mnbjASYNCHRONOUS (Activity 1.

1)

Let’s RESEARCH and UNDERSTAND

Go to My Supplementary Materials / Required Readings Packet via Google
Classroom.

Let’s meet Giwi and Embosa (p.6). Read the vignettes about them. Take a look at how they are
assessed at home and at school. In the case of Benjamin (p.13), examine how traditional beliefs
affect Benjamin and how parents support his disability.

Giwi was not immediately identified as having a mild hearing impairment by his parents at home
that’s why he was at risk for developing a mild intellectual disability that had proven to hinder
him from learning effectively. Embosa has difficulties at home because of her physical disability
that limits her movement; however, she is excellent at her school and has no trouble learning.
This suggests that social context as well as attitudes of parents and teachers can also influence
how and when will the disability of a child be observed and assessed to immediately take
preventive measures. Benjamin’s deteriorating physical disability was traditionally believed to
be a punishment from God because of his father’s adultery; which had later on worsen and taken
his ability to walk because of the lack of proper care and attention from his parents, they were
busy reconciling believing that that would improve Benjamin’s condition, but it only made it
worse. Parents and communities must be informed of medical explanations for disabilities rather
than being traditionally inclined or believing in superstitious beliefs because it will only worsen
one’s child’s condition.

Let’s Try This (Activity 1.2)

Go to your My Activity via Google Classroom. Read the following questions carefully and
choose the one best answer out of the four choices given.

1. It is an individually planned, systematically implemented and carefully evaluated instruction

A. Special Education
B. Implemented Curriculum
C. Magna Carta for Disabled Person
D. Individualized Education Program

2. Which is not true about Special Education?

A. It can be differentiated from regular education by its curriculum

B. Some exceptional children are taught certain skills to compensate or reduce the handicapping
effects of a disability
C. The parent’s individual needs/requests dictate the curriculum
D. It helps exceptional children achieve the greatest possible personal self-sufficiency

3. Social and educational programs to stimulate infants and very young children to acquire skills
that most children learn normally and without help

A. Remedial programs
B. Preventive techniques
C. Compensatory efforts
D. Special Education as Intervention
4. Teaching a person with disabilities basic skills for independence – may be academic, social, or
even personal.

A. Remedial programs
B. Preventive techniques
C. Compensatory efforts
D. Special Education as Intervention

5. It refers to problems a person with disability or impairment encounters in interacting with the
environment
A. Disability
B. At-Risk
C. Developmental delay
D. Handicap

Let’s RESEARCH and UNDERSTAND

Go to My Supplementary Materials / Required Readings Packet via Google

Classroom. Read the article “Who Are Exceptional Children or Children and Youth
with Special Needs?” Link:

https://drive.google.com/drive/my-drive

In a five sentence paragraph, answer the questions that follow:

In what ways is special and inclusive education:

•A legislatively government enterprise?
•A part of basic education?
•The process of teaching children with special education needs?

Special and inclusive education is a legislatively government enterprise because the programs,
services and sustenance provided to the children and youth with special needs is determined and
supported by the legislations set by the government. It is a part of basic education because it is
taught in elementary and secondary schools, public or private. Policies and guidelines are
formulated to suit each special needs of these children by including them in mainstream
classroom with regular students and granting trainings and school scholarships to teachers and
administration. It is the process of teaching children with special education needs because the
most important persons are the exceptional children with special education needs and these are
provided to access to a differentiated and modified program through IEP’s and how their needs
are provided by adapting strategies and teaching skills that would enable them to learn
effectively based on their ability like children who are blind learn braille or mobility techniques.

The 1987 Philippine Constitution seeks to provide quality education regardless of race, status,
disabilities etc. whose practitioners are concerned with protecting the rights of people with
disabilities in terms of health services, rehabilitation, education programs, mainstream society,
discrimination etc. Laws like R.A. 7277- Magna Carta for Disabled Persons are one of its
examples.

Special and inclusive education is a part of basic education because it is included in the
curriculum in accordance to the Philippine constitution’s goal to promote the rights of all
children with disabilities in quality education. The Department of Education included Special
and inclusive education programs in elementary and secondary schools, public or private. They
continue to formulate policies and guidelines that suit each special needs of these children and
including them in mainstream classroom with regular students and grant trainings and school
scholarships to teachers and administration.

Special and inclusive education is the process of teaching children with special education needs
because the most important persons are the exceptional children with special education needs
and these are provided to access to a differentiated and modified program through IEP’s and how
their needs are provided by adapting strategies and teaching skills that would enable them to
learn effectively based on their ability like children who are blind learn braille or mobility
techniques.

SYNCRONOUS LESSON

Think analyze, and share your ideas, views, and opinions before engaging in the lesson.
Consider the following questions:
 What is the vision for children with special needs?
 What are the goals and objectives of Special and Inclusive Education?
 Discuss the policy of inclusive education for All

Let’s RESEARCH and UNDERSTAND

Go to My Supplementary Materials / Required Readings Packet via Google

Classroom.

Read the article, “Labelling and Eligibility for Special Education”

How can teachers minimize the potential of disability labels to stigmatize and prejudice to
exceptional children or children with disabilities?

Teachers first and foremost should understand what goes on in the mind of child with disabilities
and empathized on what the child will feel if he is labelled and treated differently by his teachers
and peers. Teachers must first start with his view of disabilities and hold equal expectations and
treatment of a disabled children to that of a regular student so that the child will achieve
fulfillment of self-capabilities and would encourage him to participate more in class. The
teachers should not blame his student’s disability or impairment if he fails to meet the
expectation of the class; in in engaging in the activity, the teacher must change his instructional
strategies that would best meet everyone’s learning styles. Teachers must be an advocate of
acceptance and respect to differences so that his other learners would not reject or ridicule the
labeled child but instead establish positive relationship and friendship.

Let’s TRY This Activity 1.2.2

Go to your My Activity via Google Classroom. Read the following questions carefully and
choose the one best answer out of the four choices given.

1. A tenth-grade student with specific learning disability tells her special education teacher that
she wants to find a job after graduation that allows her to work with animals. Which of the
following would be the special education teacher’s best initial step in collaborating with the
student to support this long-term goal?

A. Providing the student with course catalogues from a variety of agricultural colleges and
universities
B. Encouraging the student to write a list of the pros and cons of a career that involves working
with animals
C. Having the students complete an interest inventory that will help her define her
objectives more specifically
D. Advising the student to take as many science classes as possible while she is in high school

2. A team that includes personnel from several community agencies will be facilitating the
transition of a high school student with cerebral palsy from school to independent living. Which
of the following conditions is most critical to effective communication and collaboration
between the student, agency personnel, special education staff, and others on the team?

A. Designation of one individual as team leader who has final authority in decisions
B. Similar backgrounds and experiences among team members
C. Regular opportunities for the team to meet, discuss ideas, and develop
D. Overnight of team discussions and processes by a neutral party

3. An Individualized Education Program (IEP) team will be developing a transition plan for a
ninth-grade student who has specific learning disabilities and attention-deficit/ hyperactivity
disorder (ADHD). Which of the following steps should the team take first in supporting a
successful transition for this student?

A. Identifying long-term postsecondary goals for the student’s transition into community living
B. Assessing the student’s individual interest, preferences, and level of supports needed
C. Determining how to measure the student’s progress toward transition goals
D. Assessing the student’s need for assistive technology related to employment
or postsecondary education

4. A special education teacher is planning an initial discussion about post school transition with a
14-year-old student and her parents. Which of the following factors would likely be most
important to consider in the context of this discussion?

A. The number of local organizations that offer the possibility of future

B. The student’s current level of knowledge about the skills needed for various jobs
C. The types of vocational training that are available at the school
D. The family’s values and expectations regarding the student’s adult life

5. A 16-year-old high school student with a mild intellectual disability will soon transition into a
vocational learning environment within the community. As part of this transition, the special
education teacher plans to assess the student’s functional reading ability, ability to use a
telephone, and ability to use local public transportation. This assessment would best help the
teacher determine the student’s level of:

A. Aptitude
B. Intellectual functioning
C. Adaptive behavior
D. Interest
ASYNCHRONOUS
Let’s Think and Reflect (Activity 1.2.3)

Go to your Google Classroom and reflect on the following issues. Submit your ten
sentence paragraph reflective writing to your My Reflection Journal via Google
Classroom.

*What is the status of special education programs in your community?

*What do you think will be the future of the children with special needs when they leave school?
*In your own way, how can you be of help to these children with exceptionalities?

In my community, there is a proper attention and

Let’s Think and Reflect (Activity 1.2.4)

Go to your My Reflection Journal via Google Classroom. Write a one paragraph

reflection/comparative analysis on the following issues:

Compared to the special education system in the developed countries like in USA, do you think
that the schools in the Philippines or in any Southeast Asian country face more challenges or
difficulties? What do you think are these challenges?

Special education systems differ across nations particularly between first world countries and
third world countries. In countries like USA where they are advance in technologies and
facilities and legislations, they are more capable of supporting special education while in some
developing countries like Philippines and other Southeast Asian country, although special
education has been given a relatively good support years both by the government and non-
government organizations, persistent demands and problems arises as new and develop programs
are needed to meet the needs of the children. Lack of trained special education teachers,
programs and policies are not implemented and given attention, limited coverage of existing
educational facilities and instructional materials, lack of finance and relevant research, impact
the process how these countries approach special education as well.

SYNCHRONOUS (Essential Questions)

Think analyze, and share your ideas, views, and opinions before engaging in the lesson.
Consider the following questions:
 What are the basic assumptions of Piaget’s cognitive theory and how do they apply to the
study of learning by students with disabilities.
 What can we learn from the work of Piaget and Vygotsky to help us understand leaner with
special needs?
 Discuss developmental psychology as it applies to learning disabilities.

Let’s TRY This (Activity 2.1.1)

Go to your My Activity via Google Classroom and answer the following questions:
1. Describe/discuss the theory of Piaget and Vygotsky and its implication to understanding the
cognitive functioning of learners with intellectual disabilities.

Piaget believed that the cognitive development of children are a reflection and interaction of their
physical and social environment and how children when exposed to new features and objects of
the environment led to further development of the thinking process. He believed that all children
including those with disabilities undergo the same stages of development, from curiosity and
development of senses to becoming little scientists. This theory suggest that in designing
instructions to meet the special needs of the learners, the level of their cognitive development
must be considered to avoid asking students to perform tasks that are beyond their intellectual
and mental ability.

Vygotsky’s theory discusses how social and cultural environment has a great influence on the
child’s way of thinking and learning and that negative social interactional environment may
cause unfavorable development of cognitive ability. The mandate for least restrictive
environment is the most favorable solution to provide students with positive and meaningful
learning experience and develop their cognitive intelligence.

2. Analyze the implications of Bandura’s Social Learning Theory and Lave’s Situated Learning
for understanding the emotional and behavioral development of learners with disabilities.

Bandura’s Social Learning theory suggests that social interactions could affect the student’s
behaviors and beliefs on his own capabilities and learning. How they behave reflects the adults
they interacted with, negatively or positively. This theory allows parents and teachers to
understand the emotions on which these behaviors is based upon and intervene by taking steps
on modeling a good behavior so that students, especially those with disabilities (ADHD) may
imitate their positive behavior that would encourage confidence and self-efficacy on the learners’
part and facilitate good self and learning development.

Lave’s Situated Learning Theory suggests that knowledge should be learned in the same place as
it is used where students engage in actual and real situations to facilitate their learning. Children
with disabilities behave in terms of situations they are in and the emotions it arises in them, if
they are situated in an environment where people emit negative emotions like anger and hate,
they will most likely be affected. It is important that they are placed in a good facilitative
situation where positivity and encouragement are seen. Moreover, this suggests that learning
requires good relationships and collaboration of learners with disabilities with their peers and
immerse themselves in authentic contexts and settings that involve knowledge and social
interaction.

ASYNCHRONOUS (Essential Questions)

Think analyze, and share your ideas, views, and opinions before engaging in the
lesson. Consider the following questions:

 What is the history of special and inclusive education?

 What major events in special and inclusive education history are notable?
What is the importance of legislation in the development and sustenance of special education
programs?
Let’s Try this (Activity 2.2.1)
Go to your My Activity via Google Classroom and answer the following questions:

1.How does the K to 12 Inclusion Policy relate to the requirement of IDEA in the USA?

IDEA promotes the right of individuals with disabilities to free public education. Furthermore,
one of its primary principles is to provide the Least Restrictive Environment (LRE) to the
children with disabilities. Students with disabilities should be included in a regular class with
regular students for quality learning and peer relationship and this is called inclusive education
which is adapted by the K-12 Inclusion Policy which aims to “Ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all”. It ensures that the learners
needs are accommodated by the regular teacher and his special education teacher in the
classroom.

ASYNCHRONOUS (Essential Questions)

Think analyze, and share your ideas, views, and opinions before engaging in the
lesson. Consider the following questions:

 What are the legal bases of special education in the Philippines?

 Why is it important for special education teachers to be aware of these laws and policies?
 What do I need to know about special education and learning disabilities?

Let’s Try This! (Activity 2.3.1)

Go to your My Activity via Google Classroom and answer the following questions:

1. What is the importance of legislation in the development and sustenance of special education
programs?

2. Enumerate the laws that pertain to:

a. the inclusion of children with special needs in all programs and concerns of the government.
 UNESCO Salamanca Statement (Inclusion)
 K-12 Inclusion Policy
 The 1987 Phil. Constitution Art XIV

b. the education of children with special needs

 Education for All Handicapped Children Act 1975
 Individuals with Disabilities Education Act
 Philippine Magna Carta for Disabled Persons 1992
 RA 3562 An Act to Promote the Education of the Blind in the Philippines
 Presidential Decree No. 603 Child and Youth Welfare Code
 RA 10533 Enhanced Basic Education Act-Including ALS and Learners with Special
Needs

c. the participation of the home, parents and the community in special education activities
 RA 7277 rehabilitation, self-development, self-reliance and integration of mainstream of
society
 RA 9442
  Commonwealth Act 3203

d. commemoration of significant events

 The World Conference on Special Needs Education (1994)
 World Declaration for Education for All (1990)
 The Agenda for Action of Asian and Pacific Decade of Disabled Persons

Read the following questions carefully and choose the one best answer out of the four choices
given.

1. Which of the following legislative acts guarantees the civil rights of a student with disabilities
to access public buildings and facilities within them?
A. Americans with Disabilities Act (ADA)
B. Education for All Handicapped Children Act
C. Elementary and Secondary Education Act (ESEA)
D. Developmental Disabilities Assistance and Bill of Rights Act

Let’s RESEARCH and UNDERSTAND

Go to My Supplementary Materials / Required Readings Packet via Google Classroom.

Let’s view “Miracle Cell Number 7” link:

Link:

https://www.youtube.com/watch?v=8BoE_xhF9e0

Make a ten sentence paragraph reflection on the role of family, politics, government and
community in protecting the rights of individuals with disabilities