LAC on DESIGNED, ADAPTED AND IMOLEMENTED TEACHING STRATEGIES THAT ARE RESPONSIVE TO LEARNERS Presentation

DepEd implements several learning
programs along with the core principle of
the K to 12 Basic Education Program which
puts premium on “inclusivity.” These
programs are based on international legal
and standard-setting instruments such as
the UN Conventions on the Rights of the
Child (1989) and World Declaration on
Education for All (1990)
An Overview

The DepEd program for inclusive
education also has a number of
Philippine legal bases like; RA No. 7610
– Special Protection of Children against
Child Abuse, Neglect, Cruelty,
Exploitation and Discrimination; RA No.
9344, The Juvenile Justice and Welfare
Act of 2006 and others.
An Overview

Quality teachers need to possess the characteristic of
• establishing learning environments that are
responsive to learner diversity. They respect
learners’ diverse characteristics and experiences
as inputs to the planning and design of learning
opportunities. They encourage the celebration of
diversity in the classroom and the need for
teaching practices that are differentiated to
encourage all learners to be successful citizens in
a changing local and global environment.

Domain 3, Diversity of Learners, consists of 5
strands:
1. Learners’ gender, needs, strengths, interests and
experiences
2. Learners’ linguistic, cultural, socio-economic and
religious backgrounds
3. Learners with disabilities, giftedness and talents.
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 3. Diversity of
Learners
• Domain 3 emphasizes the central role of
teachers in establishing learning
environments that are responsive to learner
diversity.

Diagnostic assessment
• Assesses what the learner already knows prior
to instruction. It also analyzes the nature of
difficulties and misconceptions that the learner
might have, which, if undiagnosed, might affect
their learning of newer concepts. Based on
DepEd Order No. 8, s. 2015, there are only two
types of classroom assessment, namely,
formative and summative. Formative
assessment already covers diagnostic
assessment.

Learner’s needs
• Refer to an observable gap between the
learner's present knowledge or competence
and the curriculum standards identified as
necessary for the grade level.

Learner’s needs
• refer to an observable gap between the learner's
present knowledge or competence and the curriculum
standards identified as necessary for the grade level.
• refer to the important aspects of all learners such as
physical, social, intellectual, emotional, and
psychological challenges that need to be addressed by
the learning programs of DepEd. These needs may
include those with various exceptionalities, contexts of
learning and sensitivity to culture.

Physical space/physical
learning environment
• Any area conducive to learning which
usually includes a safe classroom with
appropriate devices for teaching and learning

Adaptation &
Implementation
are processes involved to suit learning programs
and execute plans for them in addressing
learning needs. Adaption of a learning program
may contextualize, modify, or localize the current
plan. While, implementation of a learning
program entails preparation of needs assessment,
understanding of goals, setting and following
guidelines, conduct relevant activities, teacher
resources, setting a time table, and monitoring
and evaluation.

Students with disabilities
• Students identified with some form of
physical or mental impairment that limits
them to perform in one or more major life
activities.

Ways to determine special children:
Evaluation
assessments
observation

What Is the
Purpose of
Special
Education?

Special education is an
intentional intervention
designed to mitigate the
challenges that keep
students with learning
disabilities from
understanding concepts.

3 Types of Special
Education
Interventions

• : This form of special education aims to
either stop something from happening or
reduce a condition that has been identified.
For instance, preventing manic episodes in
students with bipolar disorder by
maintaining a specific schedule.

• The main goal here is to eliminate the effects
of a disability by equipping students with the
skills that allow them to function on their
own successfully. For instance, teaching
students with Attention Deficit Hyperactivity
Disorder (ADHD) to develop an entry point
into activities, improving their level of task
initiation.

This entails providing students with
learning disabilities a special device that
non-disabled children do not need. For
instance, giving a child with autism a
phonetic spelling software designed to
automatically convert the student’s typing
into the word they intended to write.

•1. Students with disabilities are
students identified with some form of
physical or mental impairment that
limits them to perform in one or more
major life activities.

•2. A student with a disability is
defined as a student with an
emotional, intellectual, or physical
disabling condition, which requires
assistance to access the educational
environment.

•3. Students with disabilities are
students who have been identified,
assessed, and determined to be
eligible for special education services
under the Individuals with Disabilities
Education Act.

Teaching Strategies for Learning Disabilities
•Each one has different strengths and
abilities and that is true even when it comes
to their grasping and learning abilities.
However, it isn’t impossible to detect these
and adapt the right teaching strategies to
benefit them.

Disabilities can be temporary (such as a broken arm), relapsing and remitting,
or long-term. Types of disabilities may include:
• Hearing loss
• Low vision or blindness
• Learning disabilities, such as Attention-
Deficit Hyperactivity Disorder, dyslexia, or
dyscalculia
• Mobility disabilities
• Chronic health disorders, such as epilepsy,
Crohn’s disease, arthritis, cancer, diabetes,
migraine headaches, or multiple sclerosis
• Psychological or psychiatric disabilities,
such as mood, anxiety and depressive
disorders, or Post-Traumatic Stress Disorder
(PTSD)
• Asperger’s disorder and other Autism
spectrum disorders
• Traumatic Brain Injury
• Problem with understanding and following
directions
• Trouble with focusing/ holding attention
• Zoning out
• Delayed speech
• Clumsiness
• Problem reading/ writing/ pronouncing
words
• Reading and/or writing
• Mathematics
• Coordination
• Memory
• Short attention span
• Ability to follow directions
• Staying organized
• Telling time

How to design and
Adapt Your Teaching
Strategies for
Students with Special
Needs

How to Design and Adapt Your Teaching Strategies
for Students with Special Needs
1. Ready Students for
Upcoming Lessons
2. Conducting Effective
Lessons
3. Incorporate mnemonics

4. Break tasks into smaller steps
a. Don’t try to teach everything at once.
That doesn’t work right for anyone at all.
Especially those with learning disabilities
have a lesser attention span, hence you
have to make it both short and captivating.
Thus, breaking the information into smaller
bite-sized chunks is an effective teaching
strategy.

5. Help the Student Participate During the Lesson
a. Agree on special cues for students with special needs to
help them stay focused and prepare to answer questions
when called upon. It could be something as simple as a light
pat on the back or a sticky note on their desk.
b. Don’t rush your student with special needs. Try to ask
them probing questions only after they’ve had enough time to
solve an equation.
c. Wait at least 15 seconds before giving the answer or
picking another student, then ask follow-up questions so
that students can demonstrate their understanding.
d. Utilize a variety of audiovisual materials to present
academic lessons. For example, when teaching students how
to solve fractions, you can use a wooden apple divided into
quarters and a pear divided into halves.

6. Present information in ways they can best
adapt
a. Each one has a different learning style. Especially
those with learning difficulties have certain senses that
are stronger than the others for them. And as a
teacher, you should work on identifying those and
tutor your students via the same.
b. These can be through 3 major learning styles that
are, visual, auditory or kinesthetic. And as per their
stronger traits, you can alter your teaching strategies,
like helping them via graphics and videos, podcasts, or
by giving them small tasks and helping them with
hands-on experience.

7. Model what you want students
to do
a. Remember that influence outweighs
everything else. What you do and show them
will stay with them for longer than what you
instruct them to do. Like it's rightly said,
actions speak louder than words. Do things
with them. Have them contribute while showing
them that you are with them on this ride.

8. Help Students Focus
a. As the lesson proceeds, share gentle reminders with students to keep
working on their assigned tasks. At this point, you can also remind
students of the behavioral expectations you set at the beginning of the
lesson.
b. Implement group work as a way for students to maximize their own
and each other’s learning abilities. Think-Pair-Share is an excellent tool
to get you started:
c. Ask students to reflect on a topic for a few minutes.
d. Request they partner up and discuss their thoughts.
e. Get everyone to engage and share ideas as a collective.
f. Also, keep an eye out for difficulty in reading comprehension or
daydreaming. Provide these students with extra explanations, or
request a classmate to serve as a peer tutor for the lesson.

9. Check Student Performance
a. Question individual students with special needs to gauge their
mastery of the lesson’s content.
b. Use these moments to help students with special needs correct their
own mistakes, such as sharing tips on checking calculations for math
problems and avoiding spelling errors.
c. Avoid high pressure and timed tests when it comes to students with
special needs. These situations don’t allow them to demonstrate the full
scope of their knowledge due to their potential time blindness. More
time to complete quizzes means minimal test anxiety.

10. Encourage independent
practice
a. Allow them to experiment and learn on their
own. Do not spoon-feed everything. Once you
familiarize them with certain topics or techniques,
give them some time and space to try them out on
their own. Experimentation will make things more
interesting for them, and inculcate the trait of
patience.

11. Provide Follow-Up Directions
a. After instructing the entire class, provide
additional oral directions for a student with
special needs. For instance, ask them whether
they understood the directions and repeat them
together.

The idea of multiple intelligences leads to new ways of
thinking about students who have special gifts and talents.
Traditionally, the term gifted referred only to students with
unusually high verbal skills. Their skills were
demonstrated especially well, for example, on
standardized tests of general ability or of school
achievement. More recently, however, the meaning of
gifted has broadened to include unusual talents in a range
of activities, such as music, creative writing, or the arts (G.
Davis & Rimm, 2004). To indicate the change, educators
often use the dual term gifted and talented.

Qualities of the Gifted and
Talented
 They learn more quickly and independently
than most students their own age.
They often have well-developed vocabulary, as
well as advanced reading and writing skills.
They are very motivated, especially on tasks that
are challenging or difficult.
They hold themselves to higher than usual
standards of achievement.

Common Characteristics of
Gifted Children:
Ability to comprehend material several
grade levels above their age peers.
Surprising emotional depth and
sensitivity at a young age.
Strong sense of curiosity.
Enthusiastic about unique interests and
topics.
Quirky or mature sense of humor.

• On the other side of the spectrum we have the gifted
students. Law also protects these students. In 1988,
the federal government passed the Gifted and Talented
Students Education Act (Woolfolk, 2010). However, this
act means that these students should receive special
services, but it doesn’t require that states provide them.
Students could receive a GIEP. This is similar to the
IEP, but it means that the student will be challenged
and given activities at their level. Being gifted doesn’t
necessarily mean that they are quick learners. They
could have another talent that qualifies them as a
talented student

WAYS TO TEACH
GIFTED AND
TALENTED
LEARNERS.

WAYS TO TEACH GIFTED AND TALENTED LEARNERS.
•ACCELERATION
•Acceleration would mean that gifted
students could move quickly through
grades or particular subjects.

•ENRICHMENT
•Enrichment means the students are
given additional thought-provoking
activities.

•If you do both together
it’s called curriculum
compacting (Woolfolk,
2010). Retrieved July 17, 2011 from
bertiekingore.com

• Some important teaching methods to use with
gifted learners are to use abstract thinking,
creativity, reading of high-level and original
texts, and independence (Woolfolk, 2010).
Instruction shouldn’t just focus on learning
additional facts. One must also provide
challenges as well as support. In particular
studies have shown that girl gifted students or
children from poverty need the most support.

• In order to teach gifted students successfully one should
familiarize themselves with the characteristics of intellectually
gifted students (Davidson Institute, 2003). Not all gifted
students appear to be gifted. Also some who are gifted may
not fit the intellectual profile. To teach these types of learners
conduct informal assessments. One could offer a pre-test on
material. If the student scores above a certain percentage,
they shouldn’t be made to “relearn” the material. This is when
you can enrich or give more challenging activities to this
student. Make sure to include the parents and use them as a
resource. Parents of gifted students are often very involved, so
use this to your advantage.

• one is that gifted students would make a great tutor to a struggling
student. Just because they are bright, doesn’t mean they are going
to shine in this area. Gifted students think differently. They also
usually work at a faster pace than others.
• Another myth is that gifted students should be given more work
when they finish early. If they are finishing too early, it’s because the
material is not hard enough.
• One last myth is that we should only allow gifted students to move
on when they receive 100% accuracy on something. They don’t want
to be bored and they won’t complete something that seems pointless
to them. Offer them activities that are consistent to their abilities
(Davidson Institute, 2003). Also be sure to use outside resources.
There are lots of organizations and resources out there for dealing
with gifted students.

Successful Strategies
for Teaching and
Supporting Students
with Disabilities,
Talents and
Giftedness

Successful Strategies for Teaching and Supporting Students with
Disabilities, Talents and Giftedness….
•1. Lean on others.

•2. Stay organized
and Create an
Inclusive Learning
Environment

•3. Know that each
student is unique,
Familiarize Yourself
with Students’ Unique
Rhythms And Assume
your student can do
something until
proven.

•4. Keep instructions
simple.

•5. Create
opportunities for
success, support your
students in their
learning, and Make
yourself available

•6. Don't feel
pressure to be
perfect.

•7. Structure lesson
plans to support
inclusivity and
Understand the
Importance of Visual
Aids and Stimuli

•8. Communicate
clearly with students
and parents.

•9. Encourage Social
Interactions and
Partner students with
disabilities with
students who do not
have disabilities.

•10. Intentional
Classroom Seating

•11. Be Flexible and
Stay Abreast of the
Latest Techniques

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