Assessment,Learning Resources and

Instructional (INPUT) Accommodation

Discussants:
Maria Victoria S. Perez
Elaiza Mae C. Bayud
Rica Georcelle I. Marquez
Regine T. Pablo

MODULE OVERVIEW

Educators are increasingly responsible for delivering inclusive, high-quality instruction to diverse
learners. The Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education
Improvement Act (IDEA) emphasize the importance of integrating students with disabilities into general
education settings and assessments. Unfortunately, students with disabilities often face obstacles that
hinder their access to learning opportunities and ability to demonstrate knowledge.

ASSESSMENT,LEARNING RESOURCES AND INSTRUCTIONAL (INPUT)

ACCOMMODATION

A.TYPES OF ASSESSMENT
ASSESMENT
- Process that involves the systematic collection and interpretation of a wide variety of
information on which to base instructional/intervention decisions and, when appropriate,
classification and placement decisions. Assessment is primarily a problem-solving process
used to determine a child’s specific learning strengths and needs, and to determine whether or
not a child is eligible for special education services. It’s a process that involves collecting
information about a student for the purpose of making decisions
THREE MAIN PURPOSE
1. ASSESSMENT FOR LEARNING
- Occurs when teaching use inferences about student progress to inform their teaching
(Formative).
2. ASSESSMENT AS LEARNING
- Occurs when student reflected on and moitor their progress to inform their future learning
goals (Self- Assessment).

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3. ASSESMENT OF LEARNING
- Occurs when teachers use evidence of student learning to make judgement on student
achievements against goals and standards (Summative).

1. ASSESSMENT FOR LEARNING

(AFL)
>Formative
>To inform his/her teaching
>Occurs throughout a learning sequence
Example:
Seatwork
Q&A
Quizzes
Recorded but not GRADED

2. ASSESSMENT OF LEARNING
(AOL)
>Summative
>What the students have learned
>To certify students competence
Example:
Mastery Test
Periodical Test
Prelim/Midterm/Semi-final/Final
For GRADING Purposes

3. ASSESSMENT AS LEARNING
>Self-assessment
>Assess students own learning
>Self-Directed

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Examples:
Reflections
Insights
FOR MONITORING OF OWN LEARNING
TYPES OF ASSESSMENT
OBSERVATION CHECKLIST
- List of items that an observer will look at while watching a class. The observer, the teacher,
or both may have created this list.
- Teachers use this checklist to evaluate each student’s participation and behavior in class on an
individual basis.
ANECDOTAL REPORT
- Anecdotal records are brief notes teachers take as they observe children. The notes document
- A range of behaviors in areas such as literacy, mathematics, social studies, science, the arts,
social and emotional development, and physical development.
Example of anecdotal
- Anecdotal evidence can be in the form of a shared experience or a narrative that makes a
point.
- A neighbor’s experience with their doctor, their review of a school, or a three star online
rating of a hotel stay are all examples of anecdotal evidence.
Characteristics of anecdotal record
- Anecdotal records are accounts of something someone observes or experiences.-
- The information in the record is descriptive and qualitative in nature.
- They are often used to describe a particular behavior or how people react to specific events.
PORTFOLIO ASSESSMENT
- A portfolio assessment is a collection of student works that are associated with standards you
are required to learn. This collection of works often gathered over a long period of time to
reflect what you have been taught as well as what you have learned.
PURPOSES OF A PORTFOLIO
1. Growth Portfolios
a. To show growth or change over time
b. To help develop process skills such as self-evaluation and goal setting
c. To identify strengths and weaknesses
d. To track the development of one more products/performances
2. Showcase Portfolios

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 a. To showcase end of year/ semester accomplishments
b. To prepare a sample of best work employment of college admission.
c. To showcase student perceptions of favorite, best or most important work.
d. To communicate a student’s current aptitudes to future teachers

3. Evaluation Portfolios
a. To document achievement for grading purspose
b. To document progress towards standards
c. To prepare students appropriately

B. LEARNING RESOURCES AND INSTRUCTIONAL ACCOMMODATION

1. Special Education Programs

● Special education, also called special needs education, the education of children who differ
socially, mentally, or physically from the average to such an extent that they require
modifications of usual school practices. Special education serves children with emotional,
behavioural, or cognitive impairments or intellectual, hearing, vision, speech, or learning
disabilities, gifted children with advanced academic abilities; and children with orthopaedic
or neurological impairments.
● This Special Education Program specifically aims to enhance access and upgrade the quality
of SPED programs and services, as well as to raise the efficiency education services directed
towards all recognized SPED Centers for elementary and secondary schools with classes for
learners with special needs.
● The growth of special education in the Philippines has been given a relatively good support
all these years both by the government, non-government organizations and stakeholders in
response to the needs and challenges of the times.
● The level of awareness of both the government and the private sector in providing equal
opportunities to children with special needs have considerably increased.
● One positive development in special education is the implementation of The Philippines'
Republic Act 7277 (amended to Republic Act 9442 in 2007) that supports inclusive
education, providing rehabilitation and self-reliance opportunities for persons with
disabilities. To facilitate inclusive education, the Department of Education directs school
divisions to establish Special Education Centers across the country.
● The advent of the 21” century requires new perspectives and directions in special education
to meet the needs of the disadvantaged children against the persistent challenges and
demands of the new millennium.
● To help enhance participation rate among children with special needs, inclusive education has
become the main thrust in the education of children with special needs in the Philippines.
This is implemented through the organization of SPED Center as resource center in special
needs education.
SPED PROGRAMS IN THE PHILIPPINES

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In our efforts to further enhance inclusive education, the following initiatives are presently
considered:

● For the government to keep the quality of teachers and school administrators and supervisors
● For special education and for inclusive education it is but imperative to provide them
capability building exercises:
Among those initiated by the Special Education Division are the following:
1. Summer Training Program for Teachers of the Hearing Impaired and the Visually Impaired
2. Training Workshop for Teachers of Children with Mental Handicap
3. Scholarship Program on Organization. Administration and Supervision in Special Education
(One summer and a five-month duration with a ten-week practicum
4. Mobile Training for Trainers in SPED
5. Training Program for Teachers in the School Integration of Children with Autism
6. Competence Enhancement of SPED Personnel through National With Conferences/Congresses
presents the number of teachers handling children special needs. Majority of these teachers have
received training in special.
2. INCLUSION PROGRAM
● Inclusion is seen as a universal human right. The aim of inclusion is to embrace all people
irrespective of race, gender, disability, medical, or other need. It is about giving equal access
and opportunities and getting rid of discrimination and Intolerance (removal of barriers).
Inclusion in education refers to a model wherein students with special needs spend most or all
their time with non-special needs students.
● Inclusion education program is defined as a learning environment that promotes the full
personal, academic and professional development of all learners irrespective of race, class,
colour, gender, disability, sexual preferences, learning styles and language.
● Inclusion in special education programs is an important part of the continuum of special
education placements required by the Individuals with Disabilities Education Act. Inclusion
refers to the practice of educating children with learning disabilities and other types of
disabilities in the regular education classroom.
● The practice of including children with special needs in a general education classroom is not
new. The most common approach is called “mainstreaming.” When a child is
“mainstreamed,” the assumption is usually that either the child will be successful without
supports, or that the child will come to the classroom with supports (usually a 1:1 aide) who
will help him to keep up with the rest of the class.

TWO TYPES OF MAINSTREAMING:

● 1.Partial mainstreaming- Children who have moderate or severe forms of
disabilities are mainstreamed in regular classes in subjects like PE, Home technology,
Music and Arts.
● 2.Full mainstreaming- Children with disabilities are enrolled in regular classes in all
subjects.

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 ● The philosophy behind inclusion is distinct from mainstreaming. A truly inclusive
classroom is designed to accommodate the needs of all learners, by providing
“differentiated” instruction. In theory, with the right training and resources, a general
education teacher can provide such a broad range of instructional approaches that all
children can successfully learn in her classroom. Depending on the situation, grade,
and other factors, the teacher might have the support of an “inclusion specialist” to
ensure that catch child receives an individualized, inclusive learning experience.
● Not surprisingly, while mainstreaming is fairly common, true inclusion is hard to
come by. In most situations (particularly after grade 3), teachers are required to train
their students to excel in specific standardized tests - making differentiated instruction
difficult to provide.

PRINCIPLES OF INCLUSIVE EDUCATION

● No discrimination with students.

● Equal educational opportunity to all.
● School adapt to the need of the student.
● Equal educational benefits for all students.
● Individual differences between students are a source of richness and diversity, and not a
problem.

NEED AND IMPORTANCE

● For the development of healthy citizenship.
● For social equality.
● Self-reliant.
● Developing feeling of self-respect.
● For achieving the universalization.

3. INDIGENIZATION AND CONTEXTUALIZATION OF CURRICULUM

Contextualization refers to the educational process of relating the curriculum to a particular setting,
situation or area of application to make the competencies relevant, meaningful, and useful to all
learners.
The degree of contextualization may be described and distinguished into the following:
A. Localization refers to the process of relating learning content specified in the curriculum to
local information and materials in the learners’ community.
EXAMPLES OF LOCALIZATION
1. Examples used in lessons start with those in the locality.
2. Names, situations, setting needed to give context to test questions or problem -solving
exercises are those of the immediate community
3. Local stories are used as often as possible in making instructional materials.

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 4. Local stories are used in the language learning areas.
5. Translating a story written in another language to the language of one’s learners for use in
MTB-MLE
B. Indigenization refers to the process of enhancing curriculum competencies, education
resources, and teaching-learning processes in relation to the bio- geographical, historical, and
socio-cultural context of the learners’ community. Indigenization may also involve the enhancement
of the curriculum framework. Curriculum design, and learning standards of subject areas, guided by
the standards and principles adhered to by the national curriculum.
EXAMPLES OF LOCALIZATION AND INDIGENIZATION OF THE CURRICULUM
Curriculum design; NKCG
Localization
• Use local information and materials while maintaining the suggested structure, themes and
activities in the NKCG
Indigenization

● Enhancing the themes and activities of the NKCG by modifying, reorganizing, or

highlighting certain aspects in relation to the community context
Competency; visualize the ration of two given numbers (M5NS-IIh-22)
Localization

● Use easily observable examples of ratio in the community

Indigenization

● Community activities or cultural practices that inherently use the concept of racurr

4. ALS, OSY, Disadvantaged Children, Adult Learner

ALTERNATIVE LEARNING SYSTEM(ALS)

- ALS, or the Alternative Learning System, is a free program in the Philippines that provides a
parallel education system to the formal school system.

OUT-OF-SCHOOL YOUTH (OSY)

- OSY are individuals who are not currently enrolled in school and do not have a high school
diploma or General Educational Development (GED) certificate.

REASONS FOR OYS:

Poverty.

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 Family obligations.

Lack of access to schools.

Disadvantaged Children

- Disadvantaged Children come from low-income families or marginalized communities, often

facing barriers such as malnutrition, limited access to healthcare, or family instability.

What can we do?

- Treat Students Equally.

- Make sure students are signed up to get free meals.
- Share your story.

Adult Learners

- Adult learners are individuals aged 18 and above who may have missed out on formal education
or are returning to education to improve their skills or qualifications.

5.MADRASAH ALIVE

Madrasah
- Is an Arabic term for school.
- In English the word normally specifically means an Islamic institution and functions as a
privately-owned school where a religious teacher instills pupils with basic tenets of Islam.
ALIVE
- Arabic Language and Islamic Values Education is a program implemented in public schools
which aims to provide additional subjects on Arabic Language and Islamic Values Education
curriculum.
MADRASAH EDUCATION
- Comprehensive program in private and public school that aims to provide appropriate and
relevant educational opportunities within the context of Muslims
cultures,customs,traditions,and interest to the Integration of Arabic Language and Islamic
Values Education ot Alive in basic education curriculum.
- Pursuant to the 1987 Philippine Constitution and Republic Act No. 10533,Otherwise known
as The Enhanced Basic Education Act of 2013,The Department of Education issues the
enclosed Policy Guidelines on madrasah education in the K to 12 Basic Education.

THE MAIN SUBJECTS OF THE MUSLIM EDUCATION

● The Qur’an (It is the holy book)
- Is the central religious text of Islam.
● Hadith ( the collected traditions of the Prophet Muhammad)
- It based on his sayings and actions.
● Fiqh ( In Arbic it means “understanding”)
- Muslim jurisprudence - science of ascertaining the SharT ah.

THE THREE GENERAL DESCRIPTIVE TYPES OF MADRASAH IN THE PHILIPPINES:

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 1. TRADITIONAL OR WEEKEND MADRASAH
- It is an instruction that basically religious
- Considered as non-formal education due to charateristics
1. Classes are held on Saturdays and Sundays.
2. It does not have a formal curriculum.
3. It’s non-graded and may have multi-age groupings.
2. DEVELOPMENTAL OR FORMAL MADRASAH
- Offers hierarchically structured education and sequential learning.
- It generally attuned with the formal education.
- It is operated like a regular school where the students go to Madrasah Edadi
(Pre-School) to Madrasah Sanawi (High School).
- STANDARD PRIVATE MADRASAH
- Has been harmonized,upgraded and modified to become a component of the
Philippines Education system through the issuance of DepEd order no.51 s 2004;
prescribing the standard curriculum for elementary, public schools and private
Modaris.

6. SPECIAL INTEREST PROGRAMS

A special interest school or program has activities that:

● Are a key focus in the school and meet an identified need
● Are sustainable by the school over an extended period of time.
● Provide students extra learning opportunities (that aren’t usually available in schools).

Special Interest program includes:

● Special Program in Journalism (SPJ)
● Special Program in the Arts (SPA)
● Special Program in Foreign Language (SPFL)
● Special Program in Sports (SPS)
● Special Science Program (SSP)
● Special Science Elementary School (SSES)
● Science,Technology and Engineering (STE)
● Special Education Program (SPED)
● Alternative Delivery Modes (ADM)

7.QUALITY DIFFERENTIATED INSTRUCTIONS

- It is teaching the same material to all students using the variety of instructional strategies or it
may require the teacher to deliver lessons at varying difficulty based on the ability of each
student.
- It is a method of teaching that considers the requirement and learning styles of each student
before creating a lesson plan.
- A good differentiated teaching program mean high quality that meet student’s need within
their learning development.

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Differentiated Instruction in four waysAccording to Tomlinson:
Content
● What knowledge and skills students need to acquire?
THE KNOWLEDGE, UNDERSTANDING, AND SKILLS (KUD) THAT STUDENTS MUST
STUDY ARE REFERRED TO AS CONTENT (TOMLINSON & IMBEAU.2010). ITS VITAL TO
NOTE THAT IN A DIFFERENTIATED CLASSROOM.THESE LEARNING GOALS SHOULD
ALMOST ALWAYS BE THE SAME FOR ALL STUDENTS.
Ex. Use content based on student’s interest,age,academic readiness and language proficiency

Process
● How students acquire information
PROCESS ACCORDING TO TOMLINSON AND IMBEAU (2010), IS HOW STUDENTS
COME TO GRASP AND MAKE MEANING OF THE INFORMATION* (P. I5). THEY
COMPREHEND GENERATING SENSE-MAKING EXERCISES THAT HELP
STUDENTS OWN THE SUBJECT BY HELPING THEM TO SEE HOW IT MAKES
SENSE, AND GRASP HOW IT IS VALUABLE BEYOND THE CLASSROOM' BY
DIVERSIFYING THE PROCESS
Ex. (textbooks for visual and word learners)(audio materials for auditory learners)(Interactive
activity for others)

Product
● How students demonstrate learning
STUDENTS "SHOW WHAT THEY HAVE COME TO KNOW, UNDERSTAND, AND BE
ABLE TO PERFORM OVER A LENGTHY TIME OF STUDY THROUGH PRODUCTS
(TOMLINSON < IMBEAU, 2010, P. 15). -A SYNONYM FOR A PRODUCT IS AN
AUTHENTIC EVALUATION,* ACCORDING TO CAROL ANN TOMLINSON, WHICH
PROVIDES INSTRUCTORS WITH FERTILE GROUND FOR DIFFERENTIATION.
Ex. Activities and Assessment (let them write speak,create,research and explore more).

Learning Environment
● Where and with whom students learn
CHANGING THE LEARNING ENVIRONMENT TO FIT THE EMOTIONAL NEEDS OF
STUDENTS IS REFERRED TO AS DIFFERENTIATING STUDENT AFFECT.
ACCORDING TO TOMLINSON, WHILE ORGANIZING FEATURES OF EDUCATION
SUCH AS RESPECTFUL ACTIVITIES AND FLEXIBLE GROUPING. IT'S IMPORTANT
TO ADDRESS KIDS EMOTIONAL REQUIREMENTS SOME KIDS CANT SIT STILL
FOR LONG PERIODS OF TIME. SO WE GIVE THEM ADDITIONAL OPPORTUNITIES
TO WALK ABOUT THE ROOM.*
Ex. Room arrangement,Inclusivity,Students Interaction

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Teachers differentiate According to 3 things
1. Students Readiness
- The purpose of readiness differentiation is to make work a bit too tough for children at a
certain stage of development,and then to offer the assistance they need to achieve at
the new level of effort
2. Students Interest
- The purpose of interest deferentiation is to help students relate new
knowledge,understanding,and abilities to things they already like,find fascinating,relevant
and worthwhile.
3. Students Learning Profile
- The purpose of leaming profile diferentiation is to educate in the ways that students
learn best-and to expand their learning options.

8.HOMESCHOOL/DISTANCE LEARNING
- Distance Learning is a way of educating students online.
- Lectures and Learning Materials are sent over the internet.
- Students work from home,not in a classroom.

Two Main Categories:

1. Synchronous
- Synchronous means “at the same time,” and it refers to a real-time delivery style of
instruction.This is accomplished by the use of technology , such as Teleconferencing.
Synchronous Learning is less adaptable that other remote learning methods.
2. Asynchronous
- Weekly deadlines are assigned to students in groups.They are allowed to work at their
own pace. There are greater options for student involvement with assynchronous
remote learning.Students can connect with course content outside of planned meetings
or classes by participating in online discussion,quizzes,or video comments on their
own time.

TYPES OF DISTANCE LEARNING

1. Video Conferencing
- Meeting people using video that connects to internet
2. Hybrid Distance Education
- Combination Synchronous and Assynchronous methods.
3. Open Schedule Online Courses
- Students are given deadlines and work their own pace.
4. Fixed-Time Online Courses
- They must complete pre-schedules classroom activities at a specific pace.

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BENEFITS OF DISTANCE LEARNING
● Self-inspiration
● Flexibility to choose
● Adaptability and Freedom
● Easy Access
● Earning while learning
● Money and time savings
● Virtual trips

REFERENCES

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