Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Rizal Rodriguez Campus College of Education

A NARRATIVE REPORT
ON
SPED CLASS OBSERVATION
UNDERTAKEN AT

(San Jose Elementary School)

Narra St. Brgy. San Jose Rodriguez, Rizal

Submitted to the Faculty of

COLLEGE OF EDUCATION
University of Rizal System - Rodriguez Campus

In Partial Fulfillment of the Requirements

for the Course
BACHELOR OF ELEMENTARY EDUCATION
In
ED 4- FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Amor, Mhikaela Grace

Asis, Cleane May
Batas, Jolie Gwen
Bisnar, Mary Jane
De Guzman, Abigael
Doroga, Annielyn

MAY 2O24
APPROVAL SHEET
__________________________________________________________________________________
 This narrative report about the significant experiences of Amor, Asis, Batas, Bisnar, De Guzman
and Doroga during their SPEd Class Observation at San Jose Elementary School, School Year 2024
was prepared and submitted in partial fulfillment of the requirements for the degree Bachelor of
Elementary Education in ED4- Foundation of Special and Inclusive Education is hereby recommended
for approval.

MICHELLE R. GARCIA
Supervising Instructor

Approved and accepted in partial fulfillment of the requirements for the subject ED4- Foundation of
Special and Inclusive Education.

DR. STEPHEN P. SOLIGUEN

College Dean

RESUME

Name: Mhikaela Grace S. Amor

Address: Zuniga Farm, Calavity St. San Jose Rodriguez, Rizal
Contact No: 09673355570
Email Address: [email protected]
__________________________________________________________________________________
Job Objectives

Seeking a challenging position in a reputed position in a reputed organization where I can learn new
skills, expand my knowledge, and leverage my learnings
__________________________________________________________________________________
Educational Attainment

College: Junior High School:

University of Rizal System Tagumpay National High Schoool
( 2022-Present ) ( 2016-2020 )

Senior High School: Elementary:

Asian Institute Computer Studies (AICS) Tagumpay Elementary School
( 2020-2022 ) ( 2010-2016 )

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills

 Communication
 Decision-making
 Positive attitude
 Hardworking
 Open mindedness
__________________________________________________________________________________
Personal Details

Age: 20
Birthdate: September 15, 2003
Birthplace: San Francisco, Dasmarinas Cavite
Gender: Female
Civil Status: SIngle
Religion: Iglesia ni Cristo
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Angel Capangpangan

Position: N/A
Affiliation: Friend
CP Number: 09291248527

Name: Esteven Dela Canete

Position: N/A
Affiliation: Friend
CP Number: 09197572706

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Mhikaela Grace S. Amor

Applicant
 RESUME

Name: Cleane May F. Asis

Address: Sitio Yagit Phase 6 Brgy. San Rafael Rodriguez, Rizal
Contact No: 09956648245
Email Address: [email protected]
__________________________________________________________________________________
Job Objectives

I want to succeed in a stimulating and challenging environment that will provide me with advancement
opportunities.
__________________________________________________________________________________
Educational Attainment

College: Junior High School:

University of Rizal System General Licerio Geronimo Memorial National
( 2022-Present ) High School (GLGMNHS)
( 2016-2020 )
Senior High School:
San Jose Litex Senior High School Elementary:
( 2020-2022 ) San Rafael Elementary School
( 2010-2016 )

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills

 Communication skills
 Public speaking
 Written communication
 Negotiation skills
 Client relationship management
__________________________________________________________________________________

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Personal Details

Age: 21
Birthdate: November 28, 2001
Birthplace: Brgy. San Rafael Rodriguez Rizal
Gender: Female
Civil Status: Single
Religion: Catholic
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Anton F. Asis

Position: Credit team leader
Affiliation: Professional memberships
CP Number: 09208247888

Name: Bryan F. Asis

Position: Call center agent
Affiliation: Professional memberships
CP Number: 09509858611

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Cleane May F. Asis

Applicant

1
 RESUME

Name: Jolie Gwen L. Batas

Address: Blk. 20 Lot 7A Brgy. San Jose Rodriguez. Rizal
Contact No: 09393963790
Email Address: [email protected]
__________________________________________________________________________________
Job Objectives

To attain a position in a specific field where my skill and enthusiasm will have application and would
provide room for my advancement and improvement at the same time.
__________________________________________________________________________________
Educational Attainment

College: Junior High School:

University of Rizal System Tagumpay National High School
( 2022-Present ) ( 2016-2020 )

Senior High School: Elementary:

Valley High Academy Ruparan Elementary School Digos City
( 2020-2022 ) ( 2010-2016

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills

 Communication skills
 Organization skills
 Teamwork
__________________________________________________________________________________

Personal Details

Age: 20

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Birthdate: August 17, 2003
Birthplace: Rodriguez, Rizal
Gender: Female
Civil Status: Single
Religion: Seventh-day Adventist
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Melissa Batas

Position: Encoder
Affiliation: One stop shop
CP Number: 09382730369

Name: Jetchie Batas

Position: Teacher 1
Affiliation: Macabud Elementary School
CP Number: 09605501290

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Jolie Gwen L. Batas

Applicant

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 RESUME

Name: Mary Jane B. Bisnar

Address: Sitio Yagit Phase 3 Brgy. San Rafael Rodriguez, Rizal
Contact No: 09274562743
Email Address: [email protected]
__________________________________________________________________________________
Job Objective
A highly organized and hardworking individual looking for a responsible position to gain practical
experience.
__________________________________________________________________________________
___
Educational Attainment

College: Junior High School:

University of Rizal System General Licerio Geronimo Memorial National
( 2022-Present ) High School (GLGMNHS)
( 2016-2020 )
Senior High School:
San Jose Litex Senior High School Elementary:
( 2020-2022 ) San Rafael Elementary School
( 2010-2016 )

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills
 Communication skills
 Public speaking
 Software skills
__________________________________________________________________________________

Personal Details

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Age: 20
Birthdate: October 30, 2003
Birthplace: Rodriguez, Rizal
Gender: Female
Civil Status: Single
Religion: Catholic
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Melanie B. Ordillos

Position: Customer service representative
Affiliation: Inspiro Relia Inc.
CP Number: 09485617126

Name: Michael Kenneth M. Ordillos

Position: Delivery rider
Affiliation: JnT Express
CP Number: 09615955117

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Mary Jane B. Bisnar

Appliicsnt

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 RESUME

Name: Abigael R. De Guzman

Address: Brgy. Mascap Proper 03 Rodriguez, Rizal
Contact No: 09813075921
Email Address: [email protected]
__________________________________________________________________________________
Job Objectives

Seeking a challenging position in the field of marketing, where I can improve my creativity skills in
marketing strategies. And also I’m seeking to improve my communication skills and seeking a teaching
position where I can utilize my passion for education to empower students to reach their full potential.
__________________________________________________________________________________
Educational Attainment

College: Junior High School:

University of Rizal System Mascap National High School
( 2022-Present ) ( 2016-2020 )

Senior High School: Elementary:

San Isidro Senior High School Mascap Elementary School
( 2020-2022 ) ( 2010-2016 )

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills

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  Creative
 Problem-solving skills
 Verbal communication abilities
 Leadership qualities
__________________________________________________________________________________
Personal Details

Age: 19
Birthdate: June 4, 2004
Birthplace: Sto. Marikina City
Gender: Female
Civil Status: Single
Religion: Born Again
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Kenneth Gerald M. Guerzo

Position: High school faculty
Affiliation: Professional memberships
CP Number: 09851227180

Name: Mina Lenel

Position: Store crew
Affiliation: Professional memberships
CP Number: 09641991175

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Abigael R. De Guzman
Applicant

RESUME

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Name: Annielyn D. Doroga
Address: Sitio Yagit Phase 3 Brgy. San Rafael Rodriguez, Rizal
Contact No: 09776828849
Email Address: [email protected]
__________________________________________________________________________________
Job Objectives

To make use my interpersonal skills to achieve goals of a company that focuses on customer
satisfaction and customer experience.
__________________________________________________________________________________
Educational Attainment

College: Junior High School:

University of Rizal System San Jose National High School
( 2022-Present ) ( 2016-2020 )

Senior High School: Elementary:

San Jose Litex Senior High School San Rafael Elementary School
( 2020-2022 ) ( 2010-2016 )

__________________________________________________________________________________
Seminars Attended

__________________________________________________________________________________
Special Skills

 Accept correction cheerfully and is eager to learn

 Communication skills
 Leadership
 Hardworking
 Willing to work in a highly dynamic environment
__________________________________________________________________________________
Personal Details

Age: 20
Birthdate: August 4. 2003

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Birthplace: Brgy. San Rafael Rodriguez Rizal
Gender: Female
Civil Status: Single
Religion: Born Again
Nationality: Filipino
__________________________________________________________________________________
Character References

Name: Annie Lupos

Position: Cosmetology
Affiliation: Manicurist
CP Number: 09641684569

Name: Ara Mae Lupos

Position: Inventory Staff
Affiliation: Monitoring Stock
CP Number: 09197466696

I hereby certify that the above information is true and correct to the best of my knowledge and ability.

Annielyn D. Doroga
Applicant

1
 TABLE OF CONTENTS

TITLE PAGE PAGE

Approval Sheet……………………………………………………………………………………………………i
Resume…………………………………………………………………………………………………………….ii
URS Background…………………………………………………………………………………………………1
COE Vision……………………………………………………………………………………………..1
COE Mission……………………………………………………………………………………………1
Core Values…………………………………………………………………………………………….1
Program Goals……………………………………………………………………………………………………2
Acknowledgement……………………………………………………………………………………………….3
Dedication…………………………………………………………………………………………………………4
Summary of SPED Class Observation……………………………………………………………………….5
Prayer of the Student Teacher…………………………………………………………………………………5
Creed of the Student Teacher………………………………………………………………………………….5
Personal Education Philosophy……………………………………………………………………………….6
Introduction……………………………………………………………………………………………………….6
Objectives…………………………………………………………………………………………………………6
Cooperating School……………………………………………………………………………………………..7
Brief History…………………………………………………………………………………………….7
Organizational Structure………………………………………………………………………………7
Locale/ Setting ………………………………………………………………………………………...7
Forms……………………………………………………………………………………………………8
Observations in the School………………………………………………………………………….44
Related SPED Activities……………………………………………………………………………..44
Narration of Observation Experiences………………………………………………………………..........44
The IEP………………………………………………………………………………………………..45
The Multifaceted Assessment………………………………………………………………………48
Checklist Utilized……………………………………………………………………………………..49
Challenges…………………………………………………………………………………………….52
Opportunities………………………………………………………………………………………….52
Recommendations……………………………………………………………………………………52
Professional Readings………………………………………………………………………………………...53
Appendices………………………………………………………………………………………………………53
Documentations………………………………………………………………………………………53

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Me and my CT………………………………………………………………………………………..56
Classroom Setting……………………………………………………………………………………56
My Learners’ Output…………………………………………………………………………………56
My Attendance………………………………………………………………………………………..57
Acrual Forms Used…………………………………………………………………………………..58
Actual Output Used…………………………………………………………………………………..58

1
 URS BACKGROUND

The University of Rizal System (URS) as an organized academic entity composed of separate but
interrelated units coordinates and integrates system-wide functions and activities. It has the prime
mandate of providing instruction, research, extension and production to the public.

With the Board of Regents as the highest governing board, the University is also led by its president,
Dr. Nancy Talavera Pascual. With her, are three vice-presidents – Dr. Renato F. De Lemon, Vice-
president for Administration and Finance; Dr. Allan E. Conde, Vice-president for Academic Affairs; and,
Dr. Marites M. Rio, Vice-president for Research Development, Extension and Production. The
University is also managed by campus directors, unit heads, deans and program heads.

The President is the chief executive officer, university leader and spokesperson. She performs her
administrative and leadership work and participates in related activities such as instruction, extension,
production and research overseeing all university operations, including programs and policy directions.

The BEEd program is composed of New General Education Courses, Professional Education Courses,
Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE
and NSTP).

Higher Education Institutions offering the BEEd program may exercise flexibility in their curricular
offering. However, the following courses are prescribed as minimum requirements to be implemented.

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 COE VISION

We dream of Filipinos who passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building the nation. As a learner-
centered public institution, the Department of Education continuously improves itself to better serve its
stakeholders.

COE MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment Teachers facilitate learning and constantly nurture every learner Administrators and staff,
as stewards of the institution, ensure an enabling and supportive environment for effective learning to
happen Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

CORE VALUES

A closer look at being an organization that embodies our DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

PROGRAM GOALS

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This course is designed to equip the pre-service teachers with knowledge and understanding of the
different philosophies, theories, legal bases, and policies of special needs and inclusive education. It
includes the study of typical and atypical development of children, learning characteristics of students
with special educational needs (gifted and talented learners, learners with difficulty seeing, learners
with difficulty hearing, learners with difficulty communicating, learners with difficulty walking/moving,
learners with difficulty remembering and focusing, learners with difficulty with self-care) and those in
difficult circumstances. Pre-service teachers will be provided with skills in the selection of a variety of
differentiated strategies in teaching, assessing, and managing students with special educational needs
in a regular class. They will also be provided with knowledge of policies, guidelines, and procedures
that provide safe and secure learning environments, and teaching strategies that are inclusive of
learners from indigenous groups.

Based on Article 356 and 259 of Commonwealth Act No. 3203 (1935), the right of every child to live
in an atmosphere conducive to his physical moral and intellectual development and the concomitant
duty of the government to promote the full growth of the faculties of every child.

The Presidential Decree No. 603 Child and Youth Welfare CodeArticle 3, emotionally disturbed or
socially maladjusted child shall be treated with sympathy and understanding and shall be given the
education and care rewuired by his particular condition equallyimportant

And the Republic Act No. 5250 (1968), an act establishing a ten-year teacher training program for
teachers of special and exceptional children.PROVIDES FORMAL TRAINING PROGRAM OF
TEACHER FOR:DeafHard of hearingSpeech handicappedSocially and emotionally
disturbedMentally and mentally gifted children

ACKNOWLEDGEMENT

3
 We wish to express our heartfelt gratitude to all those who have contributed to the successful
completion of this Special Education (SPED) narrative report. Their guidance, support, and
encouragement have been invaluable throughout this journey.

First and foremost, we extend our sincere thanks to Mr. Melchor G. Reyes, Principal of San Jose
Elementary School, and the SPED faculty teachers: Ms. Rhea Isabel R. Belarga, Ms. Nelia D. Torio,
Ms. Julie Vine L. Sueno, Ms. Abigail F. Garcia, and Ms. Christlynjoy B. Mariño. Their unwavering
support and expert guidance were instrumental in shaping this report and enhancing our understanding
of SPED concepts. We also acknowledge the contributions of the SPED faculty and staff at San Jose
Elementary School for their dedication to special education, which has inspired us and provided a rich
learning environment.

Furthermore, we are grateful to our colleagues and classmates for their collaborative spirit and
meaningful discussions that enriched our perspective on SPED practices and interventions. Special
thanks go to San Jose Elementary School/SPED for providing the resources and facilities necessary for
conducting research and gathering data for this report. Your commitment to inclusive education is
commendable.

Lastly, we would like to express our appreciation to our professor, Prof. Michelle Garcia, for her
unwavering support, understanding, and encouragement throughout this endeavor. This report would
not have been possible without the collective efforts and contributions of these individuals and
institutions. Thank you for believing in the importance of Special Education and for your continuous
support.

DEDICATION

4
 This narrative report is dedicated to each and every individual who has played a part in shaping
our educational journey and enriching our lives with their knowledge, kindness, and unwavering
support. Together, we continue to strive towards creating inclusive, empowering, and nurturing
environments for all learners.

To our esteemed cooperative teachers, Teacher Rhea, Teacher Nel, Teacher Julie, Teacher
Aby, Teacher Joy whose wisdom, guidance, and unwavering dedication have illuminated our path in
the realm of education. Your mentorship has been invaluable, shaping our understanding and nurturing
our growth as future educators.

Special thanks to Dr. Melchor G. Reyes, Principal of San Jose Elementary School, for his
support and facilitation of this observation program. Additionally, heartfelt gratitude to Dr. Florante
Mercado, Dr. Stephen Soliguen, and Prof. May Cortez for their pivotal roles in overseeing the
program.

To our respected professor, Prof. Michelle Garcia whose expertise, passion, and
encouragement have inspired us throughout this journey. Your commitment to excellence and
innovative teaching methods have empowered us to explore new horizons in the field of special
education.

To our classmates and groupmates, whose collaboration, camaraderie, and shared enthusiasm
have enriched our learning experience. Your diverse perspectives and collective efforts have fostered a
vibrant and dynamic learning environment.

To the exceptional SPED students, whose resilience, courage, and unique abilities have touched
our hearts and inspired us beyond measure. In the brief time we spent observing your class, you have
taught us invaluable lessons about empathy, patience, and the transformative power of education and
above all, to our Almighty God

SUMMARY OF SPEd CLASS OBSERVATION

5
During our observation of the Special Education (SPED) class, several key points were noted first is
their instructional strategies that the teachers utilized to meet the diverse needs of students with
disabilities, such as differentiated instruction, multisensory techniques, and visual aids and also their
Individualized Education Plans (IEPs). The implementation of IEPs was observed, ensuring that each
student's unique learning goals and accommodations were addressed effectively.

In classroom environment, the classroom environment was inclusive and supportive, fostering a sense
of belonging and acceptance among all students. When it comes to the student engagement students
were actively engaged in the learning process, participating in hands-on activities, discussions, and
group work and they include the supportive resources the presence of support staff, such as special
education aides or therapists, contributed to the overall success of the class by providing additional
assistance and support to students as needed. In concluding a special education class observation, it's
essential to summarize key insights gleaned from the experience. This might include observations on
the effectiveness of instructional strategies, the level of student engagement and participation, the
extent to which individualized accommodations and modifications are implemented, and any notable
strengths or areas for improvement observed within the classroom environment.

We know that SPEd students have various disabilities, but we are not focusing on where their
weaknesses are. However, in this case, we realized that studying and learning does not depend on
their status or condition; what they have is a heart that is eager to learn and can provide them with
satisfaction. When we assist them, we encounter children of various ages and personalities, and we
learn numerous lessons that we know we can apply in our own lives. study and learn as well as
communicate with other people. This type of observation was difficult because we did not know the
children we observed well, especially their behavior, but we are grateful to have many SPEd teachers
who guided us and taught us what we should do, particularly to guide SPEd students in their physical
activities, coloring, doing chores, and so on. In this way, SPEd children can still feel valued and function
in a society where their circumstances do not serve as a reason or impediment to studying, learning, or
communicating with others.

Overall, the observation highlighted the effectiveness of the instructional strategies and the supportive
environment in promoting the academic and social-emotional growth of students in the SPED class.

PRAYER OF THE STUDENT TEACHER

Our Father God, you are powerful in everything; you are the one who guides each of us; you are the one who
gives life and strength to your servants. Father, help your humble servant, especially on the day you have made.

6
 give us strength and wisdom so that we can come back together and worship you again father, please guide
those who will lead us father, our parents, and our teachers who are here in front of you, guide please be your
father so that your little children can be guided, father, you are the one who will give us wisdom and strength,
please plant it in our hearts and minds so that it can be lived and become strong, father and be strong in the trials
we will go through, we know father you will not abandon us, guide us, forgive us for our shortcomings and sins,
this is all we ask in the name of Jesus, who is the great redeemer .
Amen.

CREED OF THE STUDENT TEACHER

"I am dedicated to sharpening my observational skills to better address the diverse needs of special
children and provide tailored support for their learning."

"I believe in the power of observation as a means to understand and cater to the individual strengths
and challenges of each special child."

"I embrace the opportunity to learn from every observation, recognizing it as a valuable insight into the
progress and well-being of special children.

PERSONAL EDUCATION PHILOSOPHY

Learning is not always easy, but I view challenges as opportunities for growth. I strive to cultivate
resilience by embracing setbacks as part of the learning process. Each obstacle presents a chance to
adapt, learn, and ultimately succeed.

I. INTRODUCTION

In the Bachelor of Elementary Education (BEED) curriculum, Ed4 focuses on Special

Education (SPED) principles and practices. This course is essential for future educators to
understand and cater to the diverse learning needs of students.

7
 One key aspect of Ed4 is SPED class observation. This involves observing SPED
classrooms to gain practical insights into inclusive teaching methods and strategies tailored for
students with disabilities. SPED class observation helps aspiring teachers develop empathy,
adaptability, and effective classroom management skills.
Overall, Ed4 and SPED class observation in the BEED curriculum are vital for preparing
educators who can create inclusive learning environments and support the holistic
development of every student.

II. OBJECTIVES

 Understand the historical and legal foundations of special and inclusive foundation
 Recognize and define various disabilities and exceptionalities
 Develop observational skills to understand individual student strengths and challenges
 Reflect on personal beliefs and biases to foster a culture of empathy and inclusion in
education
 Apply knowledge gained to support the individualized learning and development of
SPED students effectively

III. COOPERATING SCHOOL

Brief History
 San Jose Elementary School have their Special Education (SPEd) classes since 2003,
serving students aged 5 and above.

Organizational Structure

8
 Dr. Melchor G. Reyes
Prinicipal of San Jose
Elementary School

Ms. Rhea Isabel R. Belarga

Head of SPEd Department

Ms. Nelia D. Torio Julie Vine L. Sueno Christylyn Joy B.

Abigail F. Garcia Marino
SPEd Teacher SPEd Teacher SPEd Teacher
SPEd Teacher

Locale/ Setting
 Our observation was held at San Jose Elementary School located at Narra St.
Barangay San Jose Rodriguez, Rizal.

Forms

9
The SPED Student Checklist is a valuable tool used in Special Education to assess the unique
needs and progress of students with diverse learning abilities. This checklist helps us to
systematically evaluate students' development across academic, behavioral, and social
domains. By providing a structured framework for documentation, the checklist assists in
designing personalized educational plans that promote inclusive learning and holistic
development for each SPED student.

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Observations in the School

43
  We encountered various students during our observation, and we were pleased to
interact with special education (SPED) students for the first time. We realized that their
disabilities don't hinder their ability to learn.
In our experience observing children with special needs, a standout memory is of a
child having a tantrum because he couldn't get what he wanted and was struggling to
enter grade 2 in a regular school.

We also felt anxious during our observation due to some children who preferred not to
be disturbed. We also witnessed a student's immaturity, which was not intentional but
simply a part of who they are. On a positive note, we experienced affection from a
student who always hugged us during our visits.

Teaching children with disabilities has shown us their genuine eagerness to learn,
which is both heartwarming and enjoyable as they strive to do their best. By closely
observing SPED students, educators can gather detailed insights, create inclusive
environments, and facilitate meaningful progress tailored to diverse needs.

Related SPEd Activities

 Cleaning their room with SPEd students

 We also facilitated a coloring activity
 We also joined them in the zumba session and danced together

IV. NARRATION OF OBSERVATION EXPERIENCES

 Before we began observing the SPEd students, we experienced a range of emotions

including fear, nervousness, and happiness. However, once we started observing, our
predominant feeling was happiness. It was uplifting to witness the SPEd students

44
 enjoying themselves, particularly during their PE class where they engaged in zumba
and walking session. While moments of fear surfaced, especially when dealing with
children who may get lost or misbehave (which is understandable given their special
needs), the teachers provided guidance on how to handle such situations. Our
happiness was further amplified by the students' interactions, conversations, and
laughter. We joined them in cleaning the room and assisting with activities, which
added to our sense of joy. As the day came to say goodbye, we felt a mix of sadness
because these students had become a part of our lives as future educators. Overall,
this experience was a happy and memorable one that we will cherish due to the brief
but impactful time spent with these children.

The IEP
I. Student Information and Instructional Profile

Student: Rex
Date of Birth:
Grade Level:
Age:
Parent’s / Guardian’s Name:
Diagnosis: Autism

II. Student Performance Profile (Present Level of Performance)

AREAS Performance Level

Gross Motor Skills  Demonstrates difficulty in coordinating large muscle
movements, such as running, jumping, or catching a
ball.
 Struggles with balance and spatial awareness during
physical activities
Fine Motor Skills  Has challenges with precise hand movements, like
holding a pencil or using scissors.
 Difficulty with tasks requiring finger dexterity, such as
buttoning shirts or tying shoelaces
Language Skills  Demonstrates strong vocabulary knowledge and word
recognition.
 May have challenges with expressive language,
including difficulty formulating sentences or expressing
ideas coherently.
 Benefits from visual supports, structured language
activities, and augmentative communication tools to
enhance communication skills
Cognitive Mathematical/General Concept:
 Mathematical/  Shows strength in basic mathematical concepts, such
General Concept as counting and identifying numbers
 Literacy  Struggles with more abstract mathematical concepts,
such as fractions or geometry

45
  Requires visual aids and concrete examples to grasp
new concepts effectively

Literacy:
 Difficulty with comprehension and understanding the
deeper meaning of texts.
 Benefits from structured reading interventions and visual
supports to enhance comprehension.
Social Skills  Exhibits challenges in initiating and maintaining social
interactions with peers
 Shows limited understanding of nonverbal cues, such as
facial expressions and body language
Daily Living  Requires support and prompts to complete more
complex tasks, such as cooking or managing personal
hygiene
 Benefits from the use of visual schedules and routines
to enhance organization and independence

III. Annual Goals

AREAS GOALS
Gross Motor Skills  He will develop his running skills by increasing his
speed and endurance, being able to run
continuously for 2 minutes by the end of the year
Fine Motor Skills  Over the next year, he will improve fine motor skills
by independently using scissors to cut along
straight lines and accurately manipulate small with
minimal assistance
Language Skills  Over the next year, he will increase verbal
communication by using two-word phrases
consistently and independently initiating simple
social interactions with peers and adults
Cognitive Mathematical/General Concept:
 Mathematical/General  Over the next year, he will improve mathematical
Concept understanding by accurately counting up to 20
 Literacy objects independently

Literacy:
 Over the next year, he will enhance literacy skills
by recognizing and independently writing
uppercase and lowercase letters
Social Skills  Over the next year, he will improve social skills by
initiating and maintaining simple conversations with
peers for at least two turns
Daily Living  Over the next year, he will enhance daily living
skills by independently completing basic self-care
tasks such as dressing, grooming, and tidying up
personal belongings with decreasing levels of
prompting and supervision.


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IV. Short Term Goals

AREAS GOALS
Gross Motor Skills  Improve coordination and balance through
activities such as jumping, hopping, and throwing
Fine Motor Skills  Enhance dexterity and hand-eye coordination
through activities like drawing, cutting, and using
small objects
Language Skills  Increase vocabulary, improve expressive and
receptive language abilities, and enhance
communication skills through speech therapy and
social interactions
Cognitive Mathematical/General Concepts:
 Mathematical/General  Develop an understanding of numbers, shapes,
Concept patterns, and basic mathematical operations
 Literacy through hands-on activities and visual aids

Literacy:
 Improve reading and writing skills through phonics,
sight word recognition, and comprehension
exercises
Social Skills  Enhance social interactions, turn-taking, empathy,
and perspective-taking skills through structured
playdates, social stories, and social skills training
Daily Living  Foster independence in activities of daily living
such as personal hygiene, dressing, eating, and
household chores through visual schedules,
modeling, and practice

V. Benchmark
 Over the years, the student will demonstrate improved communication skills as evidenced by
increased use of functional language and communication strategies across settings.

VI. Related Services

 Speech therapy, occupational therapy (OT) that focused on improving child,s fine motor skills,
physical therapy that can assist children with autism in developing gross motor skills,
behavioral therapy, social skills training, counselling and psychological services, specialized
education services and parent and caregiver training in helping them to understand and
manage their child,s unique needs.

VII. Supplementary Aids

AREAS GOALS
Gross Motor Skills  Dance, yoga, or swimming are also their gross
motor skills that might be applicable to children with
autism. Goals are to work on balance, coordination,
and gain strength, a complex of exercises suitable
for a group, develop physical well-being, and

47
 socialize .
Fine Motor Skills  The help can be top-down; that is, goals can be set
based on what the child with autism is having
difficulty accomplishing
 Additional activities may include finger painting,
playing with tweezers, blocks, and other dexterity
and coordination games
Language Skills  By using tools such as PECS, visual schedules,
and other interventions, children with autism can
improve their communication skills and work
towards achieving their individual goals
Cognitive By using tools and strategies like visual aids, assistive
 Mathematical/General technology, and social stories, children with autism can
Concept improve their understanding and skills in these areas.
 Literacy
Social Skills  By addressing their unique social challenges and
providing them with the tools and support they
need to succeed, children with autism can build
confidence, form meaningful relationships, and
navigate social situations with greater ease
Daily Living  Using a visual schedule can learn to independently
complete tasks such as getting dressed or brushing
their teeth
 Using a communication board can express their
needs to caregivers and peers, leading to improved
communication skills

The Multi-Factored Assessment

A. General Information
Name of the Child: Rex
Address or Name of School and Address: San Jose Elementary School
Contact No’s :
Date of Birth-Age :
Grade Level:
Date of Assessment: April 16, 2024

Reasons for Referral:

- Referred by parent for special education tutorials to reinforce learning and address
academic challenges, aiming to assess current academic performance and guide curriculum
planning.

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B. Appraisal Measures Conducted and Administered
-Interviewed parent and observed child's responses to activities
-Utilized checklists for academic and social behaviors

C. Background
-Rex, an 15-year-old boy with autism spectrum disorder (ASD)
-Currently attending in a self-contained Special Education program, where further support is
recommended based on identified areas of difficulty.

D. Communication
-Good communication skills with speech difficulties, especially in social conversations.
-Writes simple sentences but finds complex writing challenging.

F. Motor Skills
-Normal gross motor skills with some coordination challenges. Age-appropriate fine motor
skills, enjoys drawing and performing fine motor tasks.

G. Behavioral and Social

-Exhibits polite behavior and follows routines but requires prompting for personal needs.
Prefers solitary activities or interactions with family

H. Recommendations
-Implement targeted room teaching to maintain and enhance acquired skills. Adapt instruction
to meet specific learning needs. Foster communication development using simple, repetitive
language. Encourage independence in daily tasks and self-help skills. Utilize drawing and
creative activities to facilitate engagement. Focus on consistent spelling and language
exercises to enhance literacy skills

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Checklist Utilized

50
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Challenges
 One of the notable challenges we encountered was the uncertainty surrounding how
best to support each child, given our limited knowledge of their backgrounds and
preferences. Without a comprehensive understanding of their full histories or individual
likes and dislikes, we could only assist based on the information available to us. This
limitation made it challenging to take decisive actions or provide extensive assistance
to other children, as we were uncertain whether our efforts would align with their
preferences or needs. This uncertainty underscored the importance of developing
deeper connections and gaining more insight into each child's unique circumstances to
better tailor our support and interactions effectively. Understanding the diverse needs
and preferences of each student is crucial for providing meaningful and impactful
assistance within an educational context tailored to special needs students.
Opportunities
 As we began our observation period, we were presented with numerous unexpected
opportunities that extended beyond mere observation. Despite the original intent being
to observe, the teachers graciously allowed us to actively engage with the students by
leading activities, assisting during their classes, and fostering communication with
them. This expanded involvement provided a unique and enriching experience,
allowing us to interact directly with the students and contribute to their learning and
development within the classroom setting. The willingness of the teachers to involve us
in these activities enhanced our understanding of the students' needs and provided
valuable hands-on experience in an educational environment tailored to special needs
students.

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Recommendations
 One suggestion we have is that we would have benefited from a more extended period
to develop deeper connections with the students and gain a better understanding of
their backgrounds. Given the limited timeframe of our engagement, we felt a desire for
more time to build rapport, learn more about each student's personal history, and gain
insights into their unique circumstances and needs. A longer duration would have
allowed for more meaningful interactions and a more comprehensive understanding of
the students' backgrounds, ultimately enhancing our ability to provide tailored support
and assistance. This recommendation highlights the importance of extended
engagement to foster stronger relationships and promote a deeper understanding of
the individuals we aim to support within educational settings.

V. PROFESSIONAL READINGS

 About Us |. (n.d.). University of Rizal System. http://www.urs.edu.ph/about-us/

 Legal Basis of Special Education - Legal Basis of Special Education Articles 356 and
259 of - Studocu. (n.d.). Studocu. https://www.studocu.com/ph/document/bohol-island-
state-university/education/legal-basis-of-special-education/18444550
 Summary of Foundation of Special and Inclusive Education. (n.d.).
https://lms.smu.edu.ph/course/info.php?id=5078

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 VI. APPENDICES

Documentations

Participating in Zumba with SPEd Students

This was our initial day observing the Special Education(SPEd) students during their morning physical
education class,which included a zumba session. To participate and engage with them, we joined in
their zumba activities.

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 Building Connections with SPEd Students

On our second day with the Special Education (SPEd) students, we took the opportunity to start getting
to know the students better. We also consulted the teachers to learn about the appropriate and
inappropriate actions or approaches we should take.

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 Building Bonds with SPEd Students

We are gradually forming connections with some of the SPEd students, and it's amusing to see them
interacting with us and even asking us to take pictures together.

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Individual Reading Assistance

On this day, Ma'am Nelia had

each student read aloud individually,
specifically helping those who find
reading challenging, especially inEnglish.

Observation Wrap-Up

This marked our final day of observation.

With some time remaining, the teachers
instructed the students on cleaning tasks,
and we assisted with guidance provided
by the teachers.

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Me and my CT

 During our first observation, we look at the teachers who teach students with special
needs and ask questions about their cases or disabilities. Over time, the SPEd
teachers guide us on how to help the students. With such teaching and observation, it
is not easy because many students have various disabilities and personalities, but as
observers, we are not completely focused on what we see or relying on our own
perspective because we know that every student in SPEd class deserves to teach and
learn that will help them improve and make them feel like they are special students and
also children. When we were conducting the observation there was a mix of
nervousness but the fun prevailed because we help teachers and children with
disabilities and somehow we gained new knowledge and strategies that teachers use
in teaching that we can also use in the future.

Classroom Setting

 Based on our observations, the location for SPEd children is silent so that every
student can engage or communicate properly with their teacher; also, they keep the
room quiet because some SPEd pupils do not like to be boisterous. This is also a
significant benefit, based on what we've observed and noted , they grasp the teacher's
directions better, and their academics improve as well as their participation in other
activities, all of which have a favorable impact on both the students and the teachers.

My Lerner/s’ Output

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My Attendance

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Acrual Foema Used

65
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Actual Output Used

99