The presentation covers orientation for educators who will be handling students with additional needs in the regular classroom setting.

2. What is Mainstreaming?
Placement of an exceptional learner
in the regular class
May include shadow teaching
program, SPED tutorials and/or
pull-out for one on one instruction

3. In special education, we use the terms
“accommodation” and “modification”
which is also use in mainstreaming
program
 Accommodations change how a student learns the material
 A modification changes what a student is taught or expected
to learn.

4. Example:
 Accommodations can
help kids learn the
same material and
meet the same
expectations as their
classmates. If a
student has reading
issues, for example,
she might listen to an
audio recording of a
text.
 Modifications in testing often
involve requiring a student to
cover less material or
material that is less complex.
For example, in the case of
the spelling test, if the class
was given 20 words to study,
the student with modifications
might only have to study 10
of them. Or she might have a
completely different list of
words.

5. Legal Basis:
 BATAS PAMBANSA BLG. 232 "Education Act of 1982."
 Section 24 Specialized Educational Service - The State further
recognizes its responsibility to provide, within the context of the
formal education system, services to meet special needs of certain
clientele. These specific types, which shall be guided by the basic
policies of the State embodied in the General Provisions of this Act,
include:
2. "Special Education," the education of persons who are
physically, mentally, emotionally, socially, or culturally
different from the so-called "normal" individuals that they
require modification of school practices/services to
develop them to their maximum capacity;

6. Shadow Teaching
Shadow
teaching is a
professional
service offered to
the school and
family to better
manage the
needs of
students who
have a learning
difference.

7. a Shadow Teacher…
 refers to a skilled educator who works alongside the teacher
in the classroom to provide academic, social, behavioral and
emotional support to students with learning differences

8. Functions of a Shadow Teacher
1. Curriculum Planning
 Simplifies and modifies
the lesson

9. 3. Behavior Management
4. Social Skills Management

10. 4. Social Skills Management

11. 5. Team Working
 Collaborates with the
parents and classroom
teachers
 Maintains a regular
communication with the regular
teacher about the child’s progress

12. Teaching the child
how to be independent
in school is the ultimate goal of
Shadow Teaching.

13. The Classroom Teacher
View the CSN as a regular member of the class
Get to know the child and obtain knowledge about
specific conditions and needs; strength and
weaknesses of the child
Physically arrange the classroom
Communicate and work with the “team” that handles
the growth of the child

14. Conceptualization of Mainstreaming with
Shadow Teaching
GOALS:
•Academic Skills
•Social Skill Building
•Appropriate Behavior
Building
Mainstreaming Program
Regular Teacher
CSN
Regular
Children
Shadow Teacher
•Curriculum
Planning
•Instruction
•Behavior
Management
•Social Skills
Management
•Team working

15. Defining Conditions
• ASD – Autism Spectrum Disorder and autism are
both general terms for a group of complex
disorders of brain development. These disorders
are characterized, in varying degrees, by difficulties
in social interaction, verbal and nonverbal
communication and repetitive behaviors.

17. • Global developmental delay is a term used to
describe a generalized intellectual disability that is
usually characterized by lower than average
intellectual functioning along with significant limitations
in at least two other areas of development. Common
signs of global developmental delay include delayed
acquisition of milestones (e.g., sitting up, crawling,
walking), limited reasoning or conceptual abilities, poor
social skills and judgement, aggressive behavior as a
coping skill, and communication difficulties.

18. • Learning Disabilities refer to a number of disorders
which may affect the acquisition, organization, retention,
understanding or use of verbal or nonverbal information.
These disorders affect learning in individuals who
otherwise demonstrate at least average abilities essential
for thinking and/or reasoning
• Learning disabilities may interfere with the acquisition and use of
one or more of the following:
 oral language (e.g. listening, speaking, understanding);
 reading (e.g. decoding, phonetic knowledge, word recognition,
comprehension);
 written language (e.g. spelling and written expression); and
 mathematics (e.g. computation, problem solving).
 difficulties with organizational skills, social perception, social
interaction and perspective taking.

19.  A neurodevelopmental
disorder
 marked by an ongoing
pattern of inattention and/or
hyperactivity-impulsivity
that interferes with
functioning or development.
 Impairment of the executive
functions of the brain.

20. Executive function skills:
1. Self-awareness: Simply put, this is self-directed attention.
2. Inhibition: Also known as self-restraint.
3. Non-Verbal Working Memory: The ability to hold things in your mind.
Essentially, visual imagery — how well you can picture things mentally.
4. Verbal Working Memory: Self-speech, or internal speech. Most people
think of this as their “inner monologue.”
5. Emotional Self-Regulation: The ability to take the previous four
executive functions and use them to manipulate your own emotional state.
This means learning to use words, images, and your own self-awareness
to process and alter how we feel about things.
6. Self-motivation: How well you can motivate yourself to complete a task
when there is no immediate external consequence.
7. Planning and Problem Solving: Experts sometimes like to think of this
as “self-play” — how we play with information in our minds to come up with
new ways of doing something. By taking things apart and recombining
them in different ways, we’re planning solutions to our problems.

21. Social communication Disorder
 SCD encompasses problems with social interaction, social
understanding and pragmatics. Pragmatics refers to using
language in proper context.
 it’s difficult for children with SCD to learn how to use language
in socially appropriate ways.

23. Intellectual disability
(ID), also known as
general learning disability,
and mental retardation
(MR), is a generalized
neurodevelopmental
disorder characterized by
significantly impaired
intellectual and adaptive
functioning.
Intellectual functioning—
also called intelligence—
refers to general mental
capacity, such as learning,
reasoning, problem solving,
and so on.
Adaptive behavior is the
collection of conceptual,
social, and practical skills
that are learned and
performed by people in their
everyday lives.

24. Common Characteristics of Children with
Special Needs
Delay/s in
different
areas of
development.

25. Signs of sensory sensitivities in children
The outward signs of sensory sensitivities vary depending on whether your
child is oversensitive or undersensitive. Here are some examples :
 Sight: your child might like bright colours, or squint when out in sunlight.
 Touch: your child might like to feel different textures, or rub her arms and
legs against things, or not like labels on the inside of clothes.
 Taste: your child might be picky or fussy about food, and eat only food of
certain textures or colours, or he might enjoy eating strongly flavoured food
like onions and olives.
 Smell: your child might sniff everything, or complain about smells.
 Sound: your child might not be able to stand being in a noisy environment,
or cover her ears to block out loud noises, or constantly need music on.

26.  Sense of position: your child might seem to ‘throw’ himself across
people, or stand on people’s toes.
 Sense of balance: your child might have unstable balance, or be
very agile.
 Sense of movement: your child might move in a poorly planned
and uncoordinated way.
 Temperature: your child might want to wear warm clothes in
summer heat, or not feel the cold and wear shorts in winter.
 Pain: your child might ignore injuries or have a delayed response to
injury, or she might overreact to little hurts.

27. Sensory integration: A form of occupational therapy in which special exercises are
used to strengthen the patient's sense of touch (tactile), sense of balance (vestibular),
and sense of where the body and its parts are in space (proprioceptive).

28. “Meltdown”
 a physiological reaction to being overwhelmed
 Do watch for the signs
 Different from Tantrums (are about testing boundaries, a power struggle where kids try
to get something they want in a way that draws the most attention)
 Stay calm
 speak softly, and use concrete and simple verbal instructions that emphasize what
to do
How to respond:
 Do not use punishment

35. References:
 https://www.understood.org/en/learning-attention-issues/treatments-
approaches/educational-strategies/the-difference-between-accommodations-and-
modifications
 NORMALIZATION by Dr. Edilberto I. Dizon; SPED Diagnostician-Counselor, and a
retired Professor of Special Education in U.P.
 https://www.medicinenet.com/script/main/art.asp?articlekey=11219