to continue learning. No country can be expected to develop into a modern and open economy without a
certain proportion of its work force having completed secondary education. In most countries this requires an expansion of
the secondary system.
Young people, especially adolescent girls, face risks and threats that limit learning opportunities and challenge
education systems. These include exploitative labor, the lack of employment, conflict and violence, drug abuse, school-age
pregnancy and HIV/AIDS. Youth-friendly programmes must be made available to provide the information, skills, counselling
and service.
All young people should be given the opportunity for ongoing education. For those who drop out of school or
complete school without acquiring the literacy, numeracy and life skills they need, there must be a range of options for
continuing their learning. Such opportunities should be both meaningful and relevant to their environment and needs, help
them become active agents in shaping their future and develop useful work-related skills.

4. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to
basic and continuing education for all adults.

All adults have a right to basic education, beginning with literacy, which allows them to engage actively in, and to
transform, the world in which they live. There are still some 880 million people who cannot read or write in the world; two-
thirds are women. The fragile levels of literacy acquired by many new literates compound the problem. Yet the education of
adults remains isolated, often at the periphery of national education systems and budgets.
Adult and continuing education must be greatly expanded and diversified, and integrated into the mainstream of
national education and poverty reduction strategies. The vital role literacy plays in lifelong learning, sustainable livelihoods,
good health, active citizenship and the improved quality of life for individuals, communities and societies must be more widely
recognized. Literacy and continuing education are essential for women’s empowerment and gender equality. Closer linkages
among formal, non-formal and informal approaches to learning must be fostered to respond to the diverse needs and
circumstances of adults.
Sufficient resources, well-targeted literacy programmes, better trained teach hers and the innovative use of
technologies are essential in promoting these activities. The scaling up of practical, participatory learning methodologies
developed by non-government organizations, which link literacy with empowerment and local development, is especially
important. The success of adult education efforts in the next decade will be essentially demonstrated by substantial reduction
in disparities between male/female and urban/ rural literacy rates.

5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education
by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

Gender-based discrimination remains one of the most intractable constraints to realizing the right to education.
Without overcoming this obstacle, Education for All cannot be achieved. Girls are a majority among out-of -school children
and youth, although in an increasing number of countries boys are at a disadvantage. Even though the education of girls and
women has a powerful trans-generational effect and is a key determinant of social development and women’s empowerment,
limited progress has been made in increasing girls’ participation in basic education.
International agreement has already been reached to eliminate gender disparities in primary and secondary
education by 2005. This requires that gender issues be mainstreamed throughout the education system, supported by
adequate resources and strong political commitment. Merely ensuring access to education for girls is not enough; unsafe
school environments and biases in teacher behaviour and training, teaching and learning processes, and curricula and
textbooks often lead to lower completion and achievement rates for girls. By creating safe and gender-sensitive learning
environments, it should be possible to remove a major hurdle to girls’ participation in education. Increasing levels of women’s
literacy is another crucial factor in promoting girls’ education. Comprehensive efforts therefore need to be made at all levels
and in all areas to eliminate gender discrimination and to promote mutual respect between girls and boys, women and men.
To make this possible, changes in attitudes, values and behaviour are required.
37.
6. Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable
learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

Quality is at the heart of education, and what takes place in classrooms and other learning environments is
fundamentally important to the future well-being of children, young people and adults. A quality education is one that
satisfies basic learning needs, and enriches the lives of learners and their overall experience of living.
Evidence over the past decade has shown that efforts to expand enrolment must be accompanied by attempts to
enhance educational quality if children are to be attracted to school, stay there and achieve meaningful learning outcomes.
Scarce resources have frequently been used for expanding systems with insufficient attention to quality improvement in areas
such as teacher training and materials development. Recent assessments of learning achievement in some countries have
shown that a sizeable percentage of children is acquiring only a fraction of the knowledge and skills they are expected to
master. What students are meant 29to learn has often not been clearly defined, well-taught or accurately assessed.
Governments and all other EFA partners must work together to ensure basic education of quality for all, regardless of
gender, wealth, location, language or ethnic origin.
Successful education programmes require:
(1) healthy, well nourished and motivated students;
(2) well-trained teachers and active learning techniques;
(3) adequate facilities and learning materials;
(4) a relevant curriculum that can be taught and learned in a local language and builds upon the knowledge and experience of
the teachers and learners;
(5) an environment that not only encourages learning but is welcoming, gender-sensitive, healthy and safe;
(6) a clear definition and accurate assessment of learning outcomes, including knowledge, skills, attitudes and values;
(7) participatory governance and management; and
(8) respect for and engagement with local communities and cultures.
38.

Week 9

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

On the following table, identify 10 examples of students with special needs. Also, identify their causes and characteristics:
Learners with Special
Causes Characteristics
Needs
40.
lesson :6
Learning Resources and
Instructional Accommodation
And adaptations FOR gifted and talented
Students And for STUDENTS WITH SPECIAL NEEDS

Accommodation removes learning barriers but provide every child with equal access to learning.
Accommodation provide support that allows students with special needs to achieve the same instructional goals as
students without special needs. It is important to note that accommodations do not change the expectations for
learning. Do not reduce the requirements of the task.

Adaptations are changes in the way instruction and assessment carried out to allow a learner equal opportunity
to demonstrate mastery of concepts and achieve the desired learning outcomes. They are made to meet a student ‘s
needs as identified on an individualized education plan (IEP).

At the end of this chapter, 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 learner’s needs

• demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups

• 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.
41.

Appropriate Adaptations for Gifted and Talented Learner:

Presentation Strategies:
 Vary the method of presentation: lecture, small groups, large group, demonstration, individual experimentation

 Avoid having student copy notes when material is already mastered.

Curriculum Strategies:
 Provide opportunities for open-ended, self-directed activities

 Provide instruction in research skills needed to conduct an independent study in student’s interest area

 Provide independent learning opportunities

 Use advanced supplementary/reading materials

 Encourage the use of creativity Ask higher level questions

 Provide opportunities to develop depth and breadth of knowledge in a subject area

Organizational/Behavioral Strategies:
 Use a Study Contract for student to achieve outcomes

 Use a Learning Log for independent or outside learning

 Establish a timeline for long-range projects

Motivational Strategies:
 Provide fewer drill and practice activities when material is learned

 Give student choices of activities in learning the content

 Allow the student to ‘buy’ time for self-directed activities after material is learned

Assessment Strategies:
 Give a pretest to allow the student to demonstrate mastery

 Provide self-checking materials

 Provide tests at a higher level of thinking

42.
Environmental Strategies:
 Arrange for a mentor to work with the student in interest area

 Cluster group gifted/talented students by areas of strength in the classroom

 Allow independent use of library

Enrichment Strategies:
ENRICHMENT means that the student is working on a topic in more DEPTH or BREADTH than others. The student keeps
pace with the rest of his/her classmates but has more time to explore topics of interest.

Enrichment strategies includes:

Independent study
In an independent study, the student selects a topic of interest in any academic area where he shows strength.
The student and teacher work out parameters for process (how much time each day, where research will take place,
what materials will be needed, what other persons will be involved, etc) and product (how will the student demonstrate
what was learned, will the product be shared, will it serve a real—life purpose, etc.) The independent study suits
students who have task commitment and who tend to finish regular work quickly and correctly.

Study contract
A teacher may use a study contract to keep a student working alongside her peers most of the time while
allowing her to make choices about what or how to learn. The study contract is used when the student has already met
some but not all outcomes for a particular unit. A menu of mutually-acceptable choices should accompany the study
contract to ensure the student is using her earned time wisely.

Mentorship
A student with heightened knowledge in a specific academic area may benefit from contact with a specialist in
this field. This is particularly the case in lower grades when the teacher cannot keep up with the student’s capacity to
learn the subject. A mentor may be a teacher of a higher grade, a community member, an older student or an instructor
at a local community college or university. Mentorships vary in frequency of visits and may even take place online. Care
must be taken to ensure that the student and the mentor are compatible and that the arrangement is agreeable to both
parties.

Complete a learning log

Some gifted students already have outside hobbies and experiences arranged through their parents or
communities. This learning can be compatible with the classroom curriculum. The teacher may allow the student to
complete a learning log of her experiences to show what she has learned and how it connects to classroom outcomes.
This may free up time for the student to pursue other interests during the school day or provide evidence of learning for
her to move on to the next unit or level in a particular subject. A learning log is also a good assessment tool for a
mentorship.

Create an interest centre

Students with intense interest areas may be willing to share their knowledge with their peers through an
interest centre in the classroom or school. The student can use earned time during the school day or create the centre
as a result of independent study. Others would be invited to use materials collected and/or created by the student to
learn about a special topic which can be embedded in or tangential to the curriculum.
43.

Tiered assignments
Tiered assignments work well in skill areas where the student has not yet met the outcomes but can do so easily
and requires additional challenge. For example, in math class the student may be performing similar operations as his
peers but using more challenging numbers or complete more steps. In language arts, the student may read more
challenging texts, write in a more sophisticated genre, or use more complex words in word study.

Specialized grading criteria

Some students are ready for a greater challenge even when completing similar assignments. For example, when
assigning a piece of writing, a teacher may only be looking for ideas, organization and correctness from the class, but a
gifted student may also be assessed on voice or word choice. Likewise, the parameters of the assignment may be
changed to suit the student's strengths. A science experiment may become a video or PowerPoint presentation; a social
studies essay may require three sources from the class and more than five from the gifted student.

Extension activities
Many textbooks and teachers' guides provide follow-up or extension activities as time allows. When gifted
students finish early, these may be suitable ways for them to get the challenge and depth of understanding they require.
Open-ended, real-world problems are excellent ways to extend students’ learning.

Enrichment clusters
If there is a small group of students in the school with similar interests and aptitudes, they may be brought
together for a set period of time each week to pursue a topic of study under the guidance of a teacher or mentor. The
topic may change frequently or develop into a long-term exploration, but it should be open-ended and have real-world
application. Enrichment clusters may be worked into the schedule of a committed teacher as contact time.
44.

Week 10

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. For you, what is the best enrichment strategy to accommodate the needs of a gifted learner? Explain your reason.

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

2. What are the assessment strategies to cater the needs of a gifted learner? Discuss why.

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

3. What is the best motivational strategy to cater the needs of a gifted learner? Explain why.

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

4. Discuss 1 curriculum strategy to meet the needs of a gifted learner.

Answer:________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
45.

Accommodation and Modifications for Students with Special Needs:

These resources detail easy modifications to incorporate in your curriculum for students with special needs.
Adjustment in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge
each member of your class. Appropriately modify your instruction to address diverse needs with articles on bilingual
special education, Autism, ADD/ADHD and other disability.

Common Accommodations:
1. Presentation Accommodations: (changes the way information is presented)

 Listen to audio recordings instead of reading text

 Learn content from audiobooks, movies, videos, and digital media instead of reading print versions
 Work with fewer items per page or line
 Work with text in a larger print size
 Have a “designated reader” someone who read test questions aloud to students
 Hear instructions spoken aloud
 Record a lesson, instead of takings
 Get a class notes from a another student
 Seen an outline of a lesson
 Use visual presentations of verbal material, such word webs
 Get a written list instructions

2. Response Accommodations: (changes the way kids complete assignments or test)

 Give responses in a form (spoken or written) that’s easier for them.

 Dictate answers to a scribe who writes or type
 Capture responses on an audio recorder
 Use a spelling dictionary or digital spellchecker
 Use a word processor to type notes or give answers in class
 Use a calculator or table of “math facts”

3. Setting accommodations:

 Work or take a test in a different setting, such as a quiet room with few distraction
 Sit where they learn best (for example, near the teacher)
 Use special lighting or acoustics
 Take a test in a small group setting
 Use sensory tools such as an exercise band that can be looped around a chair’s legs ( so fidgety kids can kick it
and quietly get their energy out)

4. Timing accommodations:

 Take more time to complete a task or a test

 Have extra time to process spoken information and directions
 Take a frequent breaks, such after completing a worksheet
46.

5. Scheduling accommodations:

 Take more time to complete a project

 Take a test in several timed sessions or over several days
 Take sections of a test in different order
 Take a test at a specific time of day

6. Organization skills accommodations:

 Use an alarm to help with time management

 Mark texts with a highlighter
 Use a planner or organizer to help coordinate assignments
 Receive study skills instruction

Examples of accommodations include:

 Sign language interpreters for students who are deaf

 Computer text-to-speech computer-based systems for students with visual impairment or dyslexia
 Extended time for students with fine motor limitations, visual impairment or learning disability

Common Modifications:
1. Assignment modifications
 Complete different homework problems than peers.
 Answer different test questions
 Create alternative projects or assignments
2. Curriculum modifications:
 Learn different material (such as continuing to work on multiplication while classmates move on to
fractions)
 Get graded or assessed using a different standard that other students
 Be excused from particular projects
Examples of modifications:
 Use of alternative book
 Pass/no pass grading optio
 Reworded questions in simpler language
 Daily feedback to a student
 Fewer test questions
 Less homework
 Easier assignments
Purpose of Modifications:
 If the student cannot achieve success at the targeted level, using modifications to make the materials
more manageable for the student is an important part of teaching.
 Allow students to learn at their present level rather than falling to comprehend information above
their understanding.
47.
Motivating Children with Special Needs
Children with special needs should be given a small rewards every time they give appropriate responses.
These “reinforce” or rewards have to be interesting enough to a child to serve as motivation and should be
based on a child’s personal interests and preferences. These rewards may help in the development of their
social, language and behavioral skills.
Here are some ways to motivate your child effectively:
 Use of positive Reinforcement
Praising a child for every right action made; when he/she gave a wrong answer try to give another
chance to answer. Give positive reinforcement that will encourage more participation from the child
and open a communication line between you.

 Encourage activities such as Social Stories and Scripting

These will help in the behavioral development of verbal and non-verbal children, which is very
important as early detection can decrease future social isolation and improve communication skills.

 Allow them to choose their own activity

Make them choose the activity they want to do and join them at it until they initialize eye contact with
you.

 Use play therapy

Children with autism can be motivated by using teaching skills that promote play and self-expression.
It provides them with a sense of accomplishment.

 Reward children with favorite toys or food

Give them something to strive for by giving them something they truly like every time they accomplish
something.

 Use music therapy

Simple and repetitive phrases can help in developing the language skills of children with autism. It also
help them change monotone speech patterns by matching their voice to music rhythms. It can also
promote social interaction by motivating them to join group activities.

 Integrate Activities that affect the level of Sensory Stimulation

This will help them adjust to different sensory stimulation, which can normally overwhelm them.

 Constantly introduce new fun activities

48.
Suggestions for Communicating About Individuals with Disabilities
1. Do not focus on a disability unless it is crucial to a story. Avoid tear-jerking human-interest stories about incurable
stories about incurable diseases, congenital impairments, or severe injury. Focus instead on issues that affect the quality
of life for those same individuals, such as accessible transportation, housing, affordable health care, employment
opportunities, and discrimination.

2. Do not portray successful people with disabilities as superhuman. Even though in public may admire superachievers,
portraying people with disabilities as superstars raises false expectations that all people with disabilities should achieve
at this level.

3. Do not sensationalize a disability by saying “afflicted with,” “crippled with,” “suffers from” or “victim of.” Instead, say
“no person who has multiple sclerosis” or “man who had polio”.

4. Put people first, not their disability. Say “a youngster with autism” , “people with disabilities”. This puts the focus on
the individual, not this or her particular functional limitation.

5. Emphasize abilities, not limitations. For example, say “uses a wheelchair/braces” or “walks with crutches” rather than
“is confined to a wheelchair”. Similarly, do not use emotional descriptors such as unfortunate or pitiful.

6. Avoid euphemisms in describing disabilities. Some blind advocates dislike partially sighted because it implies avoiding
acceptance for blindness. Terms such as handicapable, mentally different, physically inconvenienced. They reinforce the
idea that disabilities cannot be dealt with up front.

7. Do not equate disability with illness. People with disabilities can be healthy, though they have chronic diseases such as
arthritis, heart disease and diabetes. People who had polio and experienced aftereffects have postpolio syndrome. 8.
Show people with disabilities as active participants in society. Portraying persons with disabilities interacting with
nondisabled people in social and work environment helps break down barriers and open lines of communication.
49.

Week 11

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. When should be modification used in the classroom? Explain why.

Answer
A:_____________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

B:_____________________________________________________________________________________________________
_______________________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. How do you enrich learners with special needs? Explain why.

Answer
A:________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B:________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
50.

Chapter 4
Learning Resources and
Instructional Accommodation
Lesson 1:
Special education program

Special education refers to teaching practices that meet the individual needs of students with
disability. All students are entitled to participate in and progress through the NSW curriculum. Schools need
to provide adjustments to teaching, learning and assessment activities for some students with disability.

At the end of the lesson, the student should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs;

d. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; and

e. 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 practice.
51.

Purpose of Special Education

The purpose of special education is to enable students to successfully develop to their fullest potential by providing a
free appropriate public education in compliance with the Individuals with Disabilities Education Act (IDEA) as
implemented by DoD Instruction 1342.12, "Provision of Early Intervention and Special ...

Importance of Special Education for Special Children

With the advent of modernization, the trend and the technology have changed, but the way of thinking of people still
remains the same. Society often neglects the children and the people that have some kind of learning disabilities. Due to
this, most of the time they receive negative feedback from their schools and could not be able to develop any kind of
positive attitude to the outside world.

But, it is the right of every child to receive equal and same opportunity for receiving basic education. Special education is
known due the policies and programs based on the education especially designed for the children that are gifted or
handicapped, that have any kind of mental, physical or emotional disabilities. They require special type of teaching
approaches or care or equipment that can be used both within and outside the regular classroom.

The special classes organized for these disable or gifted children have become necessity. It allows the students to enjoy
the education and gain confidence due to individual learning. For the personal growth and development of the special
children, it is important for all of them to receive proper education. The disability cases could include emotional, mental,
physical or developmental. There are multiple numbers of impairments that a student could go through, like, Autism
Spectrum Disorder, Multiple Disabilities, Developmental Delay, Traumatic Brain Injury, Orthopedic Impairment, Speech
and Language Impairment, Visual and hearing Impairment (including blindness) and many more.

Therefore, it is necessary for the specially disabled children to maintain the pace in the learning process with the
children that do not have any special need, as they have the right to fulfill the requirements and explore their own
potential regardless of nay disability. The concept of special education mainly focuses on the designing of educational
structure that has the potential to overpower the disadvantages of any disability along with helping the children to get
quality education. So, it has become very important for the educator or the teacher to follow the classroom rules that
could fulfill their requirements.

1. To meet the requirements of the students, proper and well-maintained instructions should be structured which can
be faster or slower according to the need of the student. For providing individual attention to each student, the size of
the class should be kept smaller. This will enable the student to understand the entire information provided to them by
their tutors.

2. The educators of the special education should have well-determined education so that they can individually educate
each student. Before the proper encoding of the information, repeated trials and opportunities should be given to them.

3. Tutors should use unique aids and tools for teaching students with special needs. Educators should use special and
unique ideas for increasing their understanding towards the information given to them. They should adopt the trial and
error methodology. Alternative usage of tools can performed, like if one tool does not work, tutor can use another tool
that could easily replace the previous one.
52.

4. Patience and tolerance is meant to be the most important key in the classroom of special education. With regards to
the behavior of the student, positive attitude is essential. The cognitive capabilities can be affected by the wrong
attitude of the teachers or the tutors.

Therefore, a special educator should always have certain qualities including intuitive, hard-working, good sense of
humor, creative and a love for both children and teaching, as unless they will not create their focus, they would not be
able to provide proper training to those specialized children. For carrying out the teaching pattern in a ease manner, the
education course with special needs has become necessary and teachers can have the in-depth-understanding of
different behavioral patterns and psyche of children with special needs. So, training also plays a significant role to
become a teacher for special children.

There are some ways that can be helpful for a teacher to get a proper training and can help a child to overcome their
learning, disability and exceptional issues. With these methods, a teacher can help student with their special needs.

1. With a proper observation, a tutor can understand the learning needs and procedure of the child. A teacher who is
enrolled in the field of special education plays an important role in the expansion and advancement of learning needs of
special children.

2. The 21st century is full of technologies and techniques. Everyone is advanced, so the teachers that cannot survive in
the environment full of patience could not be able to go in a long run. He/she needs to be very dedicated, inventive,
resourceful and determined, if they are working as a special education teacher.

3. It is the core responsibility of the special education teacher to become enough responsible so that the students could
be able to achieve excellence irrespective of their disabilities.

4. Being a teacher of special children, it is important for them to create lasting impression on your student. Student
could be able to get inspiration from the teacher who is teaching them. A teacher can give the biggest reward to their
student by giving them hope and encouragement.

5. It is only the dedicated tutor that provides special platform to the children having special needs along with the driving
of their learning issues which can make their life success. It requires making necessary option for a special need
education course.

Conclusion

The special education courses aims at providing training without leaving any gap in between. A good teacher in special
education helps in making training before considering the importance of job responsibilities. A person or a student with
any kind of disability can easily conquer the world by their hard-work and skills. For this, they should be given special
opportunities without any terms and conditions. The development of broader education system allows the tutors to
have specialized training with an urgent requirement.
53.

Week 12

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. Explain why special education is importance.

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. Why special education is unique?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. What is the most important key in the classroom of special education? Discuss why.

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

4. What kind of qualification necessary for an educator of a Special education program? Discuss

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
54.

Lesson 2:
Inclusive Education programs

Inclusive education programs provide educational services for all students including those with special needs. These
programs serve all children in the regular classroom on a full-time basis. If a student requires extra services such as
speech therapy, these services are brought into the classroom. This program allows the student to remain in the regular
education classroom setting at all times. This program is intended to meet the objectives of IDEA by educating students
in the regular classroom while still providing for their unique needs.

At the end of the lesson, the student should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs;

d. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; and

e. 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.
 55.

There are variables in inclusive education programs, which make a standard definition of inclusion misleading. Full
inclusion described as placing all students, regardless of disabilities and severity, in the regular classroom on a full-time
basis. These students do not leave the regular classroom for services specified in their IEP, but these services delivered
to them in the regular classroom setting. Inclusion or mainstreaming refers to students being educated with non-
disabled peers for most of their school day. A special education teacher collaborates with a general education teacher to
provide services for students. The general education teacher is responsible for instructing all children, even those with
an IEP. The special education teacher collaborates with the general teacher on strategies.

Another placement option places students with disabilities in the general classroom with the special education teacher
providing support and assisting the general education teacher in instructing the students. The special education teacher
brings materials into the classroom and works with the special student during math or reading instruction. The special
education teacher aids the general education teacher in planning different strategies for students with various abilities.

When the IEP team meets to determine the best placement for a child with disabilities, they must consider which
placement constitutes the least restrictive environment for the child based on individual needs. The team must
determine which setting will provide the child with the appropriate placement. The primary objective of inclusive
education is to educate students who have disabilities in the regular classroom and still meet their individual needs.
Inclusive education allows children with special needs to receive a free and appropriate education along with general
education students in the regular classroom.

Effectiveness of Inclusive Special Education Programs

Even though several studies have been conducted to determine the effectiveness of inclusive special education
programs, no conclusion has been reached. Many positive signs have been observed with both special education and
regular students. Some proponents of inclusive education programs argue that segregated special education programs
are more detrimental to students and fail to meet their educational goals.

Those who favor inclusion see some positive evidence that all students can benefit from these inclusive programs when
the proper support services are enacted and some changes take place in the traditional classroom. Professional
development classes for both special and general education teachers produce a better understanding of the concept of
inclusive education. When provided with the proper tools, special needs students have the opportunity to succeed along
with their general education peers.

Example of Inclusive practice:

This can include changing rooms or reading materials, for instance, or can be something much more specific.
For example, regularly breaking up activities for a child with ADHD, allowing a break for a diabetic child to eat, or
arranging a sporting activity that a child in a wheelchair can get involved in.21 Oct 2019.

7 Pillars of Inclusion:

 ACCESS. Access explores the importance of a welcoming environment and the habits that create it. .
 ATTITUDE. Attitude looks at how willing people are to embrace inclusion and diversity and to take meaningful action.
 CHOICE.
 PARTNERSHIPS.
 COMMUNICATION.
 POLICY.
 OPPORTUNITIES.
56.

Week 13

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. What makes a school inclusive?

Answer:_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. How does inclusive education promote successful learning?
Answer:_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. What are examples of the best supports for students in an inclusive classroom? Give at least 3 examples.
Answer:_________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
57.

Lesson 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 learners'
community.

It means all that implied in the familiar term 'indigenization' and yet seeks to press beyond. Contextualization has to do
with how we assess the peculiarity of Third World contexts. Indigenization tends to be used in the sense of responding
to the Gospel in terms of a traditional culture.

To contextualize curriculum, teachers use authentic materials, activities, interests, issues and needs from learners' lives
to develop classroom instruction.

At the end of the lesson, the students should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs;

d. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; and

e. 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.
58.

What is the difference between contextualization and indigenization?

is that contextualization is the act or process of putting information into context; making sense of information from the
situation or location in which the information was found while indigenization is the fact of making something more
native; transformation of some service, idea etc to suit a local culture, ...

Purpose of contextualization:

The goal of contextualization is to create conditions for more effective learning, expressed for example in higher grades
and rates of retention in courses, and through progression to more advanced course work.

Why is contextualization important in education?

Contextualized Teaching and Learning (CTL) engages students in active learning while assisting them to make meaning
out of the information they are obtaining. ... Many people learn better and faster, and retain information longer, when
they taught concepts in context.

What is mean by curriculum indigenization?

Indigenization - A multi-staged institutional initiative that supports societal reconciliation. An intentional, culturally
sensitive and appropriate approach to adding Indigenous ideas, concepts, and practices into curricula, when and where
it is appropriate.

CONTEXTUALIZATION:

Flexibility of the K to 12curriculum allows for curriculum enhancement in relation to the diverse background of learners;
Enhance Basic Education Act of 2013(R.A 10533), Sec.5 The Dep Ed shall adhere to the following standards and principles
in developing the enhanced basic education curriculum

-Flexible enough to enable and allow schools to localize, indigenize and enhance the same base on their respective
educational and social context. The production and development of locally produced teaching materials shall be
encouraged and approval of these materials shall devolve to the regional and division education units

Example of Localization and Indigenization Curriculum:

Competency:

Identify star patterns that can be seen at particular times of the year.

Localization:

Use the community’s name for prominent stars, if they have, while retaining the use of the Greek Constellations and its
background in discussing star patterns.

Indigenization:

Discuss the community’s own calendar of star patterns and its background before discussing the Greek Constellations.
59.

Lesson 4:
Alternative learning system

Alternative Learning System or ALS – It is a parallel learning system in the Philippines that provides a
practical option to the existing formal instruction. When one does not have or cannot access formal education in
schools. ALS is an alternative or substitution.

The department of education implements non-formal education is defined by UNESCO as “ education that
institutionalized, international and planned by an education provider. The defining characteristic of non-formal
education is that it is an addition, alternative and/or a complement to formal education within the process of the
lifelong learning of individuals. It is often provided to guarantee the right to access to education for all. Non-formal
education can cover programs contributing to adult and youth literacy and education for out-of-school children, as well
as programs on life skills, work skills, and social or cultural development.

At the end of the lesson, the students should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs.

60.

The ALS Program also provided opportunity for learning through Informal Education.

Informal Education – defined as “lifelong learning process acquired outside the formal school system but complements
learning acquired in both non-formal and formal basic education” creates opportunities for self-development,
community development in response to the individual learning interest.

What is the curriculum of ALS?

The ALS Curriculum reflects the set of knowledge skills and competencies that learners should develop to meet the
minimum requirements of basic education. It is comparable to the formal school curriculum. The teaching and learning
processes and resources are based on the ALS Curriculum.

An Alternative school – is an educational institution with an unconventional curriculum and methods. The legal basis for
such education depends on the state and determines any obligation to comply with standard tests and assessments.
Such schools offer a wide range of learning strategies, some of them have strong religious, scientific or philosophical
orientation, while others do not depend on any kind of ideology and are formed by frustrated teachers.

Alternative education encompasses pedagogical approaches that differ from traditional pedagogy learning environment
can be established in state, statutory and independent schools, as well as at home. Many alternatives in the field of
education are characterized by small class sizes, close relations between pupils and teachers and a sense of community.

Some alternative schools have their mission and beliefs, which they strive to adhere to. Here is something in common
that can be distinguished:

 All students can learn and succeed with a variety of methods.

 Progress in learning comes when the student is expected to achieve great achievements
 It is important to develop confidence and competence in each students
 You can learn in any environment, not necessary in the classroom
 An alternative learning environment develops independence, skill and creative thinking
 Learning is an active collaboration between pupils, parents, society and school
 If the student is able to share his knowledge with others, he is on the right track
 Learning is a lifelong, it does not stop for a second

The mission of such schools can be the following: “ To equip all our students with basic knowledge and skills that will be
prepared in an academic, social and emotional way, which will help to succeed in the global community.

There are several different types of alternative schools, including:

 Local alternatives to public schools. For example: Charter and Magnetic schools( about them a little school)
 School for students with special needs
 Independent private schools
 Schools with an emotional bias.

A charter school is a school that receives government funding, but operates independently of the public school system
in which it is located. In some cases, it is private property. Such institutions are an example of the privatization of state
assets.

Most magnetic school focus on a particular discipline or field of study, while others have a more general focus. Their
programs can focus on academic (mathematics, science and technology, humanities and social sciences, executive arts)
or on technical, vocational, agricultural education.
61.

Parental Concerns:

Choosing an alternative school an alternative school is often difficult. Parents who believe that standard schools do not
adequately work with the educational needs of the child should consider different options. Here are the main reasons
for this:

 The child is extraordinary gifted

 Has a special talent or interest, for example, music or science, which cannot be fully developed in a standard
school
 He does not receive enough attention in a regular school
 He cannot study for health reasons
 The child’s behavior becomes self-destructive
 He has emotional and mental problems

Studies shows that the most problem students who graduated from programs in alternative schools have improved their
relationships in the family, want or continue their education or are looking for work.

Disadvantages of alternative schools:

 Expensive training
 Classes can be less intense that in standard schools
 There is an opinion that classes are not so strict, and graduates are not competitive when entering universities.
Nevertheless, some schools are focused on ensuring that the graduate can continue studying without problems
after graduation.
 The qualifications of teachers in alternative schools are not always clear
 Schools that are less than 5 years old may be more experimental than effective. This is now fashionable, which
means that there are many who want to cash in on this.
 Not every school is accredited in the relevant state bodies.

Advantages of alternative education:

 Smaller class size. This allows teachers to pay more attention to each students
 More flexible schedules and requirements. Children and adolescents can choose the subjects, as well as the time
of visit.
 The founders of the school are really interested in the students.
For two reasons:
First: they receive a large salary
Second: many founders really burn with the idea of teaching children, they see this as their mission.
 A wide variety of teaching methods. In such schools, emphasis is on creativity and interaction, and teachers
change strategies to see what works and what does not works
 Non-traditional methods of estimation. Some schools instead of the usual assessment put written assessments
that is they turn to the student or parents. This help to find out what the problem is, and in what areas there are
success.
 Students seldom skip. And its true children themselves want to acquire knowledge, because they are trusted
and given freedom.

It is also worth mentioning that the alternative schools specialized in the use of diverse and creative ways of
teaching the materials and their methods are often more adapted to the preferences of each students.
62.

Week 14

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. What exactly is alternative education?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. Who are the students attending alternative schools?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

3. How can alternative schools ensure that they are sufficiently flexible and adaptive, while promising a high-quality
education?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

4. How can we evaluate alternative school based on how they meet the students’ needs?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
63.

Lesson 5:
Adult learners

Adult Learners – are a diverse group – typically age 25 and older – with a wide range of educational
and cultural backgrounds, adult responsibilities and job experiences. They typically do not follow the
traditional pattern of enrolling in postsecondary education immediately after high school.
They often return to school to stay competitive in the workplace or prepare for a career change. And they
usually study on a part-time basis, taking one or two courses a term while maintaining work and family
responsibilities.

At the end of the lesson, the students should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs.

64.

Adult learners often:

 Seek online learning

 Enroll in certificate and non-degree programs at colleges
 Have “stopped out” of education with intentions to return
 Needs refresher courses to prepare them for college work

Barriers adult learners face:

 Career, family and financial responsibilities

 Rigid schedules
 Tight budgets or debts
 Poor academic preparedness and self-confidence
 Lack of information about services

Adult learners need:

 Flexible class schedules

 Financial aid
 Child care services
 Transportation options
 Distance learning options
 Course credit for life and job experiences
 Academic and career services
 Awareness campaigns that promote available education

Effective Strategies for teaching Adult Learners:

 Keep your lessons relevant

 Focus on your learners’ life experiences
 Tell stories as you’re teaching
 Break up information to avoid cognitive overload
 Provide feedback in the moment of need
 Make your material visually stimulating
 Encourage questions and discussion

Potential challenges faced by adult learners:

There are many challenges faced by adult learners such as family commitments, work financial barriers, lack of time,
support, and a clear understanding of how to balance it all, especially if they still would like to have some kind of social
life.

Another big challenge is the ever changing technological world in which we now live. For an adult learner who is past
his/her 40s, they grew up in a world where our dependency in technology was nonexistent. Distant learning was
something that was not available, but it is now one of the main sources of adult education.
65.

Lesson 6:
Madrasah education
Program

Madrasah program - Typically a madrasah provides young Muslims with a religious foundation in Qur'anic
recitation and Islamic values. For some Muslim children, the madrasah is the only source of formal education that is
available; for others it is supplementary to secular basic education provided in primary and secondary school.

The regional government has granted the authority to supervise Muslim religious school or Madrasah, approve
textbooks, and establish curricula as part of their mandate. The aim is to develop an educational system that is suited to
the needs of Muslims learners in the Philippines.

At the end of the lesson, the students should be able to:

a. demonstrate knowledge of differentiated assessment strategies that are responsive to the needs and strengths of
diverse learners;

b. demonstrate knowledge in the implementation of relevant and responsive learning programs

c. demonstrate knowledge and understanding to suit the learners’ needs.

66.

Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program

To:

Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned

1. 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.

2. 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.
3. 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).

4. These policy guidelines will remain in force and in effect for the duration of the program, unless otherwise repealed,
amended, or rescinded. All existing DepEd Orders and related issuances which are inconsistent with this Order are
rescinded.

5. Immediate dissemination of and strict compliance with this Order is directed.

(Enclosure to DepEd Order No. 41, s. 2017)

Policy Guidelines on Madrasah Education in the K to 12 Basic Education Program

I. RATIONALE

1. Pursuant to the 1987 Philippine Constitution, and Republic Act (RA) 10533, or the Enhanced Basic Education Act
of 2013, basic education shall be made “learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools, and communities.” It shall also recognize the
purposes and aspirations of learners for their personal development and participation in national development.
2. In accordance with Presidential Decree (PD) 1083, or the Code of Muslim Personal Laws of the Philippines, which
provides that “the State shall consider the customs, traditions, beliefs and interests of national cultural
communities in the formulation and implementation of state policies,” and in support of RA 6734, An Act
Providing for an Organic Act for the Autonomous Region in Muslim Mindanao, which provides the need to
establish, maintain and support a complete and integrated system of quality education and adopt an
67.
educational framework that is meaningful, relevant and responsive to the needs, ideals and aspirations of the
people in the region,” and of the 1996 Peace Agreement with the Moro National Liberation Front, the Department
implements the Madrasah Education Program (MEP).
3. The program aims to provide Muslim learners with appropriate and relevant educational opportunities while
recognizing their cultural contexts and unique purposes for participating in the program offerings. It also aims to
integrate content and competencies which are relevant and of interest to Muslim learners.
4. In order to continuously improve these programs and services for all 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. Additionally, this policy shall also serve as the basis for the
contextualization of educational frameworks and the development of the manual of operations for the
governance and administration of the MEP.

II. SCOPE

This DepEd Order (DO) specifies the programs of the Department of Education (DepEd) for Muslim learners in basic
education. It covers standards and guidelines for the implementation of the Madrasah Education programs in both
public and private madaris. This policy provides implementers and stakeholders with provisions on policy formulation
and contextualization; operationalization of the curriculum support system; program management; and monitoring and
evaluation that are unique to the implementation of the MEP.

III. DEFINITION OF TERMS

For purposes of this Order, the following terms are defined as follows:

a. 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.

b. ALIVE Coordinator refers to Education Program Supervisors, School Heads and Teachers who are designated as
coordinators at regional, division and school levels to oversee and supervise MEP implementation. They are sometimes
referred to as Regional ALIVE Coordinators (RACs), and Division ALIVE Coordinators (DACs) and School ALIVE
Coordinators (SACs).

c. Accelerated Teacher Education Program (ATEP) is a customized course approved by the Commission on Higher
Education (CHED) and Professional Regulation Commission (PRC) to be delivered by HEI partners. Through this program,
the Arabic Language and Islamic Values Education (ALIVE) teachers deployed in public schools may earn a teacher
degree and take the Licensure Examination for Teachers (LET).

d. Arabic Emergent Reading (AER) is a training program for asatidz to enhance their skills in teaching Arabic Language
focused on reading. This is usually conducted a day after the LEaP training.

e. Arabic Emergent Reading and Culture Awareness (AERCA) is a capacity building program for implementer to acquire
basic knowledge on Arabic Language and Culture that are essential for instructional supervision as well as in the
promotion of respect and understanding of Muslim culture.

f. Asatidz is the plural form of the Arabic word “ustadz”, a term that refers to male teacher and “ustadzah”, a term that
refers to female teacher. This is the general Arabic term for teachers historically or traditionally used in most Filipino
Muslim communities.
68.

g. Kindergarten Madrasah is a curriculum implemented in schools with Kindergarten classes integrating the ALIVE
subjects.

h. Language Enhancement and Pedagogy (LEaP) is a training prototype which serves as a capacity building and induction
program for asatidz. It covers reading, writing, listening, speaking, teaching pedagogy and school immersion. It aims to
build English proficiency and beginning mastery of lesson planning, teaching and assessment for the Arabic Language
and Islamic Values Education (ALIVE) teachers or asatidz entering the public school system.

i. Madaris is the plural form of the Arabic word “madrasah” which means school.

j. Madrasah Education Program is a comprehensive program in public and private schools that aims to provide
appropriate and relevant educational opportunities within the context of Muslim culture, customs, traditions, and
interests through the integration of the Arabic Language and Islamic Values Education (ALIVE) in the basic education
curriculum.

k. Private madaris refers to private schools or providers of Madrasah education. These can be categorized as: (1)
traditional Madrasah that conducts ALIVE and Islamic studies, and (2) private Madrasah that conducts regular K to 12
classes and implements a Madrasah curriculum recognized by DepEd.

l. Qualifying Examination in Arabic Language and Islamic Studies (QEALIS) is an examination administered by the
Bureau of Education Assessment (BEA) to individuals applying to be asatidz. It is the entry-level requirement for asatidz.

m. Tahderriyah is a kindergarten program for Muslim children in private madaris that implements ALIVE and Islamic
studies.

IV. POLICY STATEMENT

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.

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.

V. PROGRAMS FOR LEARNERS

These programs are additional curricular interventions that target Muslim learners across different grade levels. It
provides standards and competencies which are relevant and of interest to Muslim learners. It integrates content on
Arabic language and Islamic values as separate learning areas from the K to 12 curriculum.
69.

Week 15

Name:________________________________
Subject/Time:__________________________
Instructor’s name:_______________________

Instructions: a.)Using other bond papers/papers strictly prohibited.

b.)Answer the following questions briefly.

1. Who are adult learners?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. Cite at least 3 examples to consider before enrolling as an adult learner. Discuss each example.

Answer:
A.________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
B._________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_________________________________________________________________________________________________C.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________

4. What is MADRASAH education? How does it work?

Answer:___________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________