INCLUSIVE EDUCATION TEACHER’S INDUCTION PROGRAM (TIP) MODULE 3, SESSION 3
LEDERMA – AQUINO DE GUZMAN
DESIRED LEARNING OUTCOMES a) Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences. (3.1.1) b) Implement teaching strategies that are responsive to learners’ linguistic, cultural, socioeconomic and religious backgrounds. (3.2.1) DESIRED LEARNING OUTCOMES c) Use differentiated developmentally appropriate learning experience to address learners’ gender, needs, strengths and experiences. (3.1.2) d) Establish a learner – centered culture by using teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds. (3. 2. 2) DOMAIN 3 Emphasizes the central role of teachers in establishing learning environments that are responsive to learners diversity. This Domain underscores the importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of learning opportunities. DOMAIN 3 It encourages the celebration of diversity in classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment. OBJECTIVES a) Explain the components of a comprehensive inclusive education program, its principles and teaching approaches to suit diverse learners’ gender, needs, strengths, interests and experiences; b)Describe the program in providing education services to children with various linguistic, cultural, socioeconomic, and religious background; OBJECTIVES c) Use experiences with diverse learners to develop teaching – learning materials to practice inclusive education; and d)Develop and demonstrate a lesson to establish a learners – centered culture by using teaching strategies that respond to thgeir linguistic, cultural, socioeconomic, and religious backgrounds. PRE – TEST FRIENDLY REMINDER…
YOU ONLY HAVE 5 MINUTES TO ANSWER
AND PLEASE DO NOT DISTURB MR. GOOGLE, HE IS SO BUSY RIGHT NOW…. LEGAL BASIS Legal Basis UN World Programme of Action Concerning Disabled Persons (1983) UN Convention on the Rights of the Child (1989) World Declaration on Education for All (1990) UN Standard Rules (1993) UNESCO Salamanca Statement and Legal Basis DepEd Order 72, s. 2009 Inclusive Education as Strategy for Increasing Participation Rate of Children Objectives of DepEd Order 72, s. 2009 To serve million of children with disabilities in the country who live without access to a basic human right: the right to education
To organize the urgency in addressing this
problem and therefore, guarantees the right for these children to receive the appropriate education within the regular or inclusive classroom setting. Salamanca Statement “the fundamental principle of inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or differences they may have.” Rationale for Inclusive Education All children have the right to learn together. Children should not be devalued or discriminated against by being excluded or sent away because of their disability or learning difficulty. Disabled adults, describing themselves as special school survivors, are demanding an end to segregation. Rationale for Inclusive Education There are no legitimate reasons to separate children for their education. Research shows children do better, academically and socially, in integrated settings. There is no teaching or care in a segregated school which cannot take place in an ordinary school. Given commitment and support, inclusive education is a more efficient use of educational resources. DEFINITION OF TERMS Inclusion One option for the placement of special education students in public schools. Inclusion rejects the use of special schools or classrooms to separate students with disabilities. Inclusive Education Inclusive Education (IE) is a process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve Education for All (UNESCO Policy Guidelines on Inclusion in Education, 2009 p. 8). Inclusive Education IE is a process where all types of learners with diverse needs are given equal opportunities for a meaningful life in non-discriminatory environments. These environments foster belongingness through culturally/ spiritually sensitive, learner- centered curriculum, learning processes, delivery modes, and Inclusive Classroom A general education classroom in which students with and without disabilities learn together. It is essentially the opposite of a special education classroom, where students with disabilities learn with only other students with disabilities Inclusion Education is “teamwork” - a responsibility shared by the whole school. But it is the regular classroom teacher who provided with support services plays the major role. Such support services may take different forms. Inclusive Teaching Strategies Any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. These strategies contribut e to an overall inclusive learning environment, in which students feel equally valued. Inclusive Practice An approach to teaching that recognizes the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment. Inclusive Education Program Educational services for all students including those with special needs. These programs serve all children in the regular classroom on a full-time basis. EDUCATIONAL APPROACH TRADITIONAL INCLUSIVE
• education for some • education for all
• static • flexible • collective teaching • individualized teaching • learning in segregated • learning in integrated settings settings • emphasis on teaching • emphasis on learning • subject-centered • child-centered • diagnostic/ prescriptive • holistic • opportunities limited by • equalization of opportunities exclusion for all COMPONENTS OF A COMPREHENSIVE INCLUSIVE PROGRAM FOR CHILDREN A. Child Find Locating the children through family mapping survey, advocacy campaigns and networking with local health workers. LSENs shall be visited by Sped teachers and parents should be convinced to enroll their children in Sped Centers or schools nearest their B. Assessment The continuous process of identifying the strengths and weaknesses of the child through formal and informal tools for proper program grade placement. Some students with ADHD and ASD struggle with testing situations and cannot remain at task long enough to complete the assessments. B. Assessment Assessments are important; they provide the child with an opportunity to demonstrate knowledge, skill, and understanding. For most learners with exceptionalities, a paper – and – pencil task should be at the bottom of the list of assessment strategies. ALTERNATE SUGGESTIONS THAT SUPPORT AND ENHANCE ASSESSMENT OF LEARNING DISABLED STUDENTS 1. Presentation Verbal demonstration of skill, knowledge, and understanding. The child can narrate or answer questions about her task. It can also be in a form of discussion, debate or purely interrogatory exchange. Small group or one – on – one setting because many students with disabilities are intimidated by larger groups. 2. Conference One – on – one between the teacher and the students to determine the level of understanding and knowledge. This takes the pressure away from written tasks. It should be somewhat informal to put the student at ease. The focus should be on the student sharing ideas, reasoning or explaining a concept. 3. Interview It can helps a teacher clarify the level of understanding for a specific purposes, activity or learning concept. A teacher should have questions in minds to ask the student. A lot can be learned through an interview, but they can be time – consuming. 4. Observation It serves as a vehicle for a teacher to change or enhance a specific strategy. It can be done in a small group setting while the child is engaged in learning tasks. Things to look for include: Does the child persist? Give up easily? Have a plan in place? Look for assistance? Try alternate strategies? Become impatient? Look for patterns? 5. Performance Performance task is a learning task that the child can do while the teacher assesses his performance. For example, a teacher may ask a student to solve a math problem by presenting a word problem and asking the child questions about it. During the task, the teacher is looking for skills and ability as well as the child’s attitude toward the task. Does he cling to the past strategies or is there evidence of risk – taking in 6. Self – Assessment It is always positive to the students to be able to identify their own strengths and weaknesses. Self – assessment can lead the student to a better sense of understanding of her own learning. The teacher should ask some guiding questions that can lead to this discovery. C. Program Options Regular schools with or without trained SPED teachers shall be provided educational services to children with special needs The first program option that shall be organized for these children is a self – contained class for children with similar disabilities which can be monograde or multigrade handled by a trained SPED teacher. C. Program Options The second option is inclusion or placement of the child with disabilities in general education or regular class where he/ she learns with his/ her peers under a regular teacher and/ or SPED trained teacher who addresses the child’s needs. C. Program Options The third option is a resource room program where the child with disabilities shall be pulled out from the general education or regular class and shall report to a SPED teacher who provide small group/ one – on – one instruction and/ or appropriate interventions for these children. C. Program Options Another placement option is the differently – abled students in the general classroom with the sped teacher providing the support and assisting the general education teacher in instructing the students. The sped teacher brings materials into the classroom and works with the LSENs during math or reading instruction. The sped teacher helps the gen. ed. teacher in planning different strategies for students with various abilities. C. Program Options The Sped team must determine which setting will provide the child with the appropriate placement. The primary objective of IE is to educate disabled students in the regular classroom and still meet their individual needs. IE allows the LSENs to receive a free and appropriate education along with non- disabled students in the regular classroom. D. Curriculum Modifications It shall be implemented in the form of adaptations and accommodations to foster optimum learning based on an individual’s needs and potentials Modification in the classroom instructions and activities is a process that involves new ways of thinking and developing teaching – learning practices. D. Curriculum Modifications Accommodations in the form of modifications are instructional and assessment – related decisions made to accommodate a student’s educational needs that consist of individualized goals and outcomes which are different than learning outcomes of the course or subject. E. Parental Involvement Parents shall involve themselves in observing children’s performance, volunteering to work in the classroom as teacher aide, and supporting other parents. Parents have a right to be involved in their child’s education and to participate with the school in the decision concerning their child and the school community E. Parental Involvement Extensive research has shown the benefits of parental involvement in education. These benefits include the higher achievement, better attendance, more positive attitudes and behaviors and higher graduation rates. Moreover, schools that work well with families show improved teacher morale, and are seen by the community to be performing better ACTIVITIES AND ASSESSMENT Think of ways on how you can coordinate with community partners in order to locate children in the community and convince them to enroll in the school WAYS AND MEANS TO COORDINATE COMMUNITY PARTNERS FOR CHILD FINDING 1. Parents 2. 1. Health Care Workers 2. 1. Barangay Officials 2. Answer the following questions. 1)What is inclusive education 2)What are the five components of a comprehensive inclusive education program? 3)What is the difference between an inclusive classroom and a special education classroom? 4)Describe briefly the three IE Program options which you can adapt in your school. REFLECTION 1. What were your thoughts or ideas about Inclusive Education prior to the discussion of this lesson?
2. What new ideas did you learn after
taking up this lesson?
3) How did you apply your learning
about inclusive education in your classroom? ASSIGNMENT Please do the following Activities
1)Activity 2 – Assessment (29)
2)Activity 3 – Program Options (30) 3)Activity 4 – Parental Involvement (30) 4)Activity 5 – Sharing (30) 5)Activity 6 – Writing (31) Let’s be partners in making a difference in the lives of our children with Learning Problem. Let’s do it with LOVE.