The document discusses the vision, policy, goal, and objectives of special education in the Philippines. It aims to provide children with special needs appropriate educational services within mainstream basic education. Special education programs include special education centers, special and inclusive classes, residential schools, and community-based programs. The goal is to support children with flexible, individualized learning and prepare them for independent living.
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Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Group 3- FSIE Typical and Atypical Development.pptxAbegailCope
Typical and Atypical development in Children. Typical development in children gives a generic picture of progress compared to same-age peers. Atypical development appears when a child either lags behind or jumps ahead of typical peer progress, in any regard -- physical, cognitive, social or in adaptive life skills.” (Anita Holms, 2000).
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
10 Technology Tools Every 21st Century Educator Should UseAlex Noudelman
Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
SlideShare by Alex Noudelman
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
10 Technology Tools Every 21st Century Educator Should UseAlex Noudelman
Technology and education are pretty much intertwined. Nearly every school board in the world requires their teachers to implement some sort of technology in their classroom. For some teachers, educational tech tools seem foreign and they thereby feel hesitant and uncertain in using them and tying them to the curriculum they are teaching. Here are 10 Educational Tech Tools you may want to research about and implement in time for first day of school.
SlideShare by Alex Noudelman
Sternberg’s Successful Intelligence Theory and WICS Model, Problem Solving an...Ida Lyn Azuelo
Facilitating Learning: A Metacognitive Process (3rd Edition) by Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D
Module 17 Sternberg’s Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity
Module 19 Meaning and Types of Motivation
Inclusive Education means all children in the same classrooms, in the same school. It means real learning opportunities for group who have traditionally been excluded-not only children with disabilities but speakers of minority.
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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2. AT THE END OF THE CHAPTER, THE
STUDENTS SHOULD BE ABLE TO:
1. IDENTIFY THE DIFFERENT CATEGORIES OF CHILDREN AND
YOUTH WITH SPECIAL NEEDS;
2. EXPLAIN THE VISION FOR CHILDREN WITH SPECIAL NEEDS;
3. DISCUSS THE POLICY OF INCLUSIVE EDUCATION FOR ALL;
4. ENUMERATE THE GOAL AND OBJECTIVE OF SPECIAL
EDUCATION;
5. CITE IMPORTAMT EVENTS RELEVEANT TO THE
IMPLEMENTATION OF SPECIAL EDUCATION;
6. DISCUSS THE LEGAL BASE S IF SPECIAL EDUCATION ION THE
COUNTRY.
3. VISION FOR CHILDREN WITH SPECIAL
NEEDS
• THE STATE , COMMUNITY AND FAMILY HOLD A
COMMON VISION FOR THE FILIPINO CHILD WITH
SPECIAL NEEDS. CHILDREN WITH SPECIAL NEEDS
SHOULD BE ADEQUATELY PROVIDED SPECIAL
EDUCATION.
• THE CHILDREN WITH SPECILA NEEDS WILL GET FULL
PARENTAL AND COMMUNITY SUPPORT FOR HIS/HER
EDUCATION WIHTOUT DISCRIMINATIUON OF ANY
KIND.
4. POLICY, GOAL AND OBJECTIVES
OF SPECIAL EDUCATION
The policy on the Election for All is adopted in the
Philip to accelerate access to education among
children and youth with special Inclusive education for
an integral component of the overall educational that
is committed to an appropriate education for all
children and youth with special needs.
5. POLICY, GOAL AND OBJECTIVES
OF SPECIAL EDUCATION
The goal of the special education programs
of the Department of Education all over the
country is to provide children with special
needs appropriate educational services
within the mainstream of basic education.
6. Special education aims to:
1. provide a flexible and individualized support system for children and youth with
special needs in a popular class environment in schools nearest the students' home.
2. provide support services, vocational programs and work training employment
opportunities for efficient community participation and independent living
3. Implement a life-long curriculum to include early intervention and parent education,
basic education and transition programs on vocational training or preparation for
college, and;
4. make available an array of educational programs and services: the Special Education
Center built on a school within a school concept" as the resource center for children
and youth with special needs; inclusive education in regular schools, special and
residential schools, homebound instruction, hospital instruction and community-
based programs; alternative modes of service delivery to reach the disadvantaged
children in far-flung towns, depressed areas and underserved barangays.
7. HISTORICAL PERSPECTIVE
1902- the interest to educate Filipino children with disabilities was
expressed.
Mr. Fred Atkinson – General superintendent of education.
he proposed that children with deaf and blind should
be enrolled in school like the other children.
Mr. David Barrows – Director of Public Education, worked for establishment
the Insular School for the Deaf and Blind.
Ms. Delight Rice – American Educator, the first administrator and teacher of
special education.
8. SPECIAL EDUCATION PROGRAMS AND
SERVICES
Many of the things we need can wait
The child cannot.
Right now is the time.
His bones are being formed
His blood is being made
And his senses are being developed.
To him, we cannot answer “
Tomorrow. His name is 'Today.
Gabriela Mistral
Nobel Prize Laureate, Chile
9. To the Course Professors and Students:
• This chapter is introduced through a quotation
that implies the urgency of providing education
to all Filipino children. For children and youth
with special needs, the urgency is shown through
the discussions on the prevalence of this group.
This is followed by the descriptions of the
different special education programs and services
with emphasis on inclusive education, its
definition, salient features and support services.
10. At the end of the chapter, the students
should be able to:
• 1. Define the following terms: prevalence, identifiable prevalence, true
prevalence, incidence;
• 2. Compare the prevalence estimate of children with special needs done
by the UNICEF and the world health organization;
• 3. Explain the figure on the true prevalence of Filipino children and youth
with special needs;
• 4. Describe the different special education programs and services offered
by the Philippine public and private schools or institutions and cite
examples for each;
• 5. Discuss the definition of inclusive education and its salient features, and
• 6. Enumerate the support services extended to children with special
needs.
11. Special Education Division of the
Bureau of Elementary Education
is in-charge of all the programs and services in the
country. It has the following functions:
(1) formulate policies, plans and programs;
(2) develop standards of programs and services;
(3) monitor and evaluate the efficiency of programs and
services;
(4) conduct in-service training programs to upgrade the
competencies of special education administrators,
teachers and ancillary personnel; and
(5) establish and strengthen linkages and networks.
12. Prevalence of Children and Youth with
Special Needs
Prevalence
-refers to the total number of cases of a
particular condition, in this chapter, those with
exceptionality (giftedness and talent) and
developmental disabilities and impairments.
13. Identifiable prevalence
-refers to the cases that have come in
contact with some systems.
true prevalence
- assumes that there are a larger
number of children and youth with
special needs who are in school or in the
community who have not been identified as
such and are not in the special education
programs of the Department of Education.
14. • The 1997 UNICEF report on the Station Analysis
of Children and Women in the Philippines
indicates that the mean percentage of persons
with some types of disabilities is 13.4 per one
thousand population. This means that 134 out of
1.000 persons have certain disabilities. For every
million of the population, 10,720 have certain
disabilities. In the projected population of eighty
(80) million, more than eight and a half million
have disabilities.
15. The distribution of the different categories of
exceptionalities and disabilities among children is as
follows:
1. 43.3% have speech defects
2. 40.0% are mute
3. 33.3% have mental retardation
4. 25.9% are those without one or both arms
or hands
5. 16.4% are those without one or both legs or feet
6. 16.3% have mental illnesses
7. 11.5% are totally deaf
8. 11.4% are totally blind
17. SPECIAL EDUCATION ENROLMENT DATA IN
PUBLIC AND PRIVATE SCHOOLS
CATEGORIES NO. OF CHILDREN
1. GIFTED AND FAST LEARNERS 77,152
2. WITH LEARNING DISABILITIES 40,260
3. WITH MENTAL RETARDATION 12,456
4. WITH HEARING IMPAIRMENT 11,597
5. WITH AUTISM 5,172
6. WITH BEHAVIOR PROBLEMS 5,112
7. WITH VISUAL IMPAIRMENTS 2,670
8. WITH SPEECH DEFECTS 917
9. WITH ORTHOPEDIC IMPAIRMENTS 760
10 WITH SPECIAL. HEALTH PROBLEMS 142
11 WITH CEREBRAL PALSY 32
WITH DISABILITIES = 79,118
GRAND TOTAL = 156,270
18. Range of Special Education Programs and
Services
• An array of special education programs and services are available in the country.
These are offered by public schools and private institutions as:
1. SPECIAL EDUCATION CENTER - is a service delivery system which operates on
the "school within a school concept. The SPED Center functions the base for the
special education programs in a school. A SPED principal administers the Center
following the rules and regulations for a regular school. The special education teachers
manage special or self-contained classes, mainstreaming, tutorial and mentoring
resource room services, assessment, parent education, guidance and counseling and
advocacy programs to promote the education of children with special needs in regular
schools.
19. Range of Special Education Programs and
Services
2. SPECIAL CLASS - is the most popular type among
the special education program. A special class is
composed of pupil with the same exceptionality or
disability. The special education Teacher handles the
special class in the Special Education Center of
resource room self-contained class.
20. 3. INTEGRATION AND MAINSTREAMING PROGRAMS - have
allowed children and youth with disabilities to study in regular
classes and learn side by side with their peers for the last forty
years. Integration was the term used earlier.
MAINSTREAMING- is a term used, 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.
21. TWO TYPES OF MAINSTREAMING
PARTIAL MAINSTREAMING
- children who have moderate or severe forms
of disabilities are mainstreamed in regular classes in
subjects like Physical Education, Home Technology,
and Music and Arts.
22. TWO TYPES OF MAINSTREAMING
FULL MAINSTREAMING
-children with disabilities are enrolled in regular
classes and recite in all the subjects.
23. SPECIAL DAY SCHOOL
-swerves on or more types of disabilities.
Examples:
• SOUTHEAST ASIAN SCHOOL FOR DEAF (SAID).
• ST. JOHN MARIA VIANNEY SPECIAL SCHOOL FOR THE
MENTALLY RETARDED.
24. Residential school
- Provides both special education and dormitory services for its
students.
Curricular Programs
• House parent services
• Diagnostic services
• Guidance and counseling
• Recreation
• Social activities
25.
26. INCLUSIVE EDUCATION FOR THE
CHILDREN WITH SPECIAL NEEDS
• 1994- CONFERENCE ON SPECILA NEEDS
EDUCATION.
• 1984- UNIVERSAL DECLARATION OF HUMAN
RIGHTS.
• 1990- WORLD CONFERENCE ON EDUCATION
FOR ALL.
• 1997- DEPARTMENT OF EDUCATION ADOPTED
THE POLICY OF INCLUSIVE EDUCATION.
27.
28. WHAT IS INCLUSIVE EDUCATION?
• INCLUSION – describes the process by which a
school accepts children with special needs for
enrolment in regular classes where they learn
side by side with their peers.
29. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION MEANS IMPLEMENTING OR
MAINTAINING WARM AND ACCEPTING CLASS
ROOM COMMUNITIES THAT EMBRACE AND
RESPECT DIVERSITY OR DIFFERENCES
30. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION MEANS IMPLEMENTING OR
MAINTAINING WARM AND ACCEPTING CLASS
ROOM COMMUNITIES THAT EMBRACE AND
RESPECT DIVERSITY OR DIFFERENCES
31. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION IMPLEMENT A MULTILEVEL,
MULTIMODALITY CURRICULUM
32. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION PREPARES REGULAR TEACHERS
AND SPECIAL EDUCATION TEACHERS TO
TEACH INTERACTIVELY.
33. WHAT ARE THE SALIENT FEATURES OF
INCLUSIVE EDUCATION?
• INCLUSION PROVIDES CONTINOUS SUPPORT
FOR TEACHERS TO BREAK DOWN BARRIERS OF
PROFESSIONAL ISOLATION.
34. HERE ARE SOME COLLABORATIVE
ACTIVITIES TAKES PLACE IN THE
REGULAR CLASSROOM
1. IF THE CLASS IS DISCUSSING ACTIVITIES ON SAVING
THE ENVIRONMENT, THE DEAF STUDENT CAN WORK
ON COLLAGE OF PICTURE ON THE TOPIC.
2. PROMPTS OR CUES ARE ADDED TO LEARNING TASKS
TO ASSIST CHILDREN WITH MENTAL RETARDATION
IN TASK PERFOMANCE.
35. Support Services for Children with
Special Needs
• At least two types of support services are extended to
children with special needs:
1. While the SPED program can implement only the screening
and informal assessment so that the child can be enrolled in
the program as early as possible, referral services are
solicited from medical and clinical specialists as soon as
possible.
36. Some of the specialists are:
• Clinical Psychologist, School Psychologist, Psychometrician for psychological
testing.
• Medical Doctor and Dentist for a general check-up of all children Ophthalmologist
for all children especially those with blindness and low vision.
• Otologist or Otolaryngologist for all children especially those with hearing loss,
deafness, language and speech disorders.
• Neurologist and Child Psychiatrist for children with mental retardation, learning
disabilities and emotional behavioral disorders
• Speech Therapist for all children with language and speech problem
• Physical and Occupational Therapist for all children especially those with physical
disabilities.
• Interpreter for the dead who communicates verbal activities to deaf children through
speech reading, sign language and gesture.
• Orientation and Mobility Instructor who teaches independent travel techniques to
blind children.
37. Support Services for Children with
Special Needs
2. Assistive devices are specialized instructional and
learning materials and equipment that enable children
with special needs to function efficiently.
38. Some of the assistive devices are:
• For blind students: braille writer, Braille slate and stylus, braille books, braille watch,
braille ruler and tape measure, braille calculator, arithmetic slate, computer with voice
synthesizer, embossed materials, manipulative materials, talking books, tape recorder,
braille paper.
• For low vision students: large print books, large print typewriter, magnifying lenses,
Grade I lined pad paper:
• For deaf students: individual hearing aid, sign language book, speech kit, wall mirror,
speech trainer, group hearing aid;
• For children with mental retardation: teacher-made materials specific to the
Individual Education Plan (IEP) on the functional curriculum and adaptive behavior
skills, and
• For children with physical disabilities: mobility devices such as wheelchair, braces
and splints; adjustable desk, table and chair, communication aids for clear speech,
adapted computer system.