The document outlines principles and strategies for teaching and designing Individualized Education Programs (IEPs) for gifted and talented learners in the Philippines, as stated in Department of Education (DepEd) Order No. 72, series of 2009. Key components include identifying learners, continuous assessment, program options, curriculum modifications, and parental involvement, with an emphasis on differentiated instruction and diverse grouping strategies. It also details special programs and classes for gifted students to enhance their learning experiences.

1. PRINCIPLES AND STRATEGIES OF
TEACHING AND DESIGNING IEP FOR
GIFTED AND TALENTED LEARNERS
Presented by: Mae Ann S. Bacatano

2. The department of education (DepEd) in the Philippines
through the DepEd order no. 72, series of 2009 also known as
the inclusive education as strategy for increasing participation
Rate of children organize a Comprehensive Inclusive program
for Learners with disabilities giftedness and talents with the
following components.
1

3. 1. CHILD FIND
It is about locating learners with disabilities giftedness and talents who are not in
school, through the family mapping survey, advocacy campaigns and networking
with local health workers, to be enrolled in school educations (SpEd) centers of
schools nearest their home.
2. ASSESSMENT
This is a continuous process of identifying the strengths and limitations of
learners with disabilities, giftedness and talents through the use of formal and
informal tools for level placements with the help of existing SpEd centers

4. 3. PROGRAM OPTIONS
4. CURRICULUM MODIFICATION
this means using adaptations and accomodations in classroom instructions and
activities, and delivery options.
Schools, with or without trained SpEd teachers, shall make educations accessibles
to learners with disabilities, giftedness and talents.
5. PARENTAL INVOLVEMENT
this is involving parents or guardians in observing their child's performance,
volunteering as teacher aide in the classroom and serving as academic, moral and
spiritual support to their child.

5. PROGRAM OPTIONS
A TEACHER PROVIDING ADDITIONAL INSTRUCTIONAL
MATERIALS TO TEACHERS TO THOSE WHO FINISH
LEASON'S TASKS CASILY.

6. 1. Each student is different.
2. Learning is more effective when students enjoy what they do.
3-Learning is more meaningful when students learn content and process while
solving a real problem.
4. Whereas some formal instruction is necessary, a major goal is promoting
knowledge and thingking skills via the application of what students have learned;
they construct their own meaningfulness.
Both acceleration and enrichment strategies require grouping options provided to
these learners are: (1) full- time homogenous grouping; (2) full-time heterogeneous
groupin g; and (3) time or temporary groups. part-time

7. These schools cater to gifted Icarners, with a elementary or secondary curriculum
that include both prescribed academic content that is based on Department of
education (DepEd) guidelines and requirements, with a special enriched and
accelerated training in academic. scientific, artistic, and other areas of
development the School opted to highlight.
GROUPING:
SPECIAL SCHOOLS FOR THE GIFTED

8. These are school-within-a-school concept where gifted children of the same
level, a class together in a full time basis. Special Classes also include DepEd
Headstart Program for the Gifted, which is a comprehensive program for the gifted
and talented pupils in public elementary schools.
SPECIAL CLASSES

9. this Grouping is handled by a trained professional teacher and could be devided
further in Individual small groups.
FULL-TIME HETEROGENEOUS GROUPING
HETEROGENEOUS CLASSES:
These Classes combined prescribed and differentiated curriculum for the benest of
both regular and gifted learners.
CLUSTER GROUP:

10. IEP is a basic requirement for schools catering to LSEN. It includes the learners
current skills, strengths and challenges, learning styles and the goals targeted for
the school year.
PART-TIME AND TEMPORARY GROUPING:
INDIVIDUALIZED EDUCATION PLAN
PULLOUT PROGRAMS
IEP is a basic requirement for schools catering to LSEN. It includes the learners
current skills, strengths and challenges, learning styles and the goals targeted for
the school year.

11. •PART-TIME SPECIAL CLASSES
ENRICHMENT CLUSTERS
This kind of grouping works for different level learners with common interests
such as journalism, literature, engineering, baking and others.
Regular classes and attend differentiated curriculum in the special Classes. Part-
time special Classes include Independent projects and research, accelerated
subjects, and small group collaborations that aim to heighten creativity and higher
level thinking skills.
•SPECIAL INTEREST GROUPS AND CLUBS.
This type of grouping is more common among Secondary students where
anrichment activities, in disgerent club exist, such as drama class, chess club,
mathematics club, religious club and others.

12. Defferentations strategies is a least intrusive interventi- on that helps gisted and
talented learners the best environment for their high abilities and achievements.
CURRICULUM MODIFICATIONS

13. THANK YOU
Presented By : Mae Ann S. Bacatano