very very important

1. SCHOOL PROGRAM THAT
PROMOTES INCLUSIVITY
2024-2025

4. “LAHI” Learners with disability or difficulty needs Accommodation and Help in Inclusive Education
(No to discrimination! Yes, to equal and quality Inclusive Education)
TITLE/NAME DESCRIPTION
DATE OF
IMPLEMENTATION
IMPACT
PROJECT TITLE:
PROJECT “Lahi Ko! Unique
nga Bata Ako!”
“LAHI” Learners with
disability or difficulty needs
Accommodation and Help in
Inclusive Education
(No to discrimination!Yes, to
equal and quality Inclusive
Education)
Special Education is a program
instruction that is specially
designed to meet the unique needs
of a child with a difficulty or
disability.This means education that
is developed to address that child’s
specific needs to achieve his or her
highest learning potential. Since
each child is UNIQUE and different
(LAHI).The goal is to provide every
child an opportunity to Learn, give
Accommodation and Help in order
to receive equal and quality
Inclusive Education whereas to
improve the learning ability of
individual pupils with
disabilities/difficulties and enable
them to live normally and
confidently in their future
professional lives.
AUGUST 18, 2023- PRESENT The project "Learners with
Disabilities:Accommodations and
Help in Inclusive Education" aims to
create equitable learning
opportunities by addressing the
specific needs of learners with
disabilities. It seeks to implement
tailored accommodations, foster
inclusive teaching practices, and
promote awareness among educators
and peers.The anticipated impact
includes improved accessibility to
education, enhanced academic
outcomes, and the empowerment of
learners with disabilities to actively
participate and thrive in inclusive
environments, contributing to a more
equitable and diverse educational
system.

5. MOVS

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8. ACTION PLAN ON THE IMPLEMENTATIONOF
PROGRAMS THAT PROMOTE INCLUSIVE PRACTICES.
2024-2025

9. SCHOOL ACTION PLAN ON
RE-ECHO TRAINING ON CAPABILITY BUILDING ON INCLUSIVE EDUCATION,
EARLY GRADE LITERACY AND NUMERACY STRATEGIES,
AND ACCOMMODATIONS OF KIDS WITH LEARNING DELAYS
Objectives Activities Time Frame Person(s)
Responsible
Budget
Allocation
Source of Funds Expected Outcomes
*To conduct re-echo
training on
CAPABILITY
BUILDING ON
INCLUSIVE
EDUCATION, EARLY
GRADE LITERACY
AND NUMERACY
STRATEGIES, AND
ACCOMMO
DATIONS OF KIDS
WITH LEARNING
DELAYS
To orient teachers on
Inclusive Education
January 24, 2024
(INSET)
Sped School
Coordinator
School Head
Master Teachers
All BES TEACHERS
P2,000.00
orientation session-
40/ person good for
50 teachers
School Fund/ MOOE Well informed and guided
teachers on the Inclusive
Education
To orient teachers on
the different difficulties
and accommodations
of Kids with Learning
Delays
January
24, 2024
(INSET)
Sped School
Coordinator
School Head
Master Teachers
All BES TEACHERS
P2,000.00
orientation session-
40/ person good for
50 teachers
School Fund/ MOOE Well informed and guided
teachers on the different
difficulties and
accommodations of Kids
with Learning Delays
To re-orient all Grade
1 Teachers on the
utilization of
Multifactored
Assessment Tool
(MFAT)
September
2, 2024
Implementation of
MFAT
September
6,2024
Sped School
Coordinator
School Head
Master Teachers
All Grade 1 Teachers
Food and Drinks
Allowance for all
Grade 1 Teachers
School Fund/ MOOE Grade 1 Teachers will
provide result of the
Assessment using MFAT
Tool.
To orient teachers on
Early Grade Literacy
and Numeracy
Strategies
November 25-29,
2024
(INSET)
Sped School
Coordinator
School Head
Master Teachers
All BES TEACHERS
P2,000.00
orientation session-
40/ person good for
50 teachers
School Fund/ MOOE Create strategies and
interventions specially
designed for pupils who are
struggling in Literacy and
Numeracy.

10. SCHOOL ACTION PLAN ON
RE-ECHO TRAINING ON CAPABILITY BUILDING ON INCLUSIVE EDUCATION,
EARLY GRADE LITERACY AND NUMERACY STRATEGIES,
AND ACCOMMODATIONS OF KIDS WITH LEARNING DELAYS
MOV’S

11. SCHOOL ACTION PLAN ON
RE-ECHO TRAINING ON CAPABILITY BUILDING ON INCLUSIVE EDUCATION,
EARLY GRADE LITERACY AND NUMERACY STRATEGIES,
AND ACCOMMODATIONS OF KIDS WITH LEARNING DELAYS
MOV’S

12. EVALUATION REPORT
OF PROGRAMSTHAT
PROMOTE INCLUSIVE
PRACTICES
2024-2025

13. TITLE/NAME DESCRIPTION
DATE OF
IMPLEMENTATION
EVALUATION DETAILS
PROJECT TITLE:
PROJECT “Lahi Ko! Unique
nga Bata Ako!”
“LAHI” Learners with
disability or difficulty needs
Accommodation and Help
in Inclusive Education
(No to discrimination!Yes, to
equal and quality Inclusive
Education
Special Education is a program
instruction that is specially
designed to meet the unique
needs of a child with a
difficulty or disability.This
means education that is
developed to address that
child’s specific needs to
achieve his or her highest
learning potential. Since each
child is UNIQUE and different
(LAHI).The goal is to provide
every child an opportunity to
Learn, give Accommodation
and Help in order to receive
equal and quality Inclusive
Education whereas to improve
the learning ability of individual
pupils with
disabilities/difficulties and
enable them to live normally
and confidently in their future
professional lives
AUGUST 18,
2023- PRESENT
This evaluation report examines
the effectiveness of programs
and practices designed to
support learners with disabilities
or difficulty needs in inclusive
educational settings.The focus is
on accommodations, support
systems, and their impact on
learners' academic, social, and
personal development. Key
findings highlight both successes
and areas for improvement in
promoting inclusive education.

14. Section Details
Objectives of the
Evaluation
1.Assess the implementation of accommodations and support measures.2. Evaluate the effectiveness of inclusive
education practices.3. Identify challenges faced by learners and educators.4. Provide actionable recommendations for
improvement.
Methodology
Surveys: Distributed to educators, learners, and parents. Interviews: Conducted with school administrators,
teachers, and support staff. Observations: Evaluated classroom environments and teaching strategies.
Findings
Program Implementation: Many schools provided accommodations such as extended test times, assistive
technology, and modified learning materials.Teacher training on inclusive practices varied, and peer support programs
fostered positive social interactions. Effectiveness of Accommodations: Tailored support increased engagement
and performance.Assistive technologies and flexible assessment methods proved effective. Impact on Learners:
Academic outcomes improved, social relationships were enhanced, and learners’ confidence grew. Challenges:
Inconsistent implementation of accommodations, limited specialized staff, inadequate teacher training, and physical
accessibility barriers.
Best Practices
Comprehensive and ongoing professional development for teachers.2. Collaborative IEP development involving
educators, parents, and learners.3. Effective use of assistive technologies tailored to individual learner needs.4. Peer
mentoring programs to foster inclusivity and bonding.
Recommendations
EnhancedTraining: Continuous teacher training on inclusive strategies.Increased Resources: Allocate additional
funding for specialized staff and assistive technologies.Policy Standardization: Develop guidelines for consistent
accommodation implementation.Family Engagement: Strengthen collaboration between schools and
families.Infrastructure Improvements: Ensure full accessibility of educational spaces.
Conclusion
Inclusive practices significantly enhance the educational experiences of learners with disabilities.Addressing
persistent challenges will promote greater equity and inclusion. Continuous collaboration among stakeholders is
essential for creating inclusive learning environments.

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17. ACCOMPLISHMENT REPORT ON
THE IMPLEMENTATION OF
INCLUSIVE EDUCATION
PRACTICES OF BUAYA
ELEMENTARY SCHOOL
2024-2025

18. Republic of the Philippines
Department of Education
REGION VII - CENTRAL VISAYAS
DIVISION OF LAPU-LAPU CITY
BUAYA ELEMENTARY SCHOOL
District 1
School ID: 119964
ACCOMPLISHMENT REPORT ON THE IMPLEMENTATION OF PROJECT LAHI Learners with disability or difficulty need
Accommodation and Help in Inclusive Education
The Meeting was held on January 31, 2025, Wednesday at Grade Two - Classroom. There were parents who attended the
Meeting.
It started at 7:30 in the morning. The first part of the meeting was formally started with a prayer led by MRS JANETTE L. VERGARA,
The Meeting of Parent’s and Sped School Coordinator Conference adjourned at exactly 8:30 in the morning.
The following AGENDA were properly and thoroughly discussed by the SpEd School Coordinator.
Here are the agenda:
1. GETTING TO KNOW EACH OTHER BY INTRODUCTION ONESELF
Mrs. Janette L, Vergara introduce first herself as the assigned SpEd School Coordinator. Parents who attended the meeting
were asks to introduce themselves in order for the other members to know each other as one of the stakeholders in school
who primarily support and cooperate with Special Curricular Programs.
2. ORIENTATION OF PROJECT “LAHI”
Mrs. Vergara give a thorough orientation on the PROJECT LAHI in Buaya Elementary School PROJECT TITLE: PROJECT “Lahi Ko!
Unique nga Bata Ako!” Learners with disability or difficulty needs Accommodation and Help in Inclusive Education
(No to discrimination! Yes, to equal and quality Inclusive Education) The Rationale, Significance Beneficiary and Work Plan of
the Project were carefully discussed by Mrs. Vergara
3. ROLE AND RESPONSIBILTY OF PARENTS
Parents as one of the Beneficiary of the Project were reminded of their Roles and Responsibilities for their Children as part of
the Project “LAHI” They must see to it that they will be consistent in implementing their rules and responsible enough to do their
work as parents.

19. 4. MONITORING/ FOLLOW UP
Monitoring and constant follow up of their children at home can greatly help children with Special
Education Needs, they must accommodate the needs of their children at home. Parents must always
make a way on how to monitor their child so that intervention must also be done at home.
5. SHARING CONTACT NUMBER AND CREATING GROUP CHATS /GC
Mrs. Vergara ask every parent’s contact numbers and created a GROUP CHAT for easy access and
dissemination of information and announcements.
6. OTHER MATTERS
Mrs. Vergara ask other parents to give and assist those parents who does not have any idea what to do
and where to go when they want to have their child assess. Some parents also shared experiences on
availing free services offered by the Local Government Units.
7. DOCUMENTATION
The meeting ended with a documentation needed as mode of verification as support documents of
the PROJECT LAHI. See attached file for documentation and list of attendance.
Prepared by: Noted by:
JANETTE L. VERGARA ANNALYN D. MALINGIN
SpED School Coordinator School Principal

20. DOCUMENTATION ON THE ACCOMPLISHMENT REPORT
OF SCHOOL INCLUSIVE EDUCATION PRACTICES.

21. MONITORING AND EVALUATION
REPORT ON THE
IMPLEMENTATION OF
INCLUSIVE EDUCATION
PRACTICES OF BUAYA
ELEMENTARY SCHOOL
2024-2025

22. Monitoring Report on Inclusive Practices in School
Introduction
This report outlines the observations, progress, and recommendations regarding the inclusive practices implemented in Buaya
Elementary School The initiative involved active participation from teachers and cooperation and support from parents, aiming to
create an inclusive learning environment that caters to the diverse needs of all students.
Objectives of the Inclusive Practices Initiative
1.Foster an inclusive environment where all students, regardless of abilities or backgrounds, can thrive academically and socially.
2.Enhance teachers' capacity to adopt inclusive teaching strategies.
3.Encourage meaningful parental involvement in the educational journey of their children.
Key Observations
1.Teacher Participation and Engagement
•Training Sessions: Teachers actively participated in professional development sessions focused on differentiated instruction,
classroom management strategies, and inclusive assessment practices.
•Implementation: Observations in classrooms indicated that most teachers effectively adapted their teaching methods to
accommodate various learning needs, including using visual aids, peer collaboration, and scaffolded instruction.
•Challenges: Some teachers reported difficulty in balancing the needs of students requiring additional support with the rest of
the class.
2. Parental Cooperation and Support
•Workshops and Meetings: Regular workshops were conducted to educate parents on the importance of inclusivity and how
they can support their children’s learning at home.
•Feedback Mechanism: Parents provided valuable feedback through surveys and meetings, highlighting areas of success and
suggesting improvements.
•Engagement Levels: Many parents expressed appreciation for being involved in their child’s learning process. However, a few
parents showed limited engagement due to time constraints.

23. 3. Student Outcomes and Social Dynamics
•Academic Performance: Students, particularly those with learning difficulties, demonstrated noticeable improvement
in academic performance.
•Social Inclusion: Increased peer interactions and reduced instances of bullying were observed, fostering a more
accepting school culture.
•Confidence Levels: Many students exhibited enhanced self-esteem and confidence due to the inclusive practices.
Recommendations for Improvement
1.Ongoing Professional Development: Provide continuous training for teachers to strengthen their skills in
inclusive education strategies.
2.Enhanced Parent Involvement: Develop flexible engagement opportunities, such as virtual meetings, to
accommodate parents with time constraints.
3.Resource Allocation: Increase access to specialized resources and support staff, such as special education teachers
and counselors.
4.Monitoring and Feedback: Establish a robust monitoring and evaluation framework to regularly assess the
effectiveness of inclusive practices.
5.Peer Support Programs: Encourage peer mentoring initiatives to further promote social inclusion.
Conclusion
The implementation of inclusive practices at Buaya Elem has made significant strides in fostering a supportive and
equitable learning environment.The active involvement of teachers and the cooperation of parents have been
instrumental in this progress. By addressing the identified challenges and implementing the recommendations, the school
can further strengthen its commitment to inclusive education.

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