This presentation focuses on teaching strategies used by general education and special education teachers in an inclusive school setting. Video recordings and teacher interviews were used to observe the instructional methods and how teachers engaged and accommodated students of varying abilities. The administrators were also noted as being supportive of inclusive practices and the trans-disciplinary approach of integrating students in the classroom.

1. KERCHATEN, Showy D.
TUBAL, Anna Priscilla M.
VELOSO, Maria Balalaika B.

2. “Think outside the box, collapse
the box, and take a fucking sharp
knife to it.”
-Banksy, Wall and Piece
“I have never let my schooling
interfere with my education.”
-Mark Twain

3. This presentation focuses on a school, its
administration, faculty members and students
with Special Needs in an inclusive set up.
In the interest of rendering the experiences of
the said, unhampered by any academic
technicalities, we have taken the liberties of
foregoing certain protocols e.g. how we have
used our audio-video data in presenting it for
our audience who may or may not have any
background on Special Education, and how we
are to conduct our presentation.

4. While we realize such protocols preserve
stylistic rule in academic writing, it
constrains us in documenting and
rendering the unique experiences as they
play out in real life.
We thus ask for your intellectual lenience.
Allow us to think outside the box or in
this situation; to be as unbiased and
realistic as it should be.

5.  The purpose of this study is to
explore distinct teaching
strategies used by SPED and
GENED teachers in teaching basic
mathematical concepts in an
inclusive set up.

6.  TEACHING STRATEGY
 According to Strasser(1964);
Teaching strategy is generalized plan for a
lesson or lessons which includes structure,
desired learner behavior, in terms of the goals of
instruction, and an outline of tactics necessary to
implement the strategy.
 According to B.O.Smith(2013);
Teaching strategy refers to a pattern of
teaching acts that serves to attain certain
outcomes.

7.  INCLUSION is an effort to make sure
students with disabilities go to school along
with their friends and neighbors while also
receiving whatever, “specially designed
instruction and support” they need to achieve
high standards and succeed as learners.
Halvorsen, A.T. & Neary, T. (2001)

8.  INCLUSION refers to placement of
students with disabilities in the general
education classroom with peers without
disabilities. (McColl, 1992)

9.  INCLUSIVE EDUCATION
refers to a pairing of philosophy and
pedagogical practices that allow each student
to feel respected, confident and safe so he or
she can learn and develop to his or her full
potential. It is based on a system of values and
beliefs centered on the best interests of the
student, which promotes social cohesion,
belonging, active participation in learning, a
complete school experience, and positive
interactions with peers and others in the school
community. (Canadian Charter of Rights and
Freedoms,1982 and The New Brunswick
Human Rights Act,2009)

10.  SPECIAL EDUCATION (SPED)
means specially designed instruction, at no cost
to the parents, to meet the unique needs of a
child with a disability, including
 instruction conducted in the classroom, in the home,
in hospitals and institutions, and in other settings;
 and instruction in physical education.
(IDEA 2004; Sec. 300.39 Special education)

11.  GENERAL EDUCATION
(GENED) is the cultivation of the
knowledge, skills, and attitudes that all of us
use and live by during most of our lives
(Dickson, Bartlett, Thompson, Davis, Heasley,
Hodgson,Pearson; 1996)

12.  GENERAL EDUCATION
(GENED) is the place where students are
brought to understand how everything that we
teach in the arts and sciences relates to their
lives and to the world that they will confront.
General education is the public face of liberal
education.” (Harvard Magazine;2007)

13.  The type of research used in this
study was qualitative
research

14.  The video recordings for
each teacher were undertaken.
 After which, an interview was
conducted to present the list of
strategies used by the respondents for
them to confirm and take necessary
actions.

16. CHECKLIST REMARKS
1. You can connect with and engage with a variety of
students.
√ There were a variety of students but
teacher engages and connects with them.
2. You are prepared for “spark moments” or issues that
arise when controversial material is discussed.
× Spark moments were not observed except
on moments when the students were
noisy.
3. Students connect with course materials that are
relevant to them.
√ Visuals and Materials used were
appropriate to age level.
4. Students feel comfortable in the classroom
environment to voice their ideas/thoughts/questions.
√ Interactive learning was present.
5. Students are more likely to experience success in your
course through activities that support their learning
styles, abilities, and backgrounds.
√ The teacher provided different activities
on different days.
6. Incorporate diversity into your overall curriculum. √ It was observed that the teacher goes
around the classroom to assess the
students current learning.

17. CHECKLIST REMARKS
7. Be intentional about creating a safe
learning environment by utilizing ground
rules.
√ Rules were observed well.
8. Be proactive in connecting with and
learning about your students.
√ Teacher and student interaction
was evident.
9. Utilize a variety of teaching strategies,
activities, and assignments that will
accommodate the needs of students with
diverse learning styles, abilities,
backgrounds, and experiences.
× Teaching varieties were done.
However, it was noted that the
teacher’s introduction style was
consistent. Recitation of the
multiplication table done.
10. Use universal design principles to create
accessible classes. For example, present
information both orally and visually to
accommodate both students with visual or
auditory impairments in addition to
students with various learning preferences.
√ Accommodation was done. The
teacher goes around and
accommodates the students
having difficulty especially the
child with autism.

18. CHECKLIST REMARKS
11. When possible, provide flexibility in
how students demonstrate their knowledge
and how you assess student knowledge and
development. Vary your assessments (for
example, incorporate a blend of
collaborative and individual assignments)
or allow choice in assignments (for
example, give students multiple project
topics to choose from, or have students
determine the weight of each assignment
on their final grade at the beginning of the
semester.)
√ Assignments were given.
Variety of assessment styles
were used.
12. Be clear about how students will be
evaluated and graded. Provide
justifications.
√ Directions and confirmations of
instructions were done. Explains
and provides justifications .

19. CHECKLIST REMARKS
1. You can connect with and engage with a variety of students. √ There were a variety of students but teacher
engages and connects with them.
2. You are prepared for “spark moments” or issues that arise
when controversial material is discussed.
√ One student kept on standing up. However,
teacher remained calm.
3. Students connect with course materials that are relevant to
them.
√ Visuals and Materials used were appropriate to
age and level.
4. Students feel comfortable in the classroom environment to
voice their ideas/thoughts/questions.
√ Interactive learning was present.
5. Students are more likely to experience success in your course
through activities that support their learning styles, abilities, and
backgrounds.
√ The teacher provided different activities on different
days.
6. Incorporate diversity into your overall curriculum. √ It was observed that the teacher goes around the
classroom to assess and the students current learning
and accommodate their different learning styles.

20. CHECKLIST REMARKS
7. Be intentional about creating a safe
learning environment by utilizing ground
rules.
√ Rules were observed well.
8. Be proactive in connecting with and
learning about your students.
√ Teacher and student interaction
was evident.
9. Utilize a variety of teaching strategies,
activities, and assignments that will
accommodate the needs of students with
diverse learning styles, abilties,
backgrounds, and experiences.
√ Teaching varieties were done.
10. Use universal design principles to create
accessible classes. For example, present
information both orally and visually to
accommodate both students with visual or
auditory impairments in addition to
students with various learning preferences.
√ Accommodation was done. The
teacher goes around and
accommodates the students
having difficulty especially the
children with special education
needs.

21. CHECKLIST REMARKS
11. When possible, provide flexibility in
how students demonstrate their knowledge
and how you assess student knowledge and
development. Vary your assessments (for
example, incorporate a blend of
collaborative and individual assignments)
or allow choice in assignments (for
example, give students multiple project
topics to choose from, or have students
determine the weight of each assignment
on their final grade at the beginning of the
semester.)
√ Assignments were given.
Variety of assessment styles
were used.
12. Be clear about how students will be
evaluated and graded. Provide
justifications.
√ Directions and confirmations of
instructions were done. Explains
and provides justifications .

22.  As observed through the video data and
checklist, the GenEd teacher of Grade 2 – A and
the SpEd teacher of Grade 2 – B promotes
inclusive teaching in their classroom.
With the interactions among the administration
and the faculty, it was notable that the
administrator supports the teachers in
promoting inclusive education.

23.  With the burdens of bureaucracy, politicking
and confusion brought about by the
implementation of K to 12, otherwise known as
RA 10533, we acknowledge the school's
existence with its vision, mission and goals and
its efforts in implementing RA 10533-in reality.
The trans-disciplinary approach of the school is
valuable with regards to their inclusive set up.
We therefore implore higher education
institutions for their patronage and support
whether it be through auxiliary personnel,
financing, or extension programs.

24. “Management is doing things right; leadership
is doing the right things.”
-Peter F. Drucker
Power should only be given to those who want it
the least. -Cincinnatus