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1. Typology of
Learners with
Special Need
Learners from Indigenous Group
Learners in Difficult Circumstances
•

2. Objectives
✦ distinguish the different types, identifications,
etiologies, causes, characteristics of learners
who have special needs;
✦ discuss the different types and levels/degrees,
etiologies, causes, and characteristics of these
learners;
✦ demonstrate understanding of the special
educational needs of learners in difficult
circumstances such as those in indigenous
group or in difficult circumstances
2

3. Learners in
Difficult
Circumstances
3

4. 4
Homeless children
Orphaned/abandoned children
Working
Children in bondage
Migrant Children
Street Children
Child Beggars
Child Sex Workers
Child Suffering from Abuse
Children with AIDS
Children in Conflict with Law

5. Learners in
Indigenous
Group
5

6. Mangyan/ Occidental
&Oriental Mindoro
6
Igorot/ Cordillera Aeta / Luzon
Moro/Mindanao
Tumandok/ Panay
Island
Lumad/ Mindanao

7. 7

8. Forms of
Intervention

9. 9
a. Teaching basic literacy-numeracy to children and adults
based on mainstream approaches, method and content.
b. Provision of adult-based trainings based on mainstream
approaches and content(basic literacy)
c. Provision of school supplies, scholarships, tutorials.
d. Provision of infrastructures, personnel, curriculum
evaluation tools, books and school calendar based on
mainstream education system(school buildings)

10. Reasons for
Education
Intervention

11. 11
a. The need to understand the system of transacting business in the
marketplace.
b. The need to read street signs, newspapers and legal documents,
and to vote and participate in activities outside their communities.
c. The need for other livelihood options because of the community’s
resource base(finding employment)
d. The need to access health services, and going to school is equated
with being educated and education means liberation from poverty.

12. Assessment,
Learning Resources
and Instructional
(INPUT)
Accommodation

13. ASSESSMENT
is a general term used
to describe the process
of collecting, analyzing,
and interpreting
information (data) for
an intended purpose.
13

14. Phases of
Assessment
14

15. Phase One: Pre-Assessment
✦ occurs at the beginning of a school year or when
starting a new unit of instruction to determine your
students’ level of knowledge or skill about the subject.
✦ may include tests or they may simply be conversations
with your students
✦ to gather initial information about your students.
✦ a diagnostic tool to help determine at what level a
particular student is functioning
✦ help you make decisions about what kinds of
instructional activities are appropriate for the students
you have in a particular class.
15

16. Pre-Assessment Techniques
✦ look at your students’ past achievements by talking
with teachers who have had them in previous years or
by reviewing students’ cumulative folders.
✦ use a pretest on the information you plan to cover in a
given unit
✦ have students self-report what they know
✦ commercially prepared instructional materials include
two forms for each test. One form of the test can be
used as a pre-assessment.
✦ observing or conversing with your students
16

17. Phase Two: Ongoing Assessment
✦ known as formative assessment or progress
monitoring
✦ designed to provide information during the
teaching and learning process and to help
you analyze, based on the data, how you are
doing as a teacher and how your students are
doing as learners.
✦ assessment cannot be a one-shot, do-or-die
experience for students. Instead, assessments
must be part of an ongoing effort to help
students learn. 17

18. Ongoing Assessment Techniques
✦ Self-Assessment
18
is to have students complete
the rating scales or checklists
you use to keep track of their
learning

19. Ongoing Assessment Techniques
✦ Curriculum-Based Assessment
19
involves periodic monitoring of your students’ daily performance in
relation to what you are teaching.
provides a measure of how your students are progressing through
the curriculum and lets you know if they are making adequate
progress
uses tests that come directly from the curriculum materials from
which you are teaching, such as timed tests of reading accuracy and
speed in passages from the reading book students use for
instruction
do not replace other types of classroom assessments since they do
not give precise measurements of all of the knowledge and skills
being learned.

20. Phase Three: Final Assessment
✦ a test or measure that you give at the end of a
unit of study, a semester, or the school year to
be certain students have learned the content.
✦ covers a broad amount of information
✦ an end-of-chapter test, a unit test, or a midterm
or final exam
✧ assigning final grades
✧ certifying student achievement
✧ serving as a basis for promotion
✦ sharing information about student progress with
parents or teachers 20

21. Ongoing Assessment Techniques
21
written tests, including teacher-made exams
end-of-chapter tests included with your textbooks,
performance assessments
such as laboratory experiments
oral reports
research reports

22. ACCOMODATION
changes that are made to
the way students are
instructed and how they
are tested
change how a student
receives instruction or
responds to assessment,
but he or she is still
expected to learn the same
objectives as other
students
MODIFICATION
changes that are made to
the actual content the
students are expected to
learn
actually changes what
students will learn
may be implications for
graduation and the type of
diploma to receive
22

23. Types of
Assessment
23

24. Observation Checklist
Anecdotal Report
Portfolio Assessment
24

25. 25

26. 26
Thanks!
Any questions?

27. 27
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-grammarian
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