MODULE

1
JAMES DELLAVA TXZ VILLANUEVA
RENNA BEL LEYSA GYZZEL ALMONGUERA

- Understanding Diversity

INTRODUCTION

Module 1 introduced you to the

concept of diversity and why teachers should give
importance to diversity. The various sources of learner
diversity in a typical classroom are discussed in this
module. The significance of policies and mandates
supporting the challenges of diversity.

LEARNING OUTCOMES

After working through this Module you should

be able to:

a. define diversity and analyze how issues of diversity and equity are addressed in
schools and society.
b. identify and describe the sources of learner diversity
c. discuss the legal, philosophical and theoretical foundations of special needs and
inclusive education.

ACTIVATE PRIOR KNOWLEDGE

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 The classroom is a centerpiece of a complicated social arrangement and
daunting challenges for the teacher. Imagine yourself as the teacher of this class.
Read the article below and answer the questions that follows.

A. ANALYSIS

Answer the following questions based from the article read.

a. What types of children does Ms. Madelyn have?
b. In what types are the children diverse? Pick two and make a comparison?
c. How would you respond to these children?
d. What will be your greatest challenge if you were Ms. Madelyn

B. ABSTRACTION

Diversity
 Simply means recognizing the group or individual
differences that we see in our students
(Eggen&Kauchack, 2010).

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  It means looking at each student’s unique profile – his biological challenges, his family
patterns, and where he stands on the developmental ladder (Greenspan &Weider, 1998).
 Obviously it is identified with race, gender, age and other physical attributes. It is also
identified by some less obvious characteristics like religious and/or spiritual beliefs and
social orientation.

Having children with different backgrounds and abilities in a single classroom has its
challenges. We need to consider what each child needs to learn and how he or she can learn best.
We need to discover how to get all of the children, no matter what disabilities they have, want to
learn together happily. The most important challenge of a teacher in a diverse educational setting
is to deal with prejudices and discrimination.

Understanding diversity prepares us for:

 new culture paradigm – a mainstream culture that encourages, values and promotes
tolerance for individual differences and inclusion.

Some like to talk about diversity as having two types of dimensions. The dimensions we
cannot control (Inner sphere) and those we can (outer sphere). First, some states of diversity we
cannot control. We don’t choose our physical abilities. (We’re either born able-bodied or not.)
We don’t choose our sexual orientation. We cannot choose the day we’re born, where we’re born
and to whom (so we cannot control how old we are, our ethnicity or who our parents are).

However, there are dimensions of diversity we might (given the right circumstances) be able
to control: education, religion, geographic location, appearance, trade, marital status etc.

In other words, diversity may include anything and everything that sets us apart, and not only
on the external visible level but also that deeper invisible level where beliefs and values reside.

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 Figure 1.Loden’s Diversity wheel

The above wheel of diversity has been adapted from Marilyn Loden’s Implementing
Diversity. The wheel was created to help ‘initiate conversations about similarities and differences
that cross societal and cultural boundaries.

‘I think diversity discussions are really about understanding our social identities,
acknowledging what is important and learning to integrate into society so that no sub-group feels
excluded or one down,’ Marilyn Loden has been quoted as saying.

SOURCES OF LEARNER DIVERSITY

Learner diversity in a typical classroom can be attributed to culture, gender, language,
socioeconomic status and learning style as shown in Figure 1.

CULTURE
Attitudes and Values
Child-Adult Interaction

SOCIOECONOMIC
STATUS
Basic Needs and GENDER
Experiences Role Identity
Parent Involvement Stereotype Threat
Attitudes and Values
Learner
Diversity

LEARNING STYLE
Visual, Audion LANGUAGE
Kinesthetic, Tactile Dialect

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 Figure 2. Sources of Learner Diversity in a Typical Classroom

1. CULTURE – is an important consideration in understanding learner diversity. Think about the

clothes you wear, the music you like, the food you prefer. These and your other family
patterns are all part of your culture.
 Attitudes and Values
When you entered school, you brought with you a set of habits and values learned
from the home and neighborhood. At times they complement or reinforce classroom
practices. Some children bring with them a resistance culture. These are beliefs, values and
behaviors that do not conform to the mainstream. This type of culture can challenge the
management skill of the teacher.
 Child-Adult Interaction
Another cultural dimension that can influence classroom management is the type of
child-adult interaction. Take a look at these two examples of request:
 “Would you like to help clean the room?”
 “Help me clean the room.”
The first statement is indirect and shows a reciprocal or complementary interaction.
You have a choice whether to help or not. On the other hand, the second statement is a
worded command and exerts authority. You have no choice but to help. The type of child-
adult interaction is an important consideration when the teacher desires to establish
compliance behaviors. Some questions to address in understanding how culture impacts on
learning are presented in Table 1.

Table 1. Cultural Considerations Influencing Learning

Dimensions Considerations
Time  How do students perceive time?
 How is timelessness regarded in their culture?
Space  What personal distance do students use in interactions with other
students and with adults?
 How does the culture determine the space allotted to boys and girls?
Dress and Food  How does dress differ for age, gender and social class?
 What clothing and accessories are considered acceptable?
 What foods are typical?
Rituals and  What rituals do the students use to show respect?
Ceremonies  What celebrations do students observe and for what reasons?
 How and where do parents expect to be greeted when visiting the
class?
Work  What types of work are students expected to perform, and at what age,
in the home and community?
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  To what extent are students expected to work together?
Leisure  What are the purposes for play?
 What typical activities are done for employment in the home and
community?
Gender Roles  What tasks are performed by boys? By girls?
 What expectations do parents and students hold for boys’ and girls’
achievements and how does this differ by subject areas?
Status  What resources (e.g., study area and materials, study assistance from
parents and siblings) are available at home and in the community?
 What power do the parents have to obtain information about the school
and to influence educational choices?
Goals  What kinds of work are considered prestigious or desirable?
 What role does education play in achieving occupational goals?
 What education level do the family and student desire for the student?
Education  What methods for teaching and learning are used in the home (e.g.,
modeling and imitation, didactic stories and proverbs, direct verbal
instruction)?
Communication  What roles do verbal and nonverbal languages play in learning and
teaching?
 What roles do conventions such as silence, questions, rhetorical
questions, and discourse style play in communication?
 What types of literature (e.g., newspaper, books) are used in the home
and in what language(s) are they written?
 How is writing used in the home (e.g., letters, lists, notes) and in what
language(s)?
Interaction  What roles do cooperation and competition play in learning?
 How are children expected to interact with teachers?

2. GENDER – gender differences is another important consideration in understanding diversity.

 Role Identity
We identify roles expected of girls and boys. Thus, we frown when boys play
with dolls or when girls play rough games. We assign Math and Science to the male
domain and the languages to the females. These role identities have resulted to stereotype
threats, e.g. girls playing football because they will be called “tomboys” or boys fear to
be seen alone in the company of girls because they will be considered sissies.
 Stereotype Threats
Teachers may unintentionally reinforce gender stereotypes such as assigning
housekeeping tasks to girls and tool-using tasks to boys or give more responsibilities to

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 boys than girls (UNESCO, 2004). In these ways they may be completely unaware that
they treat boys and girls differently.

3. LANGUAGE
 Dialect
Your dialect can also make you different from the rest. How different is your
speech intonation, pronunciation, and rhythm from your classmates? No matter how hard
you try to imitate a second language speaker, e.g. English, there will always remain a
trace of your mother tongue, the language you grow up with. Language makes a Bisaya
different from a Tagalog or an Ilocano, or any other native.

4. SOCIOECONOMIC STATUS – over time, this has been considered in relation to school
performance and behavior.
 Parent Involvement
Differences in behavior are attributed to the extent parents are involved in their
child’s development.
 Basic Needs and Experiences
It refers on how basic needs are met and the provision of stimulating and
developmentally appropriate experiences.

5. LEARNING STYLE – if we advocate that

every child matters we have also to pay
attention to the differences in the learning
style, motivations and needs of the
students.
 Learning styles
These are the preferences
individuals demonstrate in the ways in
which they concentrate, process,
internalize and retain academic information. If we recognize the learning styles of our
students, we are given opportunities to recognize the learning styles of our students; we
are given opportunities to recognize students and the differences in learning between
them. This recognition helps us create ways for them to become effective learners.

DIVERSITY IN THE SPECIAL EDUCATION SETTING

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 The classroom of children with special needs is a natural setting of diverse needs and
characteristics.
Aside from the sources mentioned previously their individual differences can be
explained in terms of the following according to Greenspan &Weider, 1998:
1. how the child reacts to sensations, processes information, plans actions, and
sequences behavior and thought.
2. the level of functional emotional, social and intellectual capacities
3. typical and necessary interaction patterns
4. family patterns

The implications for understanding learner diversity are reflected in the provisions of
legal mandates and policies spelled out by the Constitution. Department of Education and other
agencies particularly, the UNESCO.
 Education Act of 1982 and 1987 Constitution of the Republic of the Philippines, Art.
XIV, Sec. 5, par. 5
 mandates that all people regardless of sex, age, creed, socioeconomic status, physical and
mental condition, social and ethnic origin, political and other affiliations should be given
access to quality education in line with the national goals and conductive to their full
development.
The Global Movement for Education for All (1990) and Salamanca Statement and
Framework for Action (1994)
 was strongly reaffirmed by the latter in its principles and policy ensuring the right to
education for everyone regardless of individual differences.
The Philippine in a significant conference and in the Dakar Framework 2000
 inspire the Philippine Education for All 2015 National Action Plan
Philippine Education Act for All 2015 National Action Plan
 include in its goals a strong declaration to provide basic quality
education for all and eliminate gender disparities in primary and secondary education
(Philippines EFA 2015, Goal 1 and 5, 2005).

Republic Act 7277, otherwise known as

Magna Carta for Disabled Persons enacted in
July 19991 and approved in 1995 affirms the
full participation and total integration of
persons with disabilities into the mainstream
of our society. It symbolizes independence
and respect for them. As citizen, they must
also be given equal opportunities to develop

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their skills and potentials. Likewise, they must be afforded equal access to the basic services
extended by the government.

DEPED ORDER 72, S. 2009 – No Child Left Behind Policy

 DepEd addresses the right of the children with special needs within the regular or
“inclusive setting”.
 Inclusive Education embraces the philosophy of accepting all children in the
school community.
Components:
1. Child Find
2. Assessment
3. Program Option
4. Curricular Modification
5. Parental Involvement
Each of these developments seeks to responds to DepEd’s vision for Filipino children,
both typical or with special needs, for a discrimination-free quality education. It is difficult to
establish a visible demarcation line between the sources of diversity among typical learners and
those with special needs. As human beings, there can always be bad day and good days. They
make mistakes, they mess up. You can observe this situation not only in children with disabilities
but also among children with gifts and talents. These situations make you understand better their
developmental needs, strengths and weaknesses so you can plan individual interventions that are
more manageable on your part.

REFERENCES

Capell, B (2015). Explorations into Diversity at Inter and Intra Organizational Levels (Doctoral

Dissertation) Retrieved 9 April 2019 from https://tesisenred.net/handle/10803/313043

Danocup B.(2010) Classroom Management: Preparing Special Education Teachers. Lorimar Publishing.

Child and Youth WelfacreCode ,P.D. No. 603,s. 1974,UN Conventions on the Right of Persons with
Disabilities

Lou, K & Dean, B (2010) Global Diversity Puts New Spin on Loden’s Diversity Wheel. Retrieved 9 April
2019 from: http://www.loden.com/Web_Stuff/Articles_-_Videos_-_Survey/Entries/
2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_Wheel.html

 
Lou, K & Dean, B (2010) Global Diversity Puts New Spin on Loden’s Diversity Wheel.

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Danocup B. O (2010) Classroom Management: Preparing Special Education Teachers. Lorimar
Publishing.
https://www.google.com/search?q=magna+carta+for+disabled+persons&tbm=isch&

MODULE
2- . Components of Special Education

INTRODUCTION

This module is introduced through a

quotation that implies the EDUCATION FOR ALL
children and youth irrespective of race, religious
affiliations, socio economic status and gender. As
learned in the previous module, the Philippine
Constitution and other laws of the land guarantee
education for all children and youth.
As future teachers, you will find children with
special needs in regular schools. That is why you
should know what special education is all about. How
we identify children with special needs in the regular
class. The different programs and services that are implemented for children with special needs.
Preparing our school in accommodating and modifying lessons for children with special needs.

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LEARNING OUTCOMES
After working through this Module you should be able to :
a. define special education,
b. distinguish the following terms in special education; developmental disability,
impairment, disability, handicap and at risk.
c. identifies the components of special needs education
d. explains processes involved within and across these components

LEARNING APPROACH

C. ACTIVATE PRIOR KNOWLEDGE

Read the case scenario below

Mario felt like he was always hitting the
books. While his friends were meeting for
basketball games after school, he was back
home in his room reading and rereading the
same materials. But no matter how hard he
studied, he remained barely passing. Meanwhile
his friend, John, who never seemed to study,
always aced test.

B.ANALYSIS How would you react to the scenario above? Have you feel the same way?

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_______________________________________
_______________________________________
 C. ABSTRACTION

What is Special Education?

Special Education-It is an individually planned, systematically implemented and carefully evaluated

instruction to help exceptional children achieve the greatest possible personal self-sufficiency and success
in present and future environments.

Special Education- It is a set of educational

programs and services

designed to meet the particular needs of

exceptional children. It is the type of education
tailored to meet the needs of children who
cannot profit normally from general education
because of disabilities or exceptional abilities

 It can be differentiated from regular

education by its curriculum-some
children need, intensive, systematic
instruction to learn skills that normally developing children acquire naturally. It provides learning
opportunities that are not provided in standard or regular school curricula or by regular school
services.
 The child’s individual needs dictate the curriculum. The individualized programming that is the
core of special education must provide in settings that best meet each students special needs.
 Some exceptional children are taught certain skills to compensate or reduce the handicapping
effects of a disability.
Who:

 Exceptional children whose special needs or abilities necessitate an individualized program of

education.
 Teachers who have completed specialized training programs in preparation for their work
with students with special needs- SPED teachers and regular teachers
 Other professionals who are members of the multidisciplinary team
School administrators, parents and other family members ,caregivers, community, legislators
and society

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Where:

 Schools- special and regular schools; therapy or early intervention centers; home; vocational
centers; community

How

 Use of varied teaching methods and strategies

 Employ the same set of fundamental teaching skills- pacing content
 Special educators should be skilled in the procedures for systematically designing, implementing
and evaluating instruction
The Exceptional Child

The term exceptional child is difficult to define for the term represents many different medical,
psychological, and educational groupings of children.

Essentially, the exceptional child is one who deviates from the average child: (1) mental
characteristics,(2) in sensory abilities, (3) in neuromuscular or physical characteristics, (4) and in
socialor in multiple handicaps to such an extent that modification of school practices or special
education services are required in order to develop him to his maximum capacity. ( Kirk,1972)

Who needs SPED?

Exceptional People- refer to individuals who differ from societal

or community standards of normalcy; some exceptionalities are
obvious while others are not; exceptionalities may be beneficial
(ex. Gifted or talented) or may be a significant problem (ex.
mental retardation)

Disability- refers to the inability of an individual to do something

in a certain way; an incapacity to perform as other individuals due to
impairments in sensory, physical, cognitive and other areas of functioning

- refers to the loss or reduced function of a particular body part or

organ
- Synonymous to impairment
- It limits the ability to performs certain tasks
Handicap- refers to the problems that an individual with a disability
encounters as he or she attempts to functional or interact in his or her
environment; this term is used when explaining the consequences or
impact imposed on the individual by his or her disability

Developmental Delay- because of the adverse effects of labeling,

young children with special needs are sometimes identified as being developmentally delayed or at-risk
for future problems in school.

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 - Children do not have to be identified with any disability label. However, they are considered to
have a high probability of developing a disability; use a generic category – ex. Children with
disabilities, children with special needs, developmentally delayed and at-risk

At-Risk – Children who have not been formally identified as having a disability but who may be
developing conditions that will limit their success in school or lead to disabilities.

The term at-risk is often used with the very young who, because of negative conditions surrounding
their birth, nurturing or environment, may be expected to experience developmental problems.

Factors Placing Young Children At-Risk For

Developmental Problems

 Maternal alcohol and drug abuse

 Children born to teenage mothers or women over 40 above
 Home environmental lacking adequate stimulation
 Maternal diabetes hypertension
 Exposure to rubella
 Chronic poverty
 Primary caregiver is developmentally disabled
 Infections such as encephalitis or meningitis
 Oxygen deprivation
 Child abuse and neglect
 Accidents and head trauma
 In adequate maternal and infant nutrition
 Genetic disorders such as down syndrome
 Family history of congenital abnormalities
 Exposure to radiation
 Prematurity
 RH incompatibility
 Low birth weight
 Ingestion of poisons and toxic substance by the child
 Prolonged or unusual delivery

DISABILITY CATEGORIES (IDEA 2004)

• Autism (ASD)
• Deaf-Blindness Deaf
• Hearing Impairment
• Intellectual Disability
• Specific Learning Disability
• ADHD
• Orthopedic Impairment

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 • Speech and Language Impairment
• Developmental Delays
• Behavioral Disorder

NORMAL AND EXCEPTIONAL DEVELOPMENT

1. Jeremy is by far the biggest boy in the kindergarten. He looks like a seven-year-old, yet
behaves like the young five-year-old that he is.
2. Aki, by age three, was fluent in three languages, by age four, she was reading in two of
the languages.
3. The twins, Jennifer and Jeffrey, began talking soon, after their first birthday. At the same
time, they develop a private language of their own, incomprehensible to others.
Each of these children can be viewed as a normal child, yet each is also atypical, different from others of
the same age.

WHAT IS NORMAL OR TYPICAL DEVELOPMENT?

Normal, or typical development, implies in on-going process of growing, changing, and acquiring
a range of complex skills. Beginning in earliest infancy, the process moves along a developmental
continuum according to a predictable pattern common to most children of the same age. However, the
term normal development has long been the subject of dispute. What is normal for one child may be quite
abnormal for another.

In addition to culturally defined differences, there are individual differences among children. No two
children grow and develop at the same rate. Even within the same culture or family.

Some children walk at eight months; others not until 18 months. Most children begin walking somewhere
in between. All children within this range, and even a bit on either side of it, are normal with respect to
walking. Typical development shows great variation and significant differences among children.

WHAT IS ATYPICAL OR EXCEPTIONAL DEVELOPMENT?

In a cohesive definition, atypical development is referred to those children who exhibit behaviors
that fall outside of the normal, or expected, range of development. These behaviors emerge in a way or at
a pace that is different from their peers.

In the not too distant past, individuals who were noticeably different were referred to as “crippled” or
“retarded”. Society provided “homes for crippled children” and “institutions for the feeble-minded”-
common term in those days.

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The term handicapped is becoming unacceptable. The term children with special needs provides a better
perspective. The language makes it clear that children with disabilities are different only because “they
need environments that are specifically adjusted to minimize the effects of their disabilities and to
promote learning of a broad range of skills”.

Developmental Disabilities and Delays (IDEA 2004)

A developmental disability is a chronic problem resulting from mental or physical impairments, or both.
People with developmental disabilities may find it difficult to perform major life activities such as
moving, learning, communicating with language, taking care of themselves and living independently. A
developmental delay, on the other hand, refers to the fact that a child is not meeting expected milestones,
such as the ability to roll over, sit up independently, walk, speak, interact, etc., within the broad range of
what is considered normal for his age.

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 MODULE
3- Making Schools Inclusive

INTRODUCTION
The definition of inclusive school
impinges on human rights, dignity and
equalization of opportunities.The 2000
Agenda for Sustainable Development further
built on these principles and the  on Education
and the Education 2000 Framework for
Action emphasize Education for All as a way
to conceptualize inclusive education, and
make a pledge to “leave no one
behind”. Education for All takes into account
“the needs of the poor and the most
disadvantaged, including working children,
remote rural dwellers and nomads, ethnic and linguistic minorities, children, young
people and adults affected by conflict, HIV/AIDS, hunger and poor health; and those
with special learning needs”. DepEd order 72, S. 2009,addresses the right of the children
with special needs within the regular or “inclusive setting”. Inclusive Education embraces
the philosophy of accepting all children in the school community.

LEARNING OUTCOMES

After working through this module you should be able to :

a. explain the concept of Inclusive Education

b. demonstrate inclusive values
c. shares salient features of Inclusive Education
d. describe ways on how to accommodate learners with disability in the inclusion program.
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 e. Identify curriculum instructions for learners with exceptionalities.

LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Please watched the animated video by clicking the link below.
https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education -
Education Equity Now
https://www.youtube.com/watch?v=6SnXBKEfr2s

B. ANALYSIS
Describe the pictures using the three words EQUALITY,EQUITY and LIBERATION.
Explain your answers

C. ABSTRACTION
Concepts and Definition of inclusive education

The definition of inclusive school impinges on human rights, dignity and equalization of
opportunities. Inclusion describe process by which a school attempts to respond to all pupils as
individuals by reconsidering its curricular organization and provision. Through this process, the
school builds capacity to accept all pupils from the local community who wish to attend and in
so doing, reduces the need to exclude pupils.

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 Inclusion is a right, not a privilege for a select few( Oberti vs. Board of Education in
Clementon School District). Usually families, professionals and advocacy groups would initiate
the move for inclusion.

Inclusion also means providing all students within the mainstream appropriate
educational programs that are challenging yet geared to their capabilities and needs as well as
any support and assistance they and/or their teachers may need to be successful in the
mainstream. But inclusive school is a place where everyone belongs, is accepted and is supported
by his peers and other members of the community in the course of having his or her educational
needs met (Stainback&Stainback, 1990).

D. Conceptualization of Integration, Mainstreaming, and Inclusion

Integration was the term used for the past last forty years for the program that allowed
children and youth with disabilities to study in regular classes and learn side by side with their
peers. At present, when it is no longer unusual to find blind, deaf and even mentally retarded
students participating in regular class activities at certain periods of the school day, the
preferred term is mainstreaming.

In mainstreaming, children who have moderate or severe forms of disabilities are

mainstreamed (not officially enrolled) in regular classes in non-core subjects.

On the other hand in inclusion, children with disabilities are enrolled in regular classes and
may recite in non-core subjects or in all subjects.

Below are the concepts that summarize the framework of inclusive education.

Inclusive education is a flexible and individualized support system for children and
young people with special educational needs (because of a disability or for the other reasons) It
forms an integral component of overall education system and it is provided in regular schools
committed to an appropriate education for all.

Inclusive education preferably takes place in regular class, in the student’s nearest regular
school. Separation from the regular class environment, weather partially, or in exceptional
cases, fully occurs only where there is evidence that education in a regular class, accompanied
by supplementary support and services, fails to meet the student’s educational, emotional and
social needs.

Inclusive education recognizes and responds to the diversity of children’s needs and abilities,
including differences in their ways and places of learning

This requires a fundamental change both in educational practice and in the design of
educational services. This reality is that inclusion involves changes in philosophy, curriculum,
teaching strategy and structural organization.

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 E. SALIENT FEATURES OF INCLUSIVE EDUCATION

Inclusive school is described as one that embraces diversity with the following features:

First, inclusion means implementing and maintaining warm and accepting

classroom communities that embrace diversity and honor differences.

Teachers who are concerned with creating classroom in which all students are accepted
take active steps to understand individual differences and create an atmosphere of
respect.

Second, inclusion means implementing a multi-level, multi-modality curriculum.

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 A broader curriculum which include multi-modality, child-centered, interactive and
participatory activities make inclusion easier. The trend is moving away from rigid use of
textbooks and basal-driven frontal teaching to cooperative learning.

Third, inclusion means preparing and supporting teachers to teach interactively.

The classroom model for one teacher trying to meet the needs of an entire group of
children single-handedly is being replaced by structures in which students work together,
teach one another and actively participate in their own and their classmate. Students in
the classroom do not compete with each other but learn with and from others.

Fourth, inclusion means providing ongoing support for teachers in the classroom
and breaking down barriers of professional isolations.

The hallmarks of inclusion include co-teaching, team teaching, collaboration and

consultation and other ways of assessing skills and knowledge with support from
colleagues. A more cooperative atmosphere that prevents isolation of professionals is
thus achieved.

Fifth, inclusion means involving parents in the planning process in meaningful

ways.

Parental involvement becomes a key feature in inclusive school. It relies heavily on input
of parents for their child’s education. In fact, the whole family is part of the educative
process.

4 A’s” of inclusive education

1. Availability: whether educational system is physically there
2. Accessibility: fees, regulations, location (transport, safety); limitations deciphering
whether child can access education
3. Acceptability: quality of education, acceptably meeting educational needs
4. Adaptability: ability to adapt to relevance and needs of child

F. POTENTIAL BENEFITS OF INCLUSION

Some teacher’s pupils often expressed concerns before experiencing inclusion, those familiar
with inclusion indicated that not disabled students actually benefited from the relationship with
children with special needs. Below are identified positive themes:

1. Reduced fear of human differences accompanied by increased comfort and awareness

Students in inclusive schools attributed their reduced fear of people who looked or behaved
differently to having had interactions with individuals with disability. In addition to feeling more
accepting of others, children also learn to value the contributions that individuals make.

2. Growth in social cognition

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Nondisabled students learned to be more to tolerant of others as they became more aware of the
needs peers of peers with disabilities. Students demonstrated more positive feelings about
themselves after spending time helping classmates with disabilities. They also learned skills to
enable them not only to communicate more effectively but also to be more supportive of disabled
persons in their daily interactions.

3. Improvement of self-concept
Many nondisabled students have experienced an increase in self-esteem as result of their
relationship with individuals with disabilities. Teachers reported that students who act as
buddy/peer tutor give them a sense of belonging.

4. Development of personal principles

Many non-disabled students experienced a growth in their commitment of personal, moral and
ethical principles as a result of their relationship with students with disabilities. Parents also
reported that their children showed less prejudice towards people with disabilities.

5. Warm and caring friendship

Students who act buddies/peer tutors to disabled children develop friendship with their buddies
or tutees. They are friends not only in school but in the community as well.

ADDRESSING CONCERNS ON CLASSROOM INSTRUCTION OF

CHILDREN WITH SPECIAL NEEDS

The essential features for effective teaching include providing classroom conditions that
encourage learning of all pupils; seeing differences between pupils and respecting their
individuality; and responding to each pupil’s learning needs successfully. For children with
special needs in the regular classes, these features include: proper classroom setting,
modifications or adaptations of curricular instructions and activities and program modifications.

A. PROPER CLASSROOM SETTING

The teacher needs to organize the learning environment to ensure that the child with special
needs will be truly involved in any classroom activities and accepted by his/her classmates.

1. Build a positive class climate

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 Personal relationship between the child with special needs and his/her teacher is very
important. The teacher should show a genuine concern for the child’s feeling at the same
time demonstrate control over his/her behavior. The child with special needs has to
behave from the start in the most relaxed and friendly environment.

In the classroom, what matters most is the kind of relationship and interaction that occur
and the teacher has always to model the appropriate attitudes toward the child with
special needs. This relationship has considerable potential in influencing other children to
view the child with special need as one of them.

2. Position the pupil’s seat for inclusion

The child with special needs has to be grouped with the class like everyone. This type of
arrangement will foster friendship and acceptance. If he/ she is separated from the group,
there must be a good reason for it. Perhaps, he/she can’t concentrate and can be easily
distracted when other children are around, or even requires an extra space for extra
equipment or to maneuver a wheelchair. These are the things to be addressed.

3. Build opportunities for friendship

The teacher should ensure that there are classroom activities that involve working and
playing together. In this way, each one will discover the needs and potentials of each and
will learn how to provide assistance.

4. Make instructions clear, and equipment and materials accessible

A pupil with hearning impairment might miss the instruction on what to do and where
things are at the start of an activity along with 45 hearing students. Teachers should form
the habit of writing instructions on the board as well as saying them. These strategy is
helpful for all students.

A pupil with intellectual disability may find it harder to remember where things are kept
in the room. Teachers could use picture or color code for the boxes, trays and equipment
found in the room.

5. Supply the pupil with the standard books and equipment

Even a pupil with very severe developmental delay will probably be aware if he/she does
not have a reading book like the others do.

6. Involve the pupil in all class activities possibilities

No matter what the skill level or disability of a pupil, he/she can always be involved in
some ways in class activity. This is not only better for the pupil’s learning but it means
the pupil feels included, that he/she is really a member of the class.

7. Affirm the pupil

Teachers have to highlight the pupil’s strengths when an opportunity arises. Be sure to
draw attention and praise his/her achievements rather than the disability.

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 8. Set rules and routines
Rules and routines have to made clear so that less disruptions occur in the classroom and
activities will conducted smoothly.

POSITIVE WAYS TO HELP CHILDREN IN THE INCLUSIVE CLASSROOM

 Encouraging young children to practice writing in the sand using two fingers not one.
 Use a highlight to color text when displaying a lesson on overhead.
 When the child has made a spelling mistake e.g. “tryed” change the mistake by using a
color marker.
 So the correction will look like this:
tryed becomes tried

 So this way the child still has gained some achievement of success and this is a more
positive way to encourage a child with spelling.
DISPLAYING THE LESSON

 At the beginning of the lesson have the schedule of the lesson displayed either on the
blackboard or with an overhead where everyone can see it.
 The alternative is to provide a copy of the lesson. Although these suggestions seem time
consuming think about how many times you have to stop teaching because a child says
"What did you say was next"?

“Could you repeat what I was to do after page 5"?

"Did you say I had to do from page 5 to 9?

Or was it pages 5 and 9"?

 Also at the end of a lesson you will be left 5 to 10 minutes where you can get the whole
class to verbally summarize the lesson, this can be a great enforcer for those who were
not sure if they understood everything.

EXAMPLES ON HOW YOU MIGHT TALK TO CHILDREN IN YOUR CLASSROOM

Learn how to change your commands

to increase the chances of getting children to comply

TO THIS…
CHANGE THIS…
 Please sit down. I'm going to start now.  I'll begin as soon as you are seated.
 Please be quiet. It's time to begin.  I'll be glad to start as soon as you show me
24 | I'm not going to line you up until everyone that you are ready.
is quiet.  I'll be lining people up as soon as it is quiet.
 Don't talk out. Raise Your hand.  I'll listen to people
 Turn your Homework in on time or you'll  I'll give full credit for papers turned in on
get a lower grade. time.
How to begin…
 START SMALL: try a differentiated task for a small block of time
 GROW SLOWLY BUT GROW: take notes so you can see what works and what doesn’t
for various learners; assess before you teach a new topic and use results to guide the
differentiation
 ENVISION IN ADVANCE HOW AN ACTIVITIY WILL LOOK: write out procedures
for yourself and directions for the students, think about what might go wrong, plan
alternative options
 STEP BACK AND REFLECT: ask yourself questions like – were all students engaged in
learning? did grouping (size, arrangements) work? Note what to keep as wellas what
requires modification.

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REFERENCES

K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood Education.

Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in schools.

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.

Handbook on Inclusive Education,SPED Division

Handbook in Special Education SPED Division

https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education - Education Equity Now

https://www.pinterest.com/pin/475903885594757807/

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 MODULE 4- Learners with Additional Needs
Learners who are Gifted and Talented

INTRODUCTION

This module covers the central concepts on giftedness and talent, the
theories and definition of human intelligence with an expanded presentation
on the multiple intelligences. The ground work for a lifetime of intelligence
traces the essential concepts on the development of the brain and the man’s
intellectual capacity. The emerging paradigms and various definitions of
giftedness and talent, the characteristics of the gifted and the talented
persons, assessment procedures and instructional system are presented as
well.

LEARNING OUTCOMES

After working through this module you should be able to :

a. compare and contrast the definition of giftedness and talented
b. enumerate and discuss the multiple intelligence
c. enumerate the characteristics of gifted and talented
d. describe the assessment procedure, curricular program and instructional systems for
gifted and talented students.

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LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Is it a myth or a fact?

_______ 1. Children with gifts and talents are represented in all

cultural, ethnic, and socioeconomic groups.
_______ 2. Gifted students come from white middle- and
upper-class families.
_______ 3.Some gifted students are also learning disabled.
_______ 4.Children with gifts and talents are represented in all cultural,
ethnic, and socioeconomic groups.
_______ 5. Gifted kids are good at everything they do.

B. Analysis

After finding out the fact and myth about gifted and talented. What is your notion about giftedness and
talented learners?

_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
________________________

C. Abstraction

• Definition of Gifted and Talented

The Gifted and Talented Children’s Act of 1978 defined gifted and talented
children as those ”possessing demonstrated or potential abilities that give evidence of
high performance capability in such areas as intellectual, creative ,specific, academic or
leadership ability, or in the performing or visual arts and who, by reason thereof require
service or activities not ordinarily provided by the school”
Renzulli’s Three-Trait- stated that giftedness results from the interaction of:
1.above-average general abilities 2.a high level of task commitment and 3. Creativity.

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 • Piirto’s 1999 definition states that the gifted are ”those individuals who, by the
way of having certain learning characteristics such as superior memory, observational powers,
curiosity, creativity and the ability to learn school-related subject matters rapidly and accurately
with a minimum of drill and repetition, have a right to an education that is differentiated
according to those characteristics”.
Characteristics of the Gifted and Talented Children
The giftedness and talent are a complex condition that covers a wide range of human
abilities and traits. That is why it must be clearly understood that giftedness and talent
vary according to social contexts. Some students may excel in the academic subjects but
may not show special talents in the arts. On the other hand students who show
outstanding talent in sports and athletics, visual and performing arts or those with
leadership abilities may show only average or above average performance in academic
subjects.

Highly gifted students, according to Silverman’s studies (1995) have IQ scores 3 standard
deviations or greater above the mean. The IQ score is greater than 145, or 35 to 55 points
more or even higher than the average IQ scores of 90 to 110. Among American children,
there is only 1 child in 1,000 or 1 child in 10, 000.

Characteristics of the Gifted and Talented Children

• Keen powers of observation.
• Learned or read very early, often before school age.
• Reads widely and rapidly.
• Well developed vocabulary-takes delight in using unusual and new words.
• Has great intellectual curiosity.
• Absorbs information rapidly - often called sponges.
• Very good memory - can recall information in different circumstances.
• Have the ability to concentrate deeply for prolonged periods.
• Very good powers of reasoning and problem solving.
• Have intense interests.
• Have a great interest in "big" questions, e.g. the nature of the universe, the
problem of suffering in the world, environmental – issues.
• Very sensitive perhaps getting upset easily.
• Very concerned about rights and wrongs, concerned about injustices.
• Possess unusual imagination.

Bright Child vs Gifted Learner

• Knows the answer * Asks the questions – sometimes

deep, probing, abstract
questions
• `Top group • * Beyond top group
• Absorbs information * Manipulates information
• Learns with ease * Already knows
• Is pleased with own learning * Is highly self-critical – can be
perfectionistic to the point of

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 tantrums when young
• Enjoys school * Enjoys learning – but may hate
school
 Completes assignments * Initiates projects

Gifted students generally have unusual talent in one or occasionally two areas. Below are six
areas where we will find giftedness. No child will be gifted in all six, but some may be in more
than one area. Within specific academic ability, students again usually have one or two subjects
that they are best in and passionate about.
• Creative Thinking
• Leadership
• General Intellectual Ability
• Psychomotor
• Specific Academic Ability
• Visual/ Peforming Arts
•

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 Assessment of Gifted and Talented Children

Similar to the screening and location and identification and assessment of exceptional
children, the following processes are employed:
1. pre- referral intervention
Exceptional children are identified as early as possible. Teachers are
asked to nominate students who may possess the characteristics of giftedness and
talent through the use of a Teacher Nomination Form.

2. Multifactored evaluation
Informations are gathered from a variety of sources using the following materials:
 Group and individual intelligence test
 Performance in the school-based achievement tests
 Permanent records, performance in previous grades, awards received
 Portfolios of student work
 Parent, peer, self-nomination

Strategies for Teaching

Gifted and Talented Students

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be interested in
completing for credit.
• If possible, involve students in academic competitions in your area.
• Create tiered assignments, which have different expectations for different levels of
learners.

Five Ways to Support Gifted Students in Your Classroom

Do you struggle to support the needs of gifted children in your classroom? Teachers often
find it difficult to understand the specific needs of gifted students, which means they often don't
get the support they need in the classroom. Find out how you can better support the gifted
students in your classroom below!

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1. Learn how gifted students think.

If you want to support gifted students in your classroom, it's important that you make an effort to
learn how they think and learn about the different struggles they face. Understanding that gifted
students have special needs, requirements, and trends in behavior will help you meet their needs
and better support them in the classroom.

2. Created tiered assignments for students.

Tiered assignments can help you meet the needs of all students. Choose the basic standard
objective and design an assignment on that standard to make the middle tier. Once the middle
tier is finished, you make the other tiers by adding support for at-risk children and adding
challenge for gifted students. Here are two simple ways you can add challenge to assignments:

 Give gifted students more complex numbers in a math assignment or a more difficult text
to read.
 Add a second component to assignments, such as having them apply the skill they've
learned to a real-world situation or asking them to write an explanation of their thinking.

3. Include a variety of levels in your classroom library.

Make sure your classroom library has a variety of texts to support the reading ability and
interests of gifted students. You can also encourage students to bring reading materials from
home, but make sure the materials they bring challenge them to learn new words and increase
their reading skills.

4. Utilize their talents and interests.

Gifted students are often asked to do busy work when they finish assignments ahead of others.
Instead of taking that approach, try utilizing gifted students' talents and interests to further
explore a skill. For example, students could write or draw something related to the
assignment/skill or they could act out solutions to the problem or project.

5. Explore real-word application.

Gifted students understand math algorithms, science concepts, and grammar rules very quickly.
You can encourage them to move beyond the skill they're learning by applying it in the real
world. For example, they can explore how area and perimeter affect an architect's design or how
scientists use animal classification to understand animal life and how it functions.

Create a differentiation strategy for your classroom with the educational materials and resources
available in our Elementary section.

REFERENCES

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K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood Education.

Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in schools.

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.

Handbook on Inclusive Education,SPED Division

https://lifelearners.ng/myths-and-facts-about-gifted-children/

https://files.eric.ed.gov/fulltext/EJ914587.pdf

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