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T_L_N_E_
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TALENTED
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_I_A_I_I_IE_
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DISABILITIES
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S_E_I_L
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SPECIAL
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_C_I_V_M_N_
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ACHIEVEMENT
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_IF_E_
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GIFTED
 MARIKINA POLYTECHNIC COLLEGE

EDUC. 4: Facilitating Learner Centered Teaching

April 11, 2024
Here’s the following Presenters

Ms. Yuxine A. Jamero Mr. Jonaver C. Villanueva

Mr. John Mark Griego Mr. Samuel M. Emia 3

Here’s the following Presenters

Mr. Jan Icon M. Abaga Mr. Lynch Rhys DJ. Carpio

 Introduction in 5.2

Mr. Jonaver C. Villanueva

MODULE 5: INCLUSIVE LEARNING ENVIRONMENT
5.2 Student with Diverse Abilities and Background
Lesson Intended Learning Objectives:
At the end of this lesson, the student should be able to:

❖ Define the Special Education.

❖ To discuss the Republic Act 7277 - Magna Carta for
Disabled Persons.
❖ The importance of elements of a program for a student
who is gifted and talented .
❖ Understand the students from indigenous background.
 ● Is the ability to differentiate
instruction to meet the needs of every
learner, whether it is those who learn
at a slower rate or those gifted
students who benefit from
enrichment activities.
INCLUSIVE LEARNING ● Even in a typical general education
ENVIRONMENT classroom, students progress on
many different learning levels.
● In order to meet the needs of every
learner, the teacher must provide
activities and lessons which meet the
same standards with varied
strategies and methods.
 Students with Disabilities
❖ The growth of special education in the Philippines has been
given a relatively good support all these years both by the
government, non government organizations and
stakeholders in response to the needs and challenges of the
times.

❖ The level of awareness of both the government and the

private sector in providing equal opportunities to children
with special needs has considerably increased.
 What is the DepEd Sped program?

● Sped program of DepEd provides

SpEd
● This program ensures that
DepEd Special Education (SpEd)
Programs and Services.
a holistic approach in catering to
the needs of learners with
various exceptionalities.
learners with exceptionalities
will have access to quality
education by giving them their
individual and unique learning
needs.

SpEd
DepEd Special Education (SpEd)
Programs and Services.
What is the sped program of deped?
Educational Program/Service
- designed to meet the needs of
children with special needs who
cannot profit from general or
Regular Education because of
disabilities or Exceptional
Disabilities.
What is the purpose of SPED program?
To meet the needs of students with
disabilities, so that they can learn the
same skills and information as other
children in school.

SpEd
DepEd Special Education (SpEd)
Programs and Services.
Special Education (SPED) Curriculum
Framework
●
●
Communication and Language
Numeracy
● Daily Living Skills
● Social-Emotional Learning
● Physical Education
● Arts
● Vocational Education

SpEd
DepEd Special Education (SpEd)
Programs and Services.
What are the aims of special education
curriculum?
1. To help the children achieve
personal development according to
their individual differences.
2. To prepare the children for living and
functioning in their homes, the
neighbourhood and the community.
 How is SPED implemented in the
Philippines?

SpEd ● Regular schools with or without

trained SPED teachers shall be
provided educational services to
DepEd Special Education (SpEd) children with special needs.
Programs and Services.
● These schools shall access
educational services from SPED
Centers or SPED trained teachers.
 LIKE STARS ON EARTH

● ISHAAN AWASTHI
● NANDKISHORE AWASTHI
● MAYA AWASTHI
● YOHAN AWASTHI
● NIKUMBH
● RAJAN DAMODARAN
 Students with Disabilities

❖ One positive development in special education is the

implementation of Republic Act 7277, otherwise known as
the Magna Carta for Disabled Persons.

❖ In support of this legislation, the Department of Education

has directed all school divisions in the country to establish
Special Education Centers to help provide effective delivery
of special education services nationwide.
 This Act provides for the rehabilitation,
self-development and self-reliance of disabled
persons and their integration into the
mainstream of society.
Magna Carta for Disabled Persons
➢ Emi Calixto-Rubiano also known as
Republic Act 7277 - (1992) Imelda Calixto-Rubiano - The Author of
Republic Act. 7277.
➢ She was born August 16, 1960, is a
Filipino businesswoman and politician
currently serving as mayor of Pasay
since 2019.
★ Alan Holdsworth - Director and founder -
Disability Equality in Education.
 RIGHTS AND PRIVILEGES OF DISABLED PERSONS

CHAPTER 2 – Education

SECTION 12. Access to Quality Education :

● The State shall ensure that disabled persons are provided with adequate
access to quality education and ample opportunities to develop their skills.
● It shall take appropriate steps to make such education accessible to all
disabled persons.
● It shall be unlawful for any learning institutions to deny a disabled person
admission to any course it offers by reason of handicap or disability.
● The State shall take into consideration the special requirements of
disabled persons in the formulation of education policies and program.
● It shall encourage learning institutions to take into account the special
needs of disabled persons with respect to the use of school facilities, class
schedules, physical education requirements and other pertinent
consideration.
 RIGHTS AND PRIVILEGES OF DISABLED PERSONS

SECTION 13. Assistance to Disabled Students :

● The State shall provide financial assistance to economically
marginalized but deserving disabled students pursuing post
secondary or tertiary education.
● Such assistance may be in the form of scholarship grants, student
loan programs, subsidies, and other incentives to qualified disabled
students in both public and private schools.
● At least five percent (5%) of the allocation for the Private Education
Student Financial Assistance Program created by virtue of R.A. 6728
shall be set aside for disabled students pursuing vocational or
technical and degree courses.
 RIGHTS AND PRIVILEGES OF DISABLED PERSONS

SECTION 14. Special Education :

● The State shall establish, maintain and support a complete, adequate
and integrated system of special education for the visually impaired,
hearing impaired, mentally retarded persons and other type of
exceptional children in all regions of the country.
● Towards this end, the Department of Education, Culture and Sports
shall establish special education classes in public schools in cities, or
municipalities.
● The National Government shall allocate funds necessary for the
effective implementation of the special education program
nationwide.
● Local government units may likewise appropriate counterpart funds
to supplement national funds.
 RIGHTS AND PRIVILEGES OF DISABLED PERSONS

SECTION 15. Vocational or Technical and

Other Training Programs : SECTION 16. Non-Formal Education :

● The State provide disabled persons with training in civics,
vocational efficiency, sports and physical fitness, and other
skills.
● The Department of Education, Culture and Sports shall
establish in at least one government-owned vocational
and technical school in every province a special vocational
and technical training program for disabled persons.
● It shall develop and implement sports and physical fitness
program specifically designed for disabled persons taking
into consideration the nature of their handicap.
● The State shall develop non formal education
programs intended for the total human
development of disabled persons.
● It shall provide adequate resources for
non-formal education programs and projects
that cater to the special needs of disabled
persons.
 RIGHTS AND PRIVILEGES OF DISABLED PERSONS

SECTION 17. State Universities and Colleges :

● If viable and needed, the State Universities or State Colleges in
each region or province shall be responsible for the
development of material appliances and technical aids for
disabled persons.

● The National Government shall provide these state

universities and colleges with the necessary special facilities
for visually-impaired, hearing impaired, speech impaired,
and orthopedically-impaired students. It shall likewise
allocate the necessary funds in support of the above.

https://ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/
 Students with Disabilities
❖ Students who are gifted and also have learning disabilities
are those who possess an outstanding gift or talent and are
capable of high performance, but who also have a learning
disability that makes some aspect of academic
achievement difficult.
❖ Some of these students are identified and their needs are
met.
❖ This happens only rarely, however, unless a school
specifically decides to identify and then serve these
students.
❖ The majority of students who are gifted with learning
disabilities “fall through the cracks" in the system”.
Here’s the following Presenters

Ms. Yuxine A. Jamero Mr. Jonaver C. Villanueva

Mr. John Mark Griego Mr. Samuel M. Emia 3

Here’s the following Presenters

Mr. Jan Icon M. Abaga Mr. Lynch Rhys DJ. Carpio

 MARIKINA POLYTECHNIC COLLEGE

EDUC. 4: Facilitating Learner Centered Teaching

April 18, 2024
 Gifted and Talented Students

Ms. Yuxine A. Jamero

 Gifted and Talented Students
There are at least three subgroups of children whose identity are both gifted and
learning disabled.
1. THOSE WITH SUBTLE LEARNING DISABILITIES
THAT ARE FORMALLY IDENTIFIED AS GIFTED.
● Children have been formally
recognized as gifted.
● By owing to their high levels of
achievement and high IQ scores.
Example: Children may read or speak
brilliantly, while struggling to spell or
hand- writes at an age-appropriate level.
2. “AVERAGE” ACHIEVERS WHOSE NORMAL LEVEL
OF ACHIEVEMENT HIDES THEIR LEARNING
DISABILITIES.
● Children in group two often go
unnoticed for either their giftedness or
their learning disabilities.
Example: They are struggling valiantly to
remain at grade level, using their advanced
intellect to compensate for the difficulties
in their learning disabilities.
 Gifted and Talented Students
❖ Identify these children, educators will often need to remain vigilant
❖ Exceptional talents that emerge only in specific situations.
❖ When encouraged by a particularly attentive teacher.
❖ Creative approach to learning.

3. CHILDREN WHO HAVE AN IDENTIFIED LEARNING DISABILITY

AND WHO ARE ALSO GIFTED.

● Children who are bright, often Example: These children are in

struggle profoundly at school. very real danger of missing out on
● Being recognized as learning their gifts entirely.
disabled.
Elements of a Program for a Student
who is Gifted and Talented

Ms. Yuxine A. Jamero

 ❖ Different in pace, scope, and
complexity, in keeping with nature
and extent of exceptionality.
❖ Provides opportunities for students
to interact socially.
Elements of a Program ❖ Academically with both age peers
for a Student who is and peers of similar abilities
intellectual peers.
Gifted and Talented ❖ Incorporates adaptations and
extensions to content, process,
product, pacing and learning
environment.
❖ Igoes beyond the walls of a school
and into the larger community.
 Supplemental services for gifted
and talented students

Mr. Lynch Rhys DJ. Carpio

 ❖ Independent guided study.
❖ Specialist teachers.
Supplemental services ❖ Flexible groupings to
for gifted and talented provide opportunities for
students could include learning with intellectual
(but not be limited to) peers.
some of the ❖ Mentorships consultative
following elements: services to assist teachers.
❖ Expanding experiences in
the regular classroom.
Supplemental services
for gifted and talented ❖ accelerating/telescoping/compa
cting some or all of 1 student's
students could include
program.
(but not be limited to) ❖ opportunities to take enriched
some of the courses such as modified.
following elements:
➢ important to recognize the individual characteristics of schools.
➢ communities in designing services for students who are gifted
and talented.

❖ Example, students who are gifted and talented may benefit from
the use of information technology.
 Students from Indigenous
Background

Mr. Samuel 3 M. Emia

 Students from Indigenous Background
❖ Different cultural norms affect students’ perception of time
(e.g., punctuality), group work.
❖ Importance of education, authority, or competition.
❖ Nonverbal messages expressed through facial expressions,
eye contact, voice tone, touch, gestures, and personal
space can have different meanings in different cultures.
❖ Acquire our culture’s nonverbal and verbal language
simultaneously.
❖ It is very difficult to manipulate our own nonverbal
behaviors.
 Students from Indigenous Background
❖ Cultural differences between the uses of nonverbal signals
can easily lead to confusion and problems over intentions
and reactions.
❖ Feel to be inappropriate nonverbal behavior, we dismiss
them as rude or disrespectful.
❖ Instead, we need to understand they might be acting in
accordance with their cultural norms.
❖ Example, the Japanese tend to be straight-faced when
happy and smile to mask unpleasant feelings such as anger
or sadness.
❖ Left hand is considered unclean in Islamic cultures, it is
offensive to use it to offer something to someone.
❖ Arabians prefer to stand extremely close to the speaker.
 Students from Indigenous Background
➢ Most important elements of Indigenous teaching and learning
revolves around "learning how to learn."
➢ Learning how to learn is a key element in every approach to
education.
➢ Cultivation of the human capacities listening, observing,
experiencing.
➢ All one's senses, developing intuitive understanding, and
respecting time-tested traditions of learning naturally.
➢ Formed the basis for skills used in every process of Indigenous
learning and teaching.
 Basis for skills used in every process
of Indigenous Learning and Teaching

Mr. John Mark Griego

 BASIS FOR SKILLS USED IN EVERY PROCESS OF INDIGENOUS LEARNING
AND TEACHING

● Tribal teachers begin teaching by building on the

commonplace.
● Learning is a natural instinct and that success in learning
something new is tied to human feelings of self-worth.
● Indigenous teaching focuses as much on learning with the
heart as on learning with the mind.
● Indigenous teaching facilitates learning how to see how
one really is rather than an image manufactured through
one's or other's egos.
 BASIS FOR SKILLS USED IN EVERY PROCESS OF INDIGENOUS LEARNING
AND TEACHING

● Indigenous teaching is always associated with organic development.

● Indigenous teaching is planted like a seed, then nurtured and cultivated
through the relationship of teacher and student until it bears fruit.
● The nature and quality of' the relationship and perseverance through
time determine the outcome of a teaching process.
● Apprenticeship and learning through ritual stages of learning
readiness, are predicated on the metaphor of planting seeds and
nurturing the growing seedlings through time.
● Teaching is a communicative art.
● Indigenous teaching is based on the nature and quality of
communicating at all levels of being.
 Basis for skills used in every process
of Indigenous Learning and Teaching

Mr. Jan Icon M. Abaga

 BASIS FOR SKILLS USED IN EVERY PROCESS OF INDIGENOUS LEARNING
AND TEACHING

● Teaching and learning is a matter of serving and being

served.
● Service is the basis of the relationship between
student and teacher.
● Indigenous teaching involves making students think
comprehensively and facilitating their awareness.
● higher levels of content and its relationship to other
areas of knowledge.
● Indigenous practices such as creative dreaming, art,
ritual, and ceremony help the student externalize
inner thoughts and qualities for examination.
 BASIS FOR SKILLS USED IN EVERY PROCESS OF INDIGENOUS LEARNING
AND TEACHING

● Indigenous teaching revolves around some form of work

● Indigenous teachers recognize that work invites
concentration and facilitates a quietness of the mind.
● Tribal teachers understand that all teaching is relative, and
each path of knowledge has its own requirements that need
to be addressed.
● Learning about the nature of self-deception is a key aspect of
Indigenous preparation for learning.
● Tribal teachers realize that striving for real knowledge
requires a cultivated sense of humility.
Sources:
http://files.eric.ed.gov/fulltext/ED375993.pdf
https://www7.nau.edu/itep/main/SGardn/Basic/basic_indigenous
 Q&A
1. What is the importance of INCLUSIVE Education?

2. As a future teacher someday what is importance of RA.

7277 to you as a teacher?

3. Are you willing to help the student with special needs?

4. As a future educator someday why we need to

understand the indigenous background?
THANK YOU

For Listening