SPED Unit 3 Module 9 True 1st Sem 23 24

NAME: Hanna Mae Dacles
COURSE AND YEAR: BSED-ENGLISH 3
Course : Foundations of Special and Inclusive

EducationUnit4. : Holistic Approaches and Learners with Disabilities
Module9 : Inclusive Education, Inclusive Teaching Strategies, Different Types

of Learning, Individualized Education Program and Inclusive Curriculum, Assessment of students
with special needs
Activity1.(IndividualWork).Fill-in the template on the different skills that are needed for a teacher
ininclusive education. Identify what categories should the statement belong.
Classroom Instruction Resources Character
Management
 Have a well- manage classroom

 Provide students with maximum opportunity to learn
 Maintain an academic focus
 Have high expectations of what students can achieve.
 Adopt a style that is business-like and work-oriented
 Show enthusiasm
 Use strategies to keep students on task,motivate and productive.
 Present new material in a step by step manner.
 Employ direct and explicit instructional procedures.
 Use clear instructions and explanations.
 Demonstrate appropriate task-approach strategies.
 Monitor closely what students are doing.
 Adjust instructions to individual needs, re-teach when necessary.
 Use a variety of resources.
 Spend a significant amount of time in interactive, whole class teaching.
 Use assistive technology-video viewing.
 Do scaffolded instruction.
 Do collaborative teaching
Activity 2.Match column A with column B. Distinguish what Types of Learning are the following
situations. Write the word/s of your answer.
A. B.
Questions:
What do you think is the best placement for Carl?
1
If he stays in his current Distinguishing
school, colors
what support or he
does shapes A. Rule
need to meet academic learning
expectations?
Should he be pulled out of the school and study in a special school?
2 Difficulties in learning mathematical B. Conceptual
formulas Learning
3 Recognizing people, places or dates C. Discrimination
learning
4 Difficulty in remembering new ideas or D. Problem solving and
models critical thinking
5 Hardly remembers sequences or E. Factual Learning
steps.
6 Determines solutions to a problem F. Procedural Learning
Activity 3. Read the case study of Carl, a Grade 3 student. Answer the questions after the
activity.
Ms. Reyes, a3rd Grade teacher, has been baffled by one of her students, Carl. She has observed that
Carl is very creative. He loves to draw and is quite good at it. He is fluent and convers antin English
and can create such imaginative stories. She noted, however, that unlike his peers who can already
read short stories for Grade 3 and write paragraphs well, Carl is still struggling at the word level.
Although he can create his own stories through oral recitation, he can’t seem to write them down
without having spelling errors. He gets very frustrated in such tasks that when he needs to answer
essay questions inatest, he just scribbles a word or two and stops trying altogether.
Ms. Reyes, together with the other subject teachers and Guidance Counselor, discussed Carl’s
behavior and performance interms of his strengths, needs, and strategies that have worked in
thepast.They have noted that giving him a list of high-frequency words and sight words has been
helpful. They suggested to pair him up with a classmate, who is an able reader to help him during
writing tasks.They had a meeting with the parents and informed them that he will be given
supplementary reading and writing practice worksheets to be answered at home to build automaticity
in reading. And finally, he was recommended to join an after school English remedial class to address
his reading and spelling difficulties.
Despite the instructional support and after-school remedial class, Carl continued to
display difficulties in reading, spelling, oral reading fluency, and written expression. Because such
difficulties persisted, Ms. Reyes and the team decided to refer him to a developmental pediatrician
and a school psychologist to conduct a psychoeducational evaluation to determine the underlying
reasons for Carl’s literacy difficulties.
The school psychologist used a battery of test: intelligence and achievement test in
reading ,spelling, written expression, and math. He also interviewed Carl, his parents, and his teachers
to know about his interests, strengths, and views about himself, and gatherer some of Carl’s school
work.The school psychologist then analyzed the results and eventually diagnosed him with a specific
learning disability or dyslexia.
Carl’s current grade level: Grade 3
Based on this clinical IQ Average to High Average
diagnosis, instructional Reading Level Beginning Grade 1
decisions were made to Spelling Beginning Grade 1
determine the appropriate Written Expression Below Average
placement for Carl. Reading Comprehension Beginning Grade1
Listening Comprehension Grade 4
Math Average
As a future general education teacher, why there is a need for you to develop certain skills in teaching?
Upon knowing that there are different types of learning, how does it help you as future educator?
Is there a possibility for you to have a student with special need? How will you handle it?
Assessment
Answer the following questions:
Explain what is task analysis.
Explain how the four stages of learning will take place? Give examples in each stage.
What is Individualized Plan? When shall it be implemented?
What is Least Restrictive Environment? How shall it be implemented?
Analysis
 Make an IEP of your imaginary student who is deaf and mute or suffering from Down
syndrome or autism.
o Use the template below (Write as many are as as you want)
Sample of Individualized Education Program

Division:
District:
School Name:
NameofStudent: Date:
Birthday: Gender:
HomeAddress:
School: Teacher:
Assessment:
Individualized Education Plan
Areas Goal Objectives TimeF Persons Remarks
rame involved
1.Self Walks In 5 months Maria will 5 Teacher Fading of
Help independently be able to walk from months Parents prompts and
the gate to the Guard cues as
classroom using cane independence
with less assistance increases
2.
3.
4.
5.
Any other action to be taken
Next Review Date:

Members of PlanningTeam:
Parents signature School Administrator signature:
Class teacher signature Special education teacher signature

SPED Unit 3 Module 9 True 1st Sem 23 24

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SPED Unit 3 Module 9 True 1st Sem 23 24

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NAME: Hanna Mae Dacles

COURSE AND YEAR: BSED-ENGLISH 3

Course : Foundations of Special and Inclusive

Module9 : Inclusive Education, Inclusive Teaching Strategies, Different Types

 Have a well- manage classroom

Sample of Individualized Education Program

Any other action to be taken

Next Review Date:

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