University of Santo Tomas

College of Education
Secondary Education

The Importance Inclusive Education

As a partial fulfillment of the requirements for

Educ 703: Foundation of Special and Inclusive Education
to be presented to the faculty of the College of Education.

Submitted by:

Vidamo, Katelyn V.
Navea, Naomi Danielle L.

Submitted to:

Asst. Prof. Maripia Rabacal, LPT, MA

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TABLE OF CONTENTS

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 Letter to the Professor

To Asst. Prof. Maripia P. Rabacal,

We are writing this letter to apologize for the delay of our assessment task submission.
There had been complications regarding the communication between us and our supposed
parent. Due to the pandemic, she asked us not to meet her anymore and just communicate her via
messenger. We did communicate with her through the application but she only responded
recently. In line with this, we decided not to submit our assessment task if it’s incomplete thus
the delay of our submission. We deeply apologize for this and rest assured that due to the
information our CWD parent gave, our assessment task is complete.

We hope for your consideration on this matter. Thank you and God bless.

Sincerely,

Navea, Naomi Danielle L.

Vidamo, Katelyn V.
1E2

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Letter to the Parent and Teacher

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Letter to the Parent and Teacher

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 Transcript of the interview with the CWD Teacher
Interviewer: Ano pong name niyo?
Informant: Is it my full name or yung ginagamit ko lang dito? I’m teacher Lally.
Interviewer: Ano po yung difference ng teaching sa kids with special needs kaysa sa kids na may, yung
okay naman sila.
Informant: Ah yung typical developing kids. Special education is different from a normal teaching
environment because yung manner ng teaching ng mga special children is modified. Modified means that
you don’t need this lesson plan, you don’t need a time frame kunwari, let’s say an example for a concept,
kunyari meron kang, usually sa nursery ang unang concept ay yung coloring, shapes, so sa special
education, ang concept natin would last until the kid masters it. Ibig sabihin hindi lang basta naintindihan
niya, nalaman niya but he should apply it technically sa any situation that being necessary.
Usually ang regular teaching method is kunyari, “This week is for shapes; Monday for circles, Tuesday
triangles.” Sa special education, kapag sinabi mong circle, hindi pwedeng Monday lang ‘yan. Circle will
push through until the kid tries to master it, malalaman mo ang mastery ng kid kapag he would be able to
identify and correspond circle in such manner na kapag tinanong ko siya, “Ano yung pwede nating
icorrespond na circle object?” so he would be able to identify that.
So some kids from my experience, a concept will last for months. The longest concept I’ve been through
with a child and this child also has apraxia, apraxia is really a very slow processing type of development
so I have a kid who learned the concept of shapes within two years. Again, this kid has apraxia. Also, it
would depend on the case ng bata. Autism, they’re very quick with that, magaling sila sa ganyan kasi yan
yung strength nila. Intellectual disability, depende kung may apraxia, kung may dyslexia ang bata so that
is special education; it is case to case basis. Oo kasi ang general education isang bagsak lang, “Okay
concept tayo. Wala akong pake kung ikaw si ganito.” Sa special education, hindi, kasi individualized.
Yeah there’s individualized program for each child’s needs. Kaya there is a big difference between a
traditional learning system.
Interviewer: Ayon na nga po nabanggit niyo na yung management. So ano po yung one experience na
nahirapan po kayo sa pagmamanage sa kids na hawak niyo or tinuturuan niyo?
Informant: Ang tagal ko na kasi dito, that was way back when I was still on the part, kumbaga nasa
transition stage pa lang ako nung medyo mahirap. Pero current case, ang very difficult kasi is not kid but
the parents that supports them. We tend to give suggestions on how the parents can help us pero kapag di
kami nagsusupply-an ng tulong from the house, yon yung mahirap samin, sa akin kasi pagdating dito,
they’d be more like, mabait sila, wala akong problema pero pagdating sa labas, “Teacher may ganito may
ganon.” Ayon yung difficult part and from my own setting, ang medyo mahirap na i-handle na kids are
those who are aggressive. Yung talagang

Transcript of the interview with the CWD Teacher

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meron silang aggressive behavior. Isa pang is yung mga may malalalim na responsorial issues na ito yung
mga kids with autism yung mga nagsastart pa lang. Cholo is one of them.
Interviewer: So as a teacher or a therapist, paano niyo po maeencourage yung mga new batch of
generation na makakaencounter sila ng mga children with disabilities or children with autism para maging
aware sila.
Informant: Ah so how can I encourage? I would want them to experience handling one. Kasi if you don’t
handle one, you will never understand. I mean, I am an advocate for autism, I am the chapter advisor of
Malolos. Marami pa akong nakasalamuha na namin, people nowadays are very much aware but the big
issue here is acceptance. Yes, they are aware but they still don’t accept. The stigma and the prejudice are
there when people see them they’d be like, “uy nagwawala siya.” Sa halip na wag na lang nilang pansinin,
tatanungin pa nilang, “Ano yun? Bakit ganon?” Pero alam nila yon, alam na nila yon pero they’d still ask
the parent or kung sino man kasama ng bata parang bakit ganyan. Plus yung fact na sa school lang na
meron akong on-going case na kalaban ko talaga dito is yung teachers from the regular school and they
would tell na hindi namin pwedeng gamitin yung diagnosis ng bata because yon na nga but lagi akong
nasa school nila orienting them; making them aware ano yung kumbaga anticipated behavior from the
child pati they always block the possibility.

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Pictures from the Interview (Teacher)

Photo of Habilities Therapy Center

Picture of the pair’s representative with Teacher Lall

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Pictures of the Conversation via Messenger
(Parent)

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Pictures of the Conversation via Messenger
(Parent)

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