File 3

Krismarie M.
Daguplo
BTVTED-GFDT 3
EDUC 4 EF1
Activity 4.3:
Anticipation Guide
After reading the chapter, reread the following statements and indicate your answers (either True or
False) under the After Reading column. Were your answers right the first time?
Statements Before Reading After Reading

1. A child suspected to have a True False
disability should immediately
be referred for special
education testing.
2. Norm-referenced tests True False
provide better information for
instructional planning than
criterion- referenced tests.
3. The least restrictive setting True True
should be considered as
placement for children with
disabilities.
4. When providing True False
accommodations, teachers
change the curriculum
standards and content to
provide a leveled playing field
for children with disabilities.
5. Programs for children with True True
disabilities become more
effective and successful when
children and families are
involved.
Review
Let us go back to the beginning of the chapter and check if you are able to meet the objectives. This
time, on your own, answer the following questions by using what you have learned from the
chapter. When you are ready, discuss your answers with a partner.
1. What are the different processes as well as strategies used in the pre-referral system in an
inclusive school?
The pre-referral process is a critical component of inclusive education, as it helps to identify and
support students with diverse needs before formal special education services are pursued. By using
a range of interventions, collaboration, and ongoing assessment, the pre-referral system ensures
that all students have an opportunity to succeed within the general education setting. The strategies
involved are designed to be flexible and responsive, emphasizing early intervention and a strengths-
based approach to addressing challenges.
2. What are the different assessment methods and tools used to identify the strengths, abilities,
needs, and placement of children with disabilities?
A comprehensive evaluation for children with disabilities involves multiple assessment methods and
tools. Each tool provides specific information about different aspects of the child's abilities,
challenges, and needs. The combination of standardized tests, observational assessments,
developmental screenings, behavioral checklists, and specialized assessments ensures that the
evaluation process is thorough and accurate. Ultimately, the goal is to use this information to
develop an individualized educational plan (IEP) that meets the child’s specific needs, promotes their
strengths, and fosters their academic and social development in an inclusive environment.
3. How are accommodations different from modifications?

Accommodations and modifications are both strategies used to support students with disabilities,
but they are different in their purpose and how they alter the learning experience. Accommodations
are changes in the way instruction is delivered or how students demonstrate their knowledge. They
do not alter the academic standards or content of the lesson. Instead, accommodations provide
students with equal access to learning by removing barriers and ensuring they can participate in the
same activities and assessments as their peers, on the other hand, modifications involve changes to
the academic content or learning expectations themselves. Modifications may alter what a student is
expected to learn, how they are assessed, or the way a lesson is taught. The goal of modifications is
to make the learning experience more accessible by adjusting the level of difficulty or the nature of
the tasks to fit the student’s needs.
4. Why should parents of children with disabilities be involved in the process of planning and
decision making?
Parent involvement in the planning and decision-making process is not just beneficial—it is essential
for the success of children with disabilities. Parents bring invaluable knowledge, advocacy, and
support that help create an educational experience that is tailored to the unique needs of their child.
Active collaboration between parents, educators, and other professionals ensures that children
receive the services, interventions, and supports they need to thrive academically, socially, and
emotionally.
Reflect
Schools that abide by highly traditional views of teaching and learning often view accommodations,
such as time extension in tests and exams or providing an alternative output to supplement a
lengthy written report, as being "unfair" to typically developing children. It is argued that
expectations and provision of whatever support should be the same for all children. Knowing the
different components as well as views on inclusive education, do you agree? Explain your answer.
The view that accommodations, such as extended time on tests or alternative forms of output, are
"unfair" to typically developing children stems from a narrow understanding of fairness, which often
equates it with treating everyone the same. However, true fairness in education is about equity, not
equality—ensuring that all students, regardless of their abilities, have access to the same
opportunities to succeed. Inclusive education emphasizes removing barriers to learning and
providing tailored support for students with disabilities, such as time extensions or alternative
assessments, to help them demonstrate their knowledge and skills on equal footing with their peers.
These accommodations do not lower academic standards but rather allow students to meet the
same expectations in a way that accounts for their individual challenges, such as processing delays
or physical limitations. Denying accommodations can result in a system where students with
disabilities are unfairly disadvantaged, and the principle of Universal Design for Learning supports
this by advocating for flexible, inclusive teaching methods that meet the diverse needs of all
learners. Ultimately, providing accommodations is not about giving students with disabilities an
advantage but about leveling the playing field to ensure all students have a fair chance to succeed
and demonstrate their true potential.
Practice
1. Which of the following statements is false about the pre-referral process in inclusive and special
education?
a. The pre-referral process begins with observation of the child.
b. The final step in the pre-referral process is the diagnosis of a child's disability.
C. Looking into the child's academic history is a step in the pre-referral process.
d. Changing the classroom environment is an example of a pre-referral strategy.
2. Which type of assessment tool compares a child's performance based on established standards
and competencies and can be used to describe student performance?
a. Norm-referenced tests
b. Portfolio assessments
C. Informal assessments
d. Criterion-referenced tests
3. How will an educational team determine the best placement for a child with disabilities? Create a
flowchart or a mind map to show the different aspects to be considered for a child's proper
placement.
4. Five-year-old Renee has been observed by her teachers to show restlessness and hyperactivity
during whole-class activities, but she enjoys singing, dancing, and listening to stories about animals
and unicorns. What steps in the pre-referral process will you suggest to the team to find ways to
help Renee?
To support Renee, a five-year-old showing restlessness and hyperactivity during whole-class

activities but enjoying singing, dancing, and animal stories, the pre-referral process should begin
with careful observation to document when and why her behaviors occur. Teachers and parents
should share information about her behavior at home and in other settings to understand the
context. Reviewing her academic history and developmental milestones will help identify if her
behavior is developmentally typical or if further concerns arise. The team should then implement
classroom strategies, such as incorporating movement breaks, allowing Renee to engage in activities
that align with her interests and modifying her seating arrangement to reduce distractions. Her
response to these strategies should be monitored and recorded over time to assess their
effectiveness.

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Krismarie M.

Statements Before Reading After Reading

3. How are accommodations different from modifications?

a. The pre-referral process begins with observation of the child.

d. Changing the classroom environment is an example of a pre-referral strategy.

To support Renee, a five-year-old showing restlessness and hyperactivity during whole-class

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