The document discusses inclusion and supporting children with special needs in the classroom. It defines inclusion as educating all children together regardless of differences and adapting the system to meet all learners' needs. It outlines policies that promote inclusive education and describes children with special needs, noting they may have disabilities, health issues, or developmental delays requiring additional support. The document also discusses language and social communication challenges these children may face and strategies teachers can use to create a more inclusive classroom environment and help children with special needs succeed.

2. INCLUSION
• ‘education for all’ - include everybody,
celebrate differences, support learning,
and respond to individual needs
-UNESCO Salamanca Statement and Framework for Action (1994)
• An approach that looks into how to
transform the system to meet the needs
of the diversity of learners.

3. Why
Quality
Education is
an
investment
All children
and youth
shall have
access to
quality
education
The right to
education is a basic
human right
Inclusion

4. • The 1987 Philippine
Constitution
• P.D. 603 - The Child and
Youth Welfare Code
• RA. 7610 – Special
Protection of Children
against Child Abuse,
Exploitation and
Discrimination Act
• R.A. 7277- The Magna
Carta for Disabled Persons
amended by R.A 9442
• Policies and Guidelines in
Special Education
 UN Conventions on the
Rights of the Child (1989)
 World Declaration on
Education for All (1990)
 UNESCO Salamanca
Statement and Framework
for Action (1994)
Policies that
support
INCLUSIVE
EDUCATION

5. who
Children with special needs are
children with a variety of different
disabilities, health and mental
conditions that require special
intervention, services or support.

6. who
CHILDREN WITH SPECIAL NEEDS
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language
impairment
• Traumatic brain injury
• Visual impairment,
including blindness
• Autism
• Deaf-blindness
• Deafness
• Developmental delay
• Emotional disturbance
• Hearing impairment
• Intellectual disability
Inclusion

7. Language Characteristics and
Social Communication
Challenges of CSN

8. PICTURE 1

9. Vocabulary Deficits
• May see a word but not
be able to understand
its meaning
• Vocabulary develops more slowly in children
who have hearing loss. The gap between the
vocabulary of children with normal hearing
and those with hearing loss widens with age

10. • Appear to have a good vocabulary and a
sophisticated command of the language
system based on their verbal utterances. In
some instances sophisticated language may
reflect repetition of bits of dialogue heard on
television or in the conversation of others
•Echolalia

11. PICTURE 2

12. Improperuse of wordsand their meanings
• Appear to have difficulty recognizing in
contextual or text situations that certain
vocabulary words may have alternative
meanings.
• Appear to have difficulty with figurative
language such as idioms, metaphors,
similes, and irony.
• Word substitutions may occur
frequently in reading and writing

13. PICTURE 3

14. Asksquestions and/orresponds inappropriately
• Appear to respond to suggestions, directions,
or information in a very literal manner.
• Appear to have difficulty with WH question
forms such Who, What, Where, When, Why,
How and others.
• May also closely watch their
peers to emulate behavior and
body language (echopraxia)

15. • Appear to have some
difficulty grasping the
main idea, drawing
conclusions and making
other inferences from
conversation, text,
TV programs, and movies.
• Appear to have difficulty understanding humor
in television programs, movies, cartoons
(animated and static), and everyday
interactions.

16. PICTURE 4

17. Inappropriateuse of grammar
when talking or writing
• May have problems understanding
rules and patterns for sentence
formation
• Grammar follows different syntax and
order
• May exhibit common errors like
substitution, omission, insertion,
inversion, transpositions

18. PICTURE 5

19. • Appear to understand basic sentence
structure but may have more difficulty with
more complex sentences that contain
embedded and subordinate clauses.
• May primarily attend to key words rather than
to the message conveyed by the grammar;
may also have difficulty understanding the
grammar and thus resort to the key word
strategy.
Difficulty comprehending long/
complex sentences

20. PICTURE 6

21. Has difficulty breakingwordsinto
sounds and syllable
• Poor spelling skills
• Has problems understanding rules
and patterns for word
formation

22. Communication is a social act. Communication
within a social situation can be more challenging
than just understanding the words of others.

23. • Have difficulty seeing another person’s
perspective; tendency to interpret from own
point of view.
• Speak too loudly or too fast unless taught
about the needs of his or her communication
partner.
• Have difficulty staying on topic;
• Deliver monologues, lectures, or lessons
about a favorite topic rather than
allow/participate in reciprocal
involvement with a
communication partner.

24. • Have difficulty attending to an auditory
message if stressed, agitated, or highly
stimulated.
• Have difficulty understanding the significance
of another’s role and the need to adjust topic,
the vocabulary, grammar, and tone of
conversation accordingly.
• Make statements that are factually true but
socially inappropriate
• Not know strategies to initiate,
terminate, or facilitate a conversation.

25. • Utilize, on occasion, odd behavior or
communication patterns for more appropriate
verbal social communication. This might
include nonverbal means of communication
such as aggression, passivity, pacing, self
stimulation, self abusive behavior, or
echolalia.
• Be nonselective about appropriateness of
time, place, and person with whom to discuss
certain topics
• Miss nonverbal cues of others
and nuances in social situations

26. Enrich the
child’s
language
“experience”.
TEACHER’S CHALLENGE:

27. Help children
become more
rapid and
automatic in
unlocking the
meaning of
words
TEACHER’S CHALLENGE:

29. Some tips for an inclusive classroom:
1. See the learner and not the label.
2. Give opportunities for learners to present
and practice language in different ways
and in different senses.
3. Use positive classroom language.
4. Use visuals to reinforce rules and
routines.
5. Consider seating arrangements
6. Make accommodations and
adaptations to help CSN

30. • Use of picture clues
• Pre-teach new vocabulary
• Build vocabulary through Word banks, word
walls, vocabulary of the day
• Relate new vocabulary to old ones
• Use semantic maps, graphic organizers, content
enhancers (mnemonics, songs/rhymes…)
• Within word analysis
(morphemic analysis)
Practical Strategies:

31. • Use more than one way to demonstrate or
explain information
• Use colored highlighting pens to visually
emphasize key information and get attentions
and to assist in homework assignments.
• When appropriate, break information into small
steps when teaching many new tasks

32. • Provide alternative ways for the students to do
tasks, such as oral presentations or other
performance based presentations
• Cues
• Chat boards
• Texting
• Answer Boards
• Choice Boards

34. Fairness is not giving
everyone the same
thing;
It is giving each person
what they need to
succeed.