Instructional Schemes that are doable in the Philippine Context

1. INSTRUCTIONAL
SCHEMES
Prepared by: Elaine Medina-Miranda, RN, RM, MAN

2. INSTRUCTIONAL SCHEMES
◦Instructional Schemes are special learning
plans/ arrangements which permit
structural flexibility, collaborative teaching,
and resource sharing aimed at
individualizing and maximizing
interventions for a special child.

3. List of schemes doable
within the Philippine
context:

4. PULL OUT WITHIN THE ROOM
◦ A child with special needs enrolled in a regular classroom maybe
individualized without removing him from his homeroom. One
option is to deliver the instruction to a child by seating him in an
area within the classroom wherein he can be monitored by the
teacher directly while performing is assigned tasks. He may be
moved to this area because he may need close supervision from
the teacher.
◦ This type of instructional scheme allows the child to be in his own
classroom for the entire day even though he may be given
differentiated activities to suit his particular needs. It reduces any
stigma that may come with being pulled out from the class during
class hours.

6. PULL OUT IN ANOTHER VENUE
◦ When it is not appropriate to provide for the
individualization inside the classroom for learning or
behavioural concerns, the child may be pulled out to
another venue apart from the classroom. In some
schools, there is a small room adjacent to the classroom
where instruction can take place. The teacher can
address the needs of the child individually without the
distraction that a regular classroom can give.

7. RESOURCE ROOM PLAN
◦ Individualization may occur in a resource room, a
separate room within the school where special
instructional materials and equipment are kept. The
child may be pulled out from the regular class to
receive instruction in the resource room on certain
subject areas. Placement in the resource room should
not exceed 50% of the child’s schedule in school.

9. ASSISTANSHIP PLAN
◦This is a co-teaching option where one teacher
has the primary teaching responsibility. Such
lead teacher is assisted by another teacher
without assuming direct teaching responsibility.
This assistant teacher assists learners with their
work, monitors behaviour, simplifies instructions,
corrects assignments, observes and record
critical incidents, among others.

11. TEAM TEACHING PLAN
◦This instructional scheme employs the presence
of two teachers in the class. They both present
the lesson to the students and may devise a
system on how they share responsibility in
handling the class. They may share lecturing on
the same topic or divide which subjects will be
taught by whom.

13. SHADOW TEACHING PLAN
◦This is an instructional scheme that has emerged
within the context of Applied Behaviour Analysis
(ABA) or behaviour – management intervention.
In this plan, the home therapist serves as the
child’s shadow teacher in school. In case the
child is not attended to by a home therapist, the
parent employs or the school provides a shadow
teacher for him (the child).

14. Applied behavior
analysis (ABA)
◦is a scientific discipline concerned with
analyzing the principles of learning theory
and systematically applying this knowledge
to change behavior of social significance.

15. The shadow teacher of the
child works collaboratively
with the class teacher and
assumes the following
functions in school:

16. 1. He works with and for the child in the most non-
disruptive/ non-attention getting ways.
2. He derives the lesson from the class teacher.
3. With the class teacher’s permission, he can
simplify the lesson and use appropriate
instructional materials during seatwork.
4. He assists in directing the child’s attention
toward the class teacher.
5. He assists in the physical/behavioural
management of the child during routine (lining
up, putting toys in place, etc.) and also during
group activities (circle time, action singing, etc.)

18. 6. He records the developmental progress of the
child.
7. He confers with the class teacher/s about the
progress of the child.
8. He reports to the class teacher in the child’s
home achievement whenever needed.
9. He assists in the child’s smooth and positive
mainstreaming with his peers in class.
10. He restrains himself from being solicitous by
giving the child the helpful opportunities to do
things/tasks himself.

19. SUPPORT SERVICE PLAN
◦ Individualization can also occur in a support-service
plan program. A child whose needs require the employ
of support-service givers such as physical therapist,
occupational therapists, speech therapists,
psychologists and counsellors can receive instruction in
the therapist’s own clinic or office. The IEP is used as the
instructional program alongside the support service
givers’ therapeutic program.

20. ◦Physical Therapist
School-based physical therapists work with other professionals to
help students with disabilities to benefit from special education.
This includes activities of a school day, like: moving throughout
school grounds, sitting, standing in line or at the board, moving in
class or through the building. All screens, evaluations,
consultations, and interventions are performed by licensed
physical therapists. Interventions may include adaptations to
school environments, working with a student on motor skills,
assistance with identifying and getting special equipment, and
collaboration with school staff and other professionals

21. ◦Occupational Therapists
combines the art and science of providing and directing
activities that serve to restore and enhance
performance of skills needed for functional daily living.
The occupational therapist uses a variety of tasks and
exercises in the areas of self-care, work and play to
increase functional independence, enhance
development, and prevent disability. The task or the
environment may be adapted to promote maximum
independence and improve quality of life.

22. ◦Speech Therapist
◦ is a trained medical professional who can help your
child with a number of oral disorders such as trouble
swallowing, motor skills, speech issues, cognitive-
linguistic conditions and language. Their role is to help
assess a condition, diagnose specifically what the issue
is and develop a plan to help treat the disorder, and
then follow through with therapy and other methods to
ensure the child with special needs is getting the help
they need.

23. ◦School Psychologists and
Counselors
applies scientific values of learning and behaviour to improve
school-related difficulties and to facilitate the learning and
development of children. They collaborate with educators,
parents, and other professionals to create safe, healthy, and
supportive learning environments for all students.
The counselling aspect of school psychologists allows for a wide
repertoire of interventions, such as organizational skill building
and social skills training. Services are usually provided in an
individual or group basis, and the availability of these services
varies from system to system.

24. INTEGRATION PLAN
◦ Integration is a placement that includes a child with
special needs both in a special class and in a regular
class. With the special class remaining at the child’s
station , he is admitted in the regular class for integration
in non-academic areas (Dizon, et al., 2001)
◦ Both special education teacher and regular class
teacher work together, coordinating activities wherein
the child with special needs can participate in with the
other regular children.

25. MULTIGRADE / MULTILEVEL PLAN
◦In this plan, the child can take on or two subjects
in one or two grade levels other than his current
grade placement depending on his
achievement in the different subjects. If, for
example, the child is in Grade 2.0 and excels in
Math with Grade 3.0 equivalent, then he goes to
Grade 3.0 class for his Math. If, however, he
performs within Grade 1.0 level in reading, then
he is placed in the Grade 1.0 class only for
reading.

26. QUESTIONS?
CLARIFICATIONS?

27. THANK YOU FOR
LISTENING!