The document discusses inclusive education for learners with special education needs in the Philippines. It establishes the right of all children to education, regardless of disability, and aims to develop an education system that enables learners with disabilities to reach their full potential. The document provides background on disabilities in the Philippines and defines terms related to disability and the goals of special education services.

1. Inclusive Education

2. Rationale
BACKGROUND
Every child has the right to education
In the Philippines, about 15 million of the
estimated 100 million Filipinos have some form
of disability, wherein 50% are children (WHO,
2011)
In line with the thrust on access to quality
education, DepEd through the Student Inclusion
Division of the Bureau of Learning Delivery (BLD)
institutionalize the Special Education Program at
the elementary and secondary levels.
Vision: “A society in which ALL persons
regardless of their disabilities achieve
education to realize their full potential.”
POLICY STATEMENT: The right to education must be ensured for children, youth and adult learners with
special education needs (LSENs). Effective and efficient education services for LSENs will enable them to
develop their potentials to become well-rounded, happy and smart individuals who can contribute
meaningfully to the society.
2

3. Rationale
BACKGROUND
Insert videos of LSENs working
Ex. Restaurant, LGU, engineering company
3

4. Terminology and Definition of Disability
4
Body Functions: are the psychological
functions of the body systems, including the
psychological functions. “Body” refers to the
human organism as a whole, thus includes the
brain.
Body Structures: are the structural or
anatomical parts of the body.
Impairment: is a loss or abnormality in body
structure or physiological function (including
mental functions).
Activity: is the execution of a task of action by
an individual.
Activity limitations: are difficulties an
individual may have in executing activities.
Participation: is a person’s involvement in a
life situation. It represents societal perspective
of functioning.
Participation restrictions: are problems an
individual may experience in involvement in a
life situation.
Contextual factors: are the factors that
together constitute the complete context of an
individual’s life.
Environmental factors: include the physical
world and its features, the human made
physical factors, other people relationships,
roles, attitudes and values, social systems and
services, and policies, rules and laws.
Personal factors: age, gender, social
status, life experiences.

5. General Objectives
Identify the common characteristics of learners with various
difficulties.
Apply appropriate accommodation based on the needs of the
learners with difficulties.
Demonstrate instructional strategies in teaching learners with
these identified difficulties.
5

6. 1.
LEARNERS with DIFFICULTY in
PERFORMING ADAPTIVE SKILLS
SESSION ON TEACHING
6

7. “
Every child has a different
learning style and pace. Each
child is unique, not only capable
of learning but also capable of
succeeding.
Robert John Meehan
7

8. relax
8

9. Raymond Macasaet
Gold Medalist, Swimming
9

10. Characteristics
Difficulty in mixing with
other children.
Acts as deaf Resists learning
10

11. Characteristics
No fear of real dangers Resists change in
routine
Indicates need by
gestures
11

12. Characteristics
Inappropriate laughing
and giggling
Not cuddly Marked physical
overactivity
12

13. Characteristics
No eye contact Inappropriate
attachment to objects
Spins objects
13

14. Characteristics
Sustained odd play Standoffish manner
14

15. Learner will be seated next to
the teacher for easy monitoring
but away from windows and
doors.
Provide prominent area where
to post calendar of activities,
daily schedules, and
assignments.
Where possible, provide an
area for reading/study and free
activity.
Clearly label in pictures or
written words the areas and
things to make it easy for
learners to access materials.
Color-code materials,
notebooks for each subject.
Provide lesson outline.
Provide daily written schedules for
routine.
15

16. Incorporate a deal of
multisensory techniques and
developmentally appropriate
activities.
Use materials that are fun and
engaging like using colorful
activity sheets.
Provide activities that allow for
some physical movements
(indoor and outdoor activities.
Pair or seat a child near a
student role model.
Teacher will stand near the
learner when teaching and
once in a while make eye
contact.
Prompt/make signal cues to
get the learner engaged and
focused on task
16

17. Lower your voice and resist
raising your voice to get
LSEN’s attention.
Allow appropriate response
time to process information.
Allow time for transition from
one activity to another.
Provide worksheets with fewer
questions and problems.
Break big tasks into smaller
activities; and make sure each
chunk is completed before
moving on to the next.
Split lengthy test into several
parts. Schedule the learning
areas from difficult to easy.
17

18. 2.
LEARNERS with DIFFICULTY in
BASIC LEARNING and APPLYING
KNOWLEDGE
SESSION ON TEACHING
18

19. Guess Who I Am?
 He is an American actor and
producer. He was nominated
for three Academy Awards and
has won three Golden Globe
Awards. He started his career at
age 19 in the film Endless Love.
 But he has severe dyslexia
and calls himself
“functionally illiterate”
19

20. Guess Who I Am?
 Tom Cruise
20

21. Guess Who I Am?
 A German-born theoretical
physicist who developed the
theory of relativity, one of the
two pillars of modern physics
(alongside quantum
mechanics).
 He has a learning disability
and did not speak until age 3.
 He had a very difficult time
doing math in school. It was
also very hard for him to
21

22. Guess Who I Am?
 Albert Einstein
22

23. Guess Who I Am?
 English actor best known for
his role as Harry Potter in the
film series of the same name.
 It is difficult for him to tie his
shoe lace. Handwriting also
continues to be a challenge
23

24. Guess Who I Am?
 Daniel
Radcliffe
24

25. Guess Who I Am?
 Sometimes called the Goddess
of Pop, she has been described
as embodying female
autonomy in a male-dominated
industry.
 “I couldn’t read quickly
enough to get all my
homework done and for me,
math was like trying to
understand Sanskrit. The only
way I learned was by
25

26. Guess Who I Am?
 Cher
26

27. Guess Who I Am?
 Filipino singer, actress and
record producer. In the 1980s
she gained recognition by
winning the 1984 singing
contest, “Ang Bagong
Kampeon”
 “I’ve had it since birth. I
remember when I was
younger malabo yung mata
ko. Kasi bali-baligtad yung ‘v’
at ‘b’ ko. I can’t spell right. Di
27

28. Guess Who I Am?
 Regine
Velasquez
28

29. Difficulty in Basic Learning and Applying Knowledge
Difficulty in basic learning and applying knowledge represents
a difficulty in one or more of the basic learning processes
involved in understanding or using language, both spoken and
written that may manifest itself in an imperfect ability to listen,
speak, read, think, write, spell, or do mathematical calculations
(Leong, 1999; Snowling, 2005). Specific terms for these
difficulties may include difficulty in reading, in writing, in
counting and calculating; and in spelling.
29

30. Possible Causes and Factors
Teratogenic Medical Environmental
30
Hereditary

31. Place your screenshot here
DIFFICULTY in
READING
31

32. relax
32

33. 33
Difficulty in
Reading
Dyslexia is a chronic neurological disorder and common learning
difficulty that can cause problems with reading, writing and spelling. It's a "specific
learning difficulty", which means it causes problems with certain abilities used for
learning, such as reading and writing. Unlike a learning disability, intelligence isn't
affected.
Often, dyslexic’s complain about seeing the word moving or waving. Sometimes
they just to see the word-it is missing for them. Some dyslexic’s have trouble
making sense of the symbols in our language because the letter may look one way
one time and another way the next time they come across them.

34. Difficulty
learning
connections
between
letters and
sounds
Confusing
small
words,
such as
/at/ and
/to/
Letter
reversals,
such as /d
/ for /b/
34
Characteristics
Word
reversals,
such as tip
for pit
Frequently
adds or
forgets
letters in a
word
Difficulty
understandi
ng rhyming
words
Sit still for
a
reasonable
period of
time
Poor
sequencin
g of
numbers,
like 14 for
41

35. Left and
right
confusion
Slow to
memoriz
e
alphabet
s
Trouble
following
oral
instruction
s
35
Characteristics
Appearing
restless or
easily
distracted
Poor
spelling
Avoids
reading
aloud
Difficulty
organizing
ideas to
speak or
write
Avoids
writing
tasks

36. 36
Setting
Study Carrel
Small group
Individualized
Presentation
Repeat directions
Large print editions
Braille edition
Timing
Extended time
Frequent breaks
Unlimited time
Response
Mark test booklet
Word processor
Use references
Scheduling
Specific time of the day
Subtest in different order
Across multiple days
Other
Test preparation
Out-of-level
Motivational cues

37. 37
Accommodations
Setting
Study carrel
Small group
Individualized

38. 38
Strategies and
Suggested Activities
For Instructional Materials
 Use of tape recorder or audio books
 Simplification of written directions for key words and ideas
 Presentation of a small amount of work
 Blocking out of extraneous stimuli or providing colored strips or
bookmarks to follow along while reading.

39. 39
Strategies and
Suggested Activities
 Highlighting essential information
 Locating place in consumable
material
 Providing additional practice
activities

40. 40
Strategies and
Suggested Activities
For Performance
 Changing response mode
 Providing an outline of the lecture
 Using graphic organizers
 Using assignment books or calendars
 Providing readily-available handouts

41. 41
Strategies and
Suggested Activities
For Interactive Instruction
 Using explicit teaching procedures
 Stick to consistent daily routines
 Repeating directions, then check to see if
learners understand
 Providing copy of lecture notes
 Providing learners with a graphic organizer

42. Place your screenshot here
DIFFICULTY in
WRITING
42

43. 43
Difficulty in
Writing
Dysgraphia is a transcription disability, meaning
that it is a writing disorder associated with impaired
handwriting, orthographic coding (orthography, the
storing process of written words and processing the
letters in those words), and finger sequencing (the
movement of muscles required to write).

44. 44
Difficulty in
Writing
Dysgraphia is a transcription disability, meaning
that it is a writing disorder associated with impaired
handwriting, orthographic coding (orthography, the
storing process of written words and processing the
letters in those words), and finger sequencing (the
movement of muscles required to write).

45. Cramped
fingers or
unusual
grip on
writing
tool
Excessiv
e
erasures
Mixing
print/cursiv
e and
upper/lowe
r letters
45
Characteristics
Unfinished
words or
letter
Inconsisten
t position
and
spacing on
page
General
illegibility
-despite
training
Inattentive
ness about
details
when
writing
Heavy
reliance on
vision to
monitor
what hand is
doing
during
writing

46. 46
Accommodations
Give the learner extra time to take notes,
copy material and take tests
Provide typed copies of classroom notes
Allow the learner to record certain class
sessions or use a laptop for writing
Allow the learner to start writing projects and
assignments early
Provide paper with name, date, title, etc.,
already filled in

47. 47
Accommodations
Provide a lesson outline for
taking notes
Request a scribe so the learner can
dictate on tests and writing assignments
Grade based on what the learner
knows, not on handwriting or spelling
Hand out worksheets so there’s
less to copy from the board

48. 48
Accommodations
Give examples of finished assignments
Help the learner break writing assignments
into steps
Let the learner have a “proofreader” to
look for errors
Help the learner learn to use a rubric, and
explain how each step is graded

49. Place your screenshot here DIFFICULTY in
SPELLING
49

50. Try to decode the three sentences to be able
to spell and read the secret message.
50
Yoo arr ispeshal.
Layf eez greyt.
Ispilleeng eez fohn.

51. 51
Characteristics
 Bizarre spelling and a disconnect between the letters and
the words they make., reversal of letter, syllables or
omission and additions
 Grammatical and spelling interruptions are severe.
 Timing issues. Slow in speed (e.i. most learners can spell it
in seconds, but for learners with might take it for five to ten
minutes.

52. 52
Accommodations
For Developing Phonemic Awareness
Tell the learners that thinking about what a word looks like is a useful
spelling strategy, so you are going to explore some common spelling
patterns together. Reread a familiar big book, poem, or so on, selecting
a particular spelling pattern to look for. For example, look for and list
words with ea, such as: bead, bread, dead, instead, great, read, treat,
break.
Ask learners to identify and underline the ea spelling
pattern in each word, say the words, and group them
according to their pronunciation, such as: bead, read,
treat
bread, dead, instead, read

53. Place your screenshot here
DIFFICULTY in
COUNTING &
CALCULATING
53

54. 54
Difficulty in Counting
and Calculating
Dyscalculia is a specific learning disability
In math. Kids may have difficulty understanding
number-related concepts or using symbols or
functions
needed for success in mathematics.

55. 55
Difficulty in Counting
and Calculating
Dyscalculia is a specific learning disability
In math. Kids may have difficulty understanding
number-related concepts or using symbols or
functions
needed for success in mathematics.

56. Skips
over
numbers
Has
trouble
recognizi
ng
number
symbols
May still
use fingers
to count
instead of
using more
advanced
strategies
56
Characteristics
Struggle to
understand
math-
related
words, such
as less than,
greater than
Has
difficulties
understandi
ng place
values
General
illegibility
-despite
training
Has
difficulty
measuring
things like
ingredients
in a recipe
Has trouble
finding
different
approaches
to the same
math
problem

57. 57
Accommodations
Review what the learner already
learned before teaching new skills
Let the learner talk about
how to solve problems
Use graph paper to help line up
numbers and problems
For In-Class Learning

58. 58
Accommodations
For In-Class Learning
Let the learner write our charts or
draw sketches to solve problems
Give the learner a list of the math
formulas taught in the class
Use manipulatives such as
coins, blocks and puzzles

59. 59
Accommodations
Classwork and Taking Tests
Allow extra time on
tests
Use a chart of math facts or
multiplication tables
Let the learner use a calculator
when he’s not being tested on
computation

60. 3.
LEARNERS with DIFFICULTY in
COMMUNICATING
SESSION ON TEACHING
60

61. 61
Hear-through-the-Eyes
A Guessing Game

62. 62
Sorsogon City

63. 63
legazpi City

64. 64
caramoan

65. 65
Sto. domingo

66. 66
Cagsawa ruins

67. 67
Naga regent hotel

68. 68
Kawa-kawa

69. 69
Misibis bay

70. 70
COMMUNICATION
Communication is such a fundamental part of the human
experience. It entails interactive exchange of information, ideas,
feelings needs and desires.
Communication Difficulty/Disorder is a problem
in the ability to receive, send, process, and comprehend concepts
or verbal , nonverbal and graphic symbol systems. A
communication difficulty/disorder may be evident in the processes
of hearing, language and/or speech.

71. 71

72. 72
After watching the clip, give the conflict of
the story/movie?
What was the solution of the dilemma of the
king?

73. 73
COMMUNICATION
Communication is such a fundamental part of the human
experience. It entails interactive exchange of information, ideas,
feelings needs and desires.
Communication Difficulty/Disorder is a problem in the ability to
receive, send, process, and comprehend concepts or verbal ,
nonverbal and graphic symbol systems. A communication
difficulty/disorder may be evident in the processes of hearing,
language and/or speech.

74. 74
Two Categories :
1.Speech Difficulty/Disorder
2.Language Difficulty/Disorder

75. 75
Speech Sound Error Characteristics
1. Distortions
‫ﻬ‬ learner distorts a spud usually caused by deficient oral motor skills
e.g. “thoup” for “soup”
2. Substitutions
‫ﻬ‬ learner substitutes a sound for another sound.
e.g. “wabbit” for “rabbit”
3. Omissions
‫ﻬ‬ learner drops (emits) a sound from a word.
e.g. “at” for “hat” or “bu” for “bug”
4. Additions
‫ﻬ‬ adds a sound that shouldn’t be there
e.g. “doga” for “dog”

76. 76

77. 77

78. 78

79. 2.
LEARNERS with DIFFICULTY in
BASIC LEARNING and APPLYING
KNOWLEDGE
SESSION ON TEACHING
79

80. 80

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89. Credits
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