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Educational Trends

Multimodal Teaching and Learning

by: Dr. Danilo C. Galarion

Mother Tongue-Based Multilingual Education

by: Prof. Leonardo B. Pongos

Inclusive Education
by: Prof. Genna J. Carmelo

University of Southeastern Philippines

College of Education
Obrero, Davao City
February 2013
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Educational Trends

Course Overview
This course pack is designed for educational administrators, school
heads and teachers. The course aims to provide learners with inputs on the
latest educational trends particularly on Multimodal Teaching and Learning,
Mother Tongue-Based Multilingual Education and Inclusive Education.

In today’s educational world of changing curricula and approaches to

teaching and learning; multimodal teaching and learning, mother tongue-
based multilingual education and inclusive education need to take place to
match and support the different learning needs of students in the classroom.

In order for learners to gain competency in this course, this course

pack has been structured into three modules as follows:

Module 1: Multimodal Teaching and Learning

Module 2: Mother Tongue-Based Multilingual Education

Module 3: Inclusive Education

At the completion of this course pack, learners should be able to:

 Apply the multimodal strategies in developing a lesson;

 Demonstrate competence and skills in designing big book using
mother tongue;
 Apply inclusive education principles in the mainstream class.

Students in this course are encouraged to go through each lesson in

every module sequentially to maximize their learning. They should work on all
exercises as they build on the concepts of each topic introduced in each
lesson.

So to make this learning experience rewarding for you, study this

course pack with your co-learners at your own pace. You can also ask the
help and support of your peers, tutor and friends.

Good luck!
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TABLE OF CONTENTS

Module 1: Multimodal Teaching and Learning

Module Overview ……………………………………………………….. 4

Lesson 1: What is multimodal teaching and learning? ………... 5
Lesson 2: How people learn: The cognitive sciences ………….. 9
Lesson 3: The cone of experience ……………………………..…. 13
Lesson 4: Multimedia Design: Visual and Visual Literacy ……… 16
Lesson 5: Multimodal strategies ………………………………….. 23
Module Summary ………………………………………………………… 26

Module 2: Mother Tongue-Base Multilingual Education

Module Overview ……………………………………………………. 27

Lesson 1: Basic Concepts Rationale of MTBMLE ……………. 28
Lesson 2: Using L1 and L2 for Teaching ………………………. 34
Lesson 3: Big Book for MTBMLE………………………………… 38
Module Summary ………………………………………………………… 44

Module 3: Inclusive Education

Module Overview ………………………………………………………… 42

Lesson 1: Principles of Inclusion ……………………………….. 43
Lesson 2: Type of Disabilities ………………………………… 50
Lesson 3: The Inclusive Classroom ……………………………. 54
Lesson 4: Modification, Adaptation, Accommodation
and Differentiation in Inclusive ………………….. 59
Module Summary ………………………………………………………… 63

Appendix A ……………………………………………………………… 64
Appendix B ……………………………………………………………… 65
Appendix C ……………………………………………………………….. 66
References ……………………………………………………………… 67

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Module 1
Module Overview

Multi-Modal
Teaching and Learning

In this Module

 What is Multimodal Teaching and Learning?

 How the Brain Functions: The Psychological Limitations to Learning
 The Cone of Experience
 Multimedia Design: Visual and Visual Learning
 Multimodal Strategies

The variation of learning styles among students is a critical factor in the

development of multimodal learning content. Identifying and understanding the diverse
learning styles of students can better direct teachers to think broadly in their construction
of course materials. Incorporating the qualities of these learning styles and addressing
the learner’s needs for visual, auditory, reading and writing, and kinesthetics (VARK)
help bridge the gap between “traditional” teaching and multimodal
teaching. Considering the variations among the qualities associated to learning styles
better informs the teachers in the creation of content that meets the needs and achieves
the assigned learning goals.

At the completion of this module, you should be able to:

 define multimodal teaching and learning;

 demonstrate skills in conducting inventory of learning styles;
 match learning styles of students with teaching strategies of teachers;
 discuss the different multimodal strategies; and
 apply the multimodal strategies in developing a lesson

Are you ready? Then start the lessons now!

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Lesson What is multi-modal teaching and

1 learning?

Objectives:

 Discuss multi-modal teaching and learning; and

 Differentiate the uni-modal and multi-modal teaching and learning.

Introduction:

When you want to reach every students each time you teach, multi-modal teaching may
help you achieve your goal. But what is multimodal teaching and learning? You will find the
answers to this question in this lesson.

1. What was the teaching strategy you used during that time?

Activating Prior Knowledge

Recall an instance when you

2. What was the behaviour of your students while your were
teaching?
were teaching a particular
topic and you were frustrated
of the outcome, then answer
the questions on the right side
of this box. 3. Were you able to maximize the participation of your
students? Why or why not?

Analysis

 Why do you think the students behaved that way as you

delivered your lessons?
 What could have been done in order to avoid those problems?
 Was the teaching strategy you used appropriate to the content
and the type of learners you had?
 Based on the activity above, define multi-modal teaching and
learning.

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Abstraction

Multimodal Teaching is a style in which students learn the material through a

number of different sensory modalities. For example, a teacher will make the
lesson in which students learn through auditory and visual methods, or methods
of visual and tactile. Teachers can use a combination of learning modalities, but
in multimodal teaching strategies, teachers should utilized more than one
teaching style that can successfully implement many strategies to ensure that
students understand and retain information.

In a nutshell, multi-modal teaching and learning is..

 The more different ways you learn something, the more you really learn it.
 The more different ways you learn something, the more you will remember it.
 The more different ways you learn something, the more you will genuinely
understand and assimilate it.

I want you to see how easy and fun it is to reteach yourself and your students to learn in
this way. You used to know how to do this when you were a kid, so really, all I am suggesting is
reawakening how you once learned!

3 Strategies for Engaging Students through Multi-modal Course Design

Here are practical tips that you may experiment in your own class.

1. Change the activity every 15 or 20 minutes. Instructors in a traditional classroom

can immediately see their students lose interest—they yawn; their eyes glaze over;
they tune out. These cues are visible in the face-to-face interactions, so you must be
very careful in estimating how much time each activity in your lessons will students
take and change learning modes when necessary.

One way to break up the content is to present the topic in chunk as a way of
demonstrating the concepts presented in the lectures. If it is possible, present only
one idea at a time. Do not flood the learners with so much information. This will
cause information jam in the working memory of learners and will result to
headache. AVOID cognitive overload.

2. Repeat the lesson in multiple modes to reinforce the learning. In addition to

breaking up the monotony, presenting the same concepts in more than one mode
can reinforce ideas and help students learn in ways that suit them best. Students
may not notice the repetition, but in a typical lesson, you can repeat the same
information in three different modes.

A typical lesson might include a Web page, an animated PowerPoint presentation,

and perhaps a video, so that you can give them the same material in three different
ways because we know that they’re going to be reluctant to go back and reread the
Web page. But what they do not realize is that in the three lessons they got the
same exact information in three different times.

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3. Create supplementary activities if necessary. Sometimes students don’t grasp

the content immediately. In a face-to-face session, the lack of understanding can be
remedied fairly easily with a quick review. Application of the knowledge learned can
concretize the learning of the students.

Strategy in Practice:
Our aim should be to move away from the traditional practices of teaching with
one modality (typically linguistic) for all students in a lesson. Instead, if we recognize that our
students learn in different ways, then we also need to recognize that our students need us,
when possible, to teach lessons with strategies that allow students to process information
through multiple modalities. When possible and based on the knowledge of your students'
learning style needs, provide opportunities for students to:

 Talk about their Learning: Use Think-Pair-Share, Save the Last Word for Me, Take a
Stand or another structured discussion strategy in order to help students process what they
are learning. If students understand, they can explain it in their own words. By talking and
using their own language to make sense of learning, students are incorporating new
information into prior knowledge.

 Use or Create Visual Representations: Ask students to create a mural of a chapter

they've read. Ask students to use a 9-Box visual strategy to summarize the 9 most important
events in a text. Ask students to compare and contrast an excerpt from a text with a cultural
artifact or to create a visual that represents a character. Similar to the power of using
language, creating and using visual representations assist students in synthesizing new
information in a meaningful way.

 Utilizing New Media: Ask students to find, view and use TV news clips that accompany,
expand upon or replace traditional print articles. Ask students to read the blog entries of an
author in order to analyze the potential authorial intent behind a text. Guide students through
the use of a blog, wiki, podcast or Power Point in order to represent learning of the student,
literature circle group, or class. New media is multi-modal and our students need us to guide
their understanding and use of new literacies.

 Write in Many Modes: Rotate the responsibility among students or student groups of
updating the class blog. Ask students to keep their reader response journal online and
provide them time individually or in groups to record their thoughts about their novels,
inquiry project, etc. Create time and space in the class for students to use writing as a
reflective, clarifying, or therapeutic experience when reading, responding to or preparing to
discuss texts. Sometimes the quality of the writing necessitates inclusion in a portfolio. Other
times, as teachers, we can be more concerned with the quantity of meaningful opportunities
to write. Quick writes, letters to peers, personal learning statements, truth statements, etc.
are easy ways to engage this modality.

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Application

Analyze the figure below and point out the differences between the uni-modal
and multi-modal teaching. Write your answer in your journal.

Source: Multimodal Learning Through Media: What The Research Says

by Charles Fadel of CISCO

Well done! You have just finished Lesson 1 of this module. Should there be some parts of
the lesson which you need clarification, please ask your tutor during your face-to-face
interactions.

Now if you are ready, please proceed to Lesson 2 of this module which will discuss about
how the brain functions: the psychological limitations to learning.

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Lesson How the Brain Functions:

The Psychological Limitations to
2 Learning
Objectives:

 Explain how the brain functions;

 Discuss the psychological limitations to learning

Introduction:

Understanding how the brain works would help teachers understand why learners have
different ways of learning. This lesson will discuss how the brain functions and how teachers
could use this information in improving the delivery of instruction.

Diagram Analysis

Analyze the diagram on

the right side of this box
and answer the analysis
questions below.

Based on Mayer (2003). Moreno & Mayer (2007), Marois (2005) and Miyake, et. Al.
(1999)

Analysis

 What did you understand about the three types of memory as illustrated
above?

 How do the three types of memory relate with each other?

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 Based on the diagram above, explain how the brain works?

 How can you as a teacher use this information to maximize learning?

Abstraction

Research indicates that the brain has three types of memory: 1) sensory memory,
2) working memory, and 3) long-term memory. These are discussed in details
below:

Working memory: Working memory is where thinking gets done. While it is

represented as a box in the figure above, it is actually more of a brain function
than location. The working memory is dual coded with a buffer for storage of verbal/text
elements, and a second buffer for visual/spatial elements. This represents one of the severe
limitations of human thinking processes, for short-term memory is thought to be limited to
approximately four objects that can be simultaneously stored in visual/spatial memory and
approximately seven objects that can be simultaneously stored in verbal short-term memory. If
those buffers are full and the person shifts attention, new elements may be introduced into
working memory causing others to disappear from thought/consciousness. Within working
memory, verbal/text memory and visual/spatial memory work together, without interference, to
augment understanding. Overfilling either buffer can result in cognitive overload. This includes
buffers of visual/spatial memory traces and verbal (auditory and text) memory traces. Recent
studies suggest that the brain is capable of multisensory convergence of neurons provided the
sensory input is received within the same timeframe. Convergence in the creation of memory
traces has positive effects on memory retrieval. It creates linked memories, so that the triggering
of any aspect of the experience will bring to consciousness the entire memory, often with
context.

Sensory memory: Experiencing any aspect of the world through the human senses causes
involuntary storage of sensory memory traces in long-term memory as episodic knowledge.
These degrade relatively quickly. It is only when the person pays attention to elements of
sensory memory that those experiences get introduced into working memory. Once an
experience is in working memory, the person can then consciously hold it in memory and think
about it in context.

Long-term memory: The short-term memory acts in parallel with the long-term memory. Long-
term memory in humans is unlimited estimated to store up to 109 to 1020 bits of information
over a lifetime – equivalent to 50,000 times the text in the U.S. Library of Congress. The brain
has two types of long-term memory, episodic and semantic. Episodic is sourced directly from
sensory input and is involuntary. Semantic memory stores memory traces from working
memory, including ideas, thoughts, schema, and processes that result from the thinking
accomplished in working memory. The processing in working memory automatically triggers
storage in long-term memory.

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To illustrate more the above concept, the figure below maps the process of human thinking
across the three memory buffers.

Schematic of Thinking Processes

Based on Mayer (2003). Moreno & Mayer (2007), Marois (2005) and Miyake, et. Al.
(1999)

Consider the following example:

A learner is in a science lab, working in a team on the development of an architectural

design related to geometry. The sights, sounds, tastes, and smells are involuntarily encoded in
her sensory memory through her dual sensory channels (verbal/text and visual/spatial):

 Verbal/text channel: Side conversations, noise from other teams, bell systems, etc.
 Visual/spatial channel: Current architectural drawings on screen or paper, facial
expressions, physical movements by others, etc.

Note: Researchers believe that gustatory, olfactory, and tactile stimuli are logged through the
visual channels, but there is less evidence as to the location of the storage buffers.

The involuntary memory traces are stored in long-term memory. As the student pays
attention to various aspects of the sensory inputs, those inputs are also stored in short-term
memory for a few seconds – lasting only as long as she causes the synapses to fire by thinking
about the inputs (attention). As this student contemplates further about a particular side
conversation related to traffic patterns within school in their architectural drawing and draws
conclusions, the memory trace moves from short-term memory to long-term memory. As the
student continues to contemplate the traffic pattern issues, she is also able to cue up memories
from her own personal experiences (from long-term memory) that have enriched her thinking,
and thus this new memory. Should she be distracted by something like an office announcement

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over the intercom, she may experience attention blink (AB) and lose sight of everything else
around her due to the distraction in a specific or in multiple channels.
During that experience, she might also have auditory overload that causes her to not
register other discussions going on around her but that doesn’t prevent her from continuing to
register input involuntarily (which gets stored momentarily in long-term memory, but doesn’t last
long unless she pays attention to them, thus drawing them into short-term memory).
Furthermore, as she consciously considers each sensory input or decides to work on a
particular aspect of the architectural plans, her executive cognitive control function restricts her
attention to serial consideration of ideas and concepts. Executive cognitive control is a
phenomenon that slows down thinking and makes multitasking inefficient. While the student can
simultaneously make a decision and continue to view the world around her and store memory
traces in working/short-term memory (for these work in parallel); thinking, decision making, and
cueing of long-term memories invoke and require the central cognitive processor, which only
works serially. This is an important phenomenon for teachers to understand. Cognitive
overload, dual processing, and the serial nature of the executive control explain the need for
scaffolding of student learning.

Application

Reflect and write in your jounal how you can use the above information in
improving the delivery of instruction that will faciitate learning in a very relax
manner.

Congratulation. You have just finished Lesson 2.

In this lesson, you learned about the three types of memory and how the brain functions.
In the next lesson, you will learn about the cone of experiences which discuss about the
different modes of learning.

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Lesson The Cone of Experience

3

Objectives:

 Apply the cone of experience in developing a lesson; and

 Design a lesson that employs strategies which provide a direct
purposeful experiences.

Introduction:

Dale’s Cone of Experience is a model that incorporates several theories related to

instructional design and learning processes. During the 1960s, Edgar Dale theorized that
learners retain more information by what they “do” as opposed to what is “heard”, “read” or
“observed”. His research led to the development of the Cone of Experience. Today, this
“learning by doing” has become known as “experiential learning” or “action learning”.

To understand fully the usefullness of Cone of Experience, consider the following activity:

(Developed and revised by Bruce Hyland from material by Edgar Dale)

Understanding the
Cone of Experience

Analyze the diagram on

the right side of this box
and answer the analysis
questions below.

Edgar Dale. Audio-Visual Methods in Teaching, (3rd Edition), Holt, Rineheart and Winston (1969)

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Analysis

 What did you understand about the cone of learning as illustrated above?

 Based on the illustration above, which band of the cone fosters more
learning? Why?

 Which band of the cone does not promote learning? Why?

 Identify the bands of the cone of learning that belong to passive and active
learning categories

Passive Learning Active Learning

 What do you think is the implication of the Cone of Experience to the

teaching and learning process?

 How can you as a teacher use the Cone of Experience to maximize

learning?

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Abstraction

According to Dale’s research, the least effective method at the top of the cone
involves learning from information presented through verbal symbols, i.e., listening
to spoken words. The most effective methods at the bottom, involves direct
purposeful learning experiences, such as hands-on or field experience. Direct
purposeful experiences represents reality or the closet things to real, everyday life.

The cone charts the average retention rate for various methods of teaching. The further
you progress down the cone, the greater the learning and the more information is likely to be
retained. It also suggests that when choosing an instructional method it is important to
remember that involving students in the process strengthens knowledge retention.

It reveals that “action-learning” techniques result in up to 90% retention. People learn

best when they use perceptual learning styles. Perceptual learning styles are sensory based.
The more sensory channels possible in interacting with a resource, the better chance that many
students can learn from it. According to Dale, instructors should design instructional activities
that build upon more real-life experiences.

Dales’ cone of experience is a tool to help instructors make decisions about resources
and activities. The instructor can ask the following:

 Where will the student’s experience with this instructional resource fit on the cone? How
far is it removed from real-life?

 What kind of learning experience do you want to provide in the classroom?

 How does this instructional resource augment the information supplied by the textbook?

 What and how many senses can students use to learn this instructional material?

 Does the instructional material enhance learning?

Application

Based on the concepts presented above, design a lesson that will employ
activities that can be found on the bottom parts of the Cone of Experience,
particulary proving a direct purposeful experiences.

Now that you have already known the implications of Cone of Experience to teaching
and learning, you can now proceed to the next lesson which will discuss on multimedia design:
visual and visual literacy.

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Lesson Multimedia Design:

Visual and Visual Literacy
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We are a visually illiterate society. … Three R’s are no longer

enough. Our world is changing fast—faster than we can keep up with our
historical modes of thinking and communicating. Visual literacy—the
ability to both read and write visual information; the ability to learn
visually; to think and solve problems in the visual domain—will, as the
information revolution evolves, become a requirement for success in
business and in life.

—Dave Gray, founder of visual thinking company XPLANE

Objectives:

 Explain visual and visual literacy, and

 Create a powerful visual presentation.

Introduction:

Images have always been involved in learning with pictures and artwork. However, visual
literacy in education is becoming a much broader and extensive body of learning and
comprehension. This is due to the integration of images and visual presentations in the
curriculum as technology and the increasing availability of computers.
Traditionally, in education in particular, the conventional approach was that young
learners acquired conventions of print which made each student a discursive learner. As we
have recognized that there are multiple learning styles which better suit some students, some
are text oriented, others are visual, kinesthetic, auditory, or a combination of two or more,
developers of educational materials have adapted and made use of new media and technology.
In 1989, there was a call for new curriculum in social studies, which was uniquely suited to
bringing visual information to educational programs by introducing map reading skills, charts
and graphs for analyzing data, primary source visuals from the period ephemera, and paintings,
sculpture, architecture, objects of daily use, and other evidence of material culture that is the
archive from which historians draw their information about past and present cultures. Materials
that were embraced for their visual energy, authenticity, and characteristic interest to engage
students were prepared by a research and development group named Ligature, whose design
director, Josef Godlewski, a teacher of graphic design at The Rhode Island School of Design,
brought to what is now the accepted integration of visuals with text that we see in print and
media based learning programs.

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With reference to this, teachers need to design instuction effectively using a powerful
visual presentations in order to cater the learning needs of today’s learners. In this lesson, you
will learn the different ways of creating a power visual presentation.

Paint the Picture

Study the photograph

for two minutes. Form
an overall impression of
the photograph and
then examine individual
items. Next, divide the
photo into quadrants
and study each section
to see what new details
become visible.

Use the chart below to list people, objects, and activities in the photograph.

People Objects Activities

Inference:

Based on what you have observed above, list three things you might infer from this
photograph.

Questions:

a) What questions does this photograph raise in your mind?

b) Where could you find answers to them?

c) What is the message of the picture to you?

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Analysis

 Based on the activity above, did the picture help you in coming up with
an impression on what is happening in our community today? How?

 What about the worksheet, did it help you ananlyze the message of the
picture? How?

 How about the questions that follow the worksheet, did it help you
develop the ideas in your mind? How?

Abstraction

To understand more the concept of visual literacy, please study the

following:

What is visual literacy?

Visual literacy can be defined as the “ability to construct meaning from visual images”
(Giorgis, Johnson, Bonomo, Colbert, & al, 1999: 146). To make meaning from images, the
‘reader’ uses the critical skills of exploration, critique and reflection. Lapp, et. al. (1999) use
the term “intermediality” to describe the combined literacies needed to read in a multi-media
world. They stress the importance of active reading based on information visualization and
the importance of visual communication to capture attention, reinforce knowledge and
increase audience responses. Visual literacy is about interpreting image of the present and
past and producing images that effectively communicate the message to an audience.

The term “visual literacy” was first used by the writer Joh Debes in 1968. Mesaris (1995)
defines visual literacy as the gaining of knowledge and experience about the workings of the
visual media coupled with a heightened conscious awarenesss of those workings. Visual
literacy includes the group of skills which enabled an individual “to understand and use
visuals for intentionally communicating with others” (Ausburn & Ausburn, 1978). Visual
literacy is what is seen with the eye and what is seen with the mind. A Visually literate
person should be able to read and write visual language. This includes the ability to

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successfully decode and interpret visual messages and to encode and compose meaningful
visual communications.

Visual literacy involves developing the set of skills needed to be able to interpret the content
of visual images, examine social impact of those images and to discuss purpose, audience
and ownership. It includes the ability to visualize internally, communicate visually and read
and interpret visual images. In addition, students need to be aware of the manipulative uses
and ideological imiplications of images. Visual literacy also involves making judgements of
the accuracy, validity and worth of images. A visually literate person is able to discriminate
and make sense of visual objects and images; creates visuals; comprehends and
appreciates the visuals created by others; and visualize objects in thier mind’s eye. To be
an effective communicator in today’s world, a person needs to be able to interpret, create
and select images to convey a range of meanings.

Visual Elements

The fundamentals of all visual communication are its basic elements; the
compositional source for all kinds of visual materials, messages, objects and experiences.

1) Dots

• Dots direct the viewer’s attention to a specific point.

• Provides instant harmony or stress to a specific visual element.
• TV and computer screens use dots to make
images.

Dots can suggest:

• Motion
• Depth Perception
• Direction

2) Lines

Horizontal Line

Just as the horizon of an open outdoor

space provides balance and orientation,
a horizontal line creates a strong sense
of equilibrium in a composition.

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Diagonal line

In contrast, diagonal lines create visual

stress and attract the eye. This stress creates a
point of heightened interest in a composition and
often can be used to imply movement.

3) Shapes

Geometric Shape
“Positioning key aspects of a landscape on points of
a geometric shape help create a balanced
composition.” Perhaps the most common and
easiest way to do this is to use a ‘triangle’ shape
between objects in an image with three objects in a
frame positioned with one to each side and one more
central.
 How we perceive everyday objects often
begins with the most basic geometric shapes.
 Shapes give us a foundation in which to
grasp more complex shapes. Almost like a base
language for more complex shapes.

Curves

 Curves allow our eyes to roam giving us that same sense of

continuity we seem to get from the sun.

 They seem calm, pacific, assured, sensuously relaxed, and

optimistic.

Squares

The square: seen as dull, straight forward, honest, lacking imagination

(though not always), and stable.

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Triangle

The triangle is seen as action, agitation, conflict, tension,

and aspiration. The most famous triangles are probably
the Pyramids of Egypt. The pointed, sharp, and jagged
edges suggest anguish, danger, and antagonism; by
association with fire, splinters, thorns, arrowheads.

4) Textures

• Feeling with our eyes.

• Seeing a texture can often times give us a
feeling or sensation as if we are touching with our eyes.

Blurring

Mona Lisa, Da Vinci – 1503-1506

 Blurring the sides of the mouth give a feeling of motion as to

whether she is smiling or frowning.
 This technique is used often to make the viewer decide.

Depth

We can distinguish the size of objects through

other objects.

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Color

 Color sets the mood for the message you are trying to convey.
 Color has a profound effect on audiences whether it be a consumer or educational
viewer.
 Take into consideration how many children’s toys are marketed with bright colors or
why health products are usually associated with nature.

A set of principles related to multimedia and modality are listed below. They are based
on the work of Richard Mayer, Roxanne Moreno, and other prominent researchers.

1. Multimedia Principle: Retention is improved through words and pictures rather than
through words alone.
2. Spatial Contiguity Principle: Students learn better when corresponding words and
pictures are presented near each other rather than far from each other on the page
or screen.
3. Temporal Contiguity Principle: Students learn better when corresponding words and
pictures are presented simultaneously rather than successively.
4. Coherence Principle: Students learn better when extraneous words, pictures, and
sounds are excluded rather than included.
5. Modality Principle: Students learn better from animation and narration than from
animation and on-screen text.
6. Redundancy Principle: Students learn better when information is not represented in
more than one modality – redundancy interferes with learning.
7. Individual Differences Principle: Design effects are higher for low-knowledge learners
than for high-knowledge learners.
8. Individual Differences Principle: Design effects are higher for high-spatial learners
rather than for low-spatial learners.
9. Direct Manipulation Principle: As the complexity of the materials increase, the impact
of direct manipulation of the learning materials (animation, pacing) on transfer also
increases

The elements and principles of visuals are very useful in designing instructional
materials when use properly. Teachers should consider these when they plan their instruction
to come up with a very powerful visual aids.

Application

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Given the above concepts, design a powerful visual materials for your chosen
topic and and explain to your co-learners how to use these materials when you
deliver instruction.

Well done! You have just finished Lesson 4 of this module. The next lesson will discuss
more about the multimodal strategies. If you are ready then begin the lesson now.

Lesson
Multimodal Strategies
5
Objectives:

 Discuss the different multimodal strategies, and

 Apply the multimodal strategies in developing a lesson.

Introduction:

Because of their diverse literacy needs, our students need us to differentiate the
product, process and content of learning according to their learning style, interest and
readiness. Beginning with Howard Gardner's research on multiple intelligences and
expanding with the proliferation of new technologies that have led to new literacies, literacy
research continues to explore ways that multiple modalities influence the literacy and
learning of our students. Through the use and creation of multimodal texts, students have
opportunities to use linguistic, visual and audio modes in order to experience, conceptualize,
analyze and apply meaning.

When possible and armed with information about the learning style habits of our
students, we can use multiple modes of learning in order to engage students in meaningful
literacy activities. No lesson requires the use of every mode, but instead should be an
intentional response to the learning style needs of our students. The more ways we teach,
the more likely we reach our students and hone their ability to learn.

Picture Analysis

Analyze the picture at

the right side. What
issues are being
shown in the image?

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Analysis

 Why do you think the students are bored in the class as shown in the
picture?

 Do you think the students would behave differently if the teacher would
use multimodal strategy in the delivery of instruction? Why?

Abstraction

Our aim should be to move away from the traditional practices of teaching
with one modality (typically linguistic) for all students in a lesson. Instead, if we
recognize that our students learn in different ways, then we also need to
recognize that our students need us, when possible, to teach lessons with
strategies that allow students to process information through multiple modalities.
When possible and based on the knowledge of your students' learning style needs, provide
opportunities for students to:

1. Talk about their Learning: Use Think-Pair-Share, Save the Last Word for Me, Take a
Stand or another structured discussion strategy in order to help students process what
they are learning. If students understand, they can explain it in their own words. By
talking and using their own language to make sense of learning, students are
incorporating new information into prior knowledge.

2. Use or Create Visual Representations: Ask students to create a mural of a chapter

they've read. Ask students to use a 9-Box visual strategy to summarize the nine most
important events in a text. Ask students to compare and contrast an excerpt from a text
with a cultural artifact or to create a visual that represents a character. Similar to the
power of using language, creating and using visual representations assist students in
synthesizing new information in a meaningful way.

3. Utilizing New Media: Ask students to find, view and use CNN news clips that
accompany, expand upon or replace traditional print articles. Ask students to read the
blog entries of an author in order to analyze the potential authorial intent behind a text.
Guide students through the use of a blog, wiki, podcast or Power Point in order to

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represent learning of the student, literature circle group, or class. New media is multi-
modal and our students need us to guide their understanding and use of new literacies.

4. Write in Many Modes: Rotate the responsibility among students or student groups of
updating the class blog. Ask students to keep their reader response journal online and
provide them time individually or in groups to record their thoughts about their novels,
inquiry project, etc. Create time and space in the class for students to use writing as a
reflective, clarifying, or therapeutic experience when reading, responding to or preparing
to discuss texts. Sometimes the quality of the writing necessitates inclusion in a portfolio.
Other times, as teachers, we can be more concerned with the quantity of meaningful
opportunities to write. Quick Writes, letters to peers, personal learning statements, truth
statements, etc. are easy ways to engage this modality.

5. Avoiding Overload: One of the teaching strategies that multimodal teachers will
implement is working to avoid the potential overload that comes with multimodal
learning. If the lesson becomes overly complicated and stimulating, students will begin to
miss out on the larger message at hand. Overload comes from bogging the lesson down
with too many inputs or modalities at once. Teachers will keep modalities both focused
and organized. They will also switch activities and lessons every 15 to 20 minutes, as
this is the point at which students begin to tune out and lose focus.

6. Focus and Organization: Teachers will implement strategic focus and organization for
their students during multimodal learning. Otherwise, they run the risk of information
passing over their students without them truly absorbing the lesson. Each modality will
work in conjunction with the other, creating a presentation in which words, pictures and
multimedia all have a purpose at a logical time within the lesson. Auditory and visual
cues that are separated by too much time or space within the lesson will lose impact.
With the proper organization and focus, multimodal lessons engage memory and
encourage thinking.

7. Collaboration and Reinforcement: Another multimodal teaching strategy that teachers

will implement is the use of collaboration and exercises that reinforce learning. Lessons
are specifically designed to be interactive. Students will also collaborate with one
another and work in pairs or groups. The overall goal is to get students to use as many
different learning modalities as possible to absorb the material. Lessons are reinforced
by repeating the same, or similar, material through many different modalities. When
concepts are repeated, students have a better chance of retaining the information.
Quizzes and tests give teachers a measure to see which modality works best for their
students. Homework and supplementary activities also serve as a review.

Application

Develop a lesson based on the above strategies and apply all the insights that you
have gained in this module.

CONGRATULATIONS!

You have just finished this module.

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Module
Summary

You have completed the last module of Educational Trend covering Multimodal Teaching
and Learning. Key points covered in the module include:

 Multimodal Teaching is a style in which students learn the material through a number
of different sensory modalities.
 The more different ways you learn something, the more you really learn it.
 The more different ways you learn something, the more you will remember it.
 The more different ways you learn something, the more you will genuinely
understand and assimilate it.
 Considering the variations of learning styles among students is a critical factor in the
development of multimodal learning content.
 Incorporating the qualities of different learning styles and addressing the learner’s
needs for visual, auditory, tactile, and sociological engagement helps bridge the gap
between “traditional” teaching and multimodal teaching.
 Dales’ cone of experience is a tool to help instructors make decisions about
resources and activities.
 The brain has three types of memory: 1) sensory memory, 2) working memory, and
3) long-term memory.
 Learning is optimized when students develop “metacognitive” strategies.
 Retention is improved through words and pictures rather than through words alone.
 Spatial Contiguity Principle: Students learn better when corresponding words and
pictures are presented near each other rather than far from each other on the page
or screen.
 Students learn better when corresponding words and pictures are presented
simultaneously rather than successively.
 Redundancy interferes with learning.

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 As the complexity of the materials increase, the impact of direct manipulation of the
learning materials (animation, pacing) on transfer also increases.
 Students have different ways of learning that teacher should address in the delivery
of instruction.

Module 2

Mother Tongue-Based
Multilingual Education

“Children…with a solid foundation in their mother tongue develop stronger

literacy abilities in the school language. Children's knowledge and skills transfer
across languages from the mother tongue…to the school language.”

- Jim Cummins , 2000

In this Module

 Basic concepts, rationale and principles of MTBMLE

 Theories of language learning : L1, L2, L3
 Using L1 and L2 for Teaching - Learning and the Essential Elements of
Language Education
 Curriculum, Instructional strategies and Learning Materials for MTBMLE
Programs

Many teachers shared the same belief and principles popularized by Jim
Cummins about the use of Mother Tongue as medium for teaching and learning in the
context of formal education; while there are still those who do not have a full
understanding about the newly implemented program of Deped – The Mother Tongue
Based Multilingual Education! Issues like: what are the underpinning principles of
MTBMLE? What theories of language learning or language acquisition that underpinned
these principles and approaches? What framework should be followed in creating a

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strong MTBMLE program? What about the materials to be used for teaching mother
tongue?

Certainly, these are essential questions that would challenge teacher to

reexamine their own beliefs and principles about language learning and teaching. This
module can be of great help to teachers especially those who are directly involved in
basic education.

Lesson Basic Concepts, Rationale and

1 Principle of MTBMLE
Objectives:

 gain deeper understanding about the rationale behind the

implementation of MTBMLE;
 equip with basic principles of MTBMLE and legal bases for its
implementation in the Philippine education context; and
 develop awareness and appreciation of the significance of using
mother tongue in teaching.

Introduction:

Welcome to lesson 1 of module 2! This lesson introduces you to the rationale, basic
principles and legal bases of implementing mother tongue-based teaching in Philippine basic
education. As a teacher of DepEd, it is an imperative that you should know and understand the
logic behind the implementation of MTBMLE so you can work best in your own context. Lesson
1 provides you with reading activities that will deepen your understanding about MTBMLE. It is
also important to express your thoughts and beliefs about MTBMLE and share it to the class. At
the end of the day, you come to reflect that DepEd is really on the right track in implementing
the program. Enjoy and keep reading!

Thought-Bubble!
Thought Bubble
Try to examine your
own belief or experience How does a child acquire a language?
about language
learning. Did you ever
ask yourself as to how
should a child acquire a
language? Write your
own thoughts and
beliefs about first
language learning in a
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share your thoughts to
the class.
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Analysis

Consider the questions below:

1) Do you have the same belief with your seatmate?

2) What common understanding do you have in language acquisition?

3) How does your belief on language acquisition influence your own teaching practice?

4) Is language acquisition the same thing with language learning?

5) Is learning first language (L1) the same with learning a second language (L2) or learning a
third language (L3)?

Abstraction

Let’s Build on!

Mother Tongue Based Multilingual Education – what is it?

Mother tongue-based multilingual education is education, formal or nonformal, in which

the children’s mother tongue and the national language are used in the classroom. Children
begin their education in a language they understand, their mother tongue, and develop a strong
foundation in their mother language.

A curriculum and teaching methodology that:

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 Begins with mother tongue (L1, home language) as a medium of instruction and builds good
bridges to other languages, while maintaining the use of L1 for as long as possible.

 Builds on what we know about how children learn best. (Begins with the known and moves
to the unknown by building on the child’s prior knowledge, using his/her world or real
knowledge and moving to new knowledge.)

What is the purpose of MTBMLE

The purpose of a multilingual education program is to develop appropriate cognitive and

reasoning skills enabling children to operate equally in different languages - starting in the
mother tongue with transition to Filipino and English.

To develop a structured program of language learning and cognitive development

providing...

 a strong educational foundation in the first language

 successful bridging to one or more additional languages
 enabling the use of both/all languages for life-long learning

“The development of the child’s first language with its related cognitive
development is more important than the mere length of exposure to a second
language; development of the mother tongue is critical for cognitive
development and as a basis for learning the second language.”
Tucker (1997)

Mother Tongue-Based Multilingual Education – moving from the known to the unknown

To successfully implement Mother Tongue-Based Education, teachers should embrace

a paradigm of teaching that should balance culture and language. An MTBMLE program
should….

 Maintain the local language and culture while providing state / national language
acquisition and instruction.
 Promote learners’ integration into the national society without forcing them to
sacrifice their linguistic and cultural heritage.
 Consider minority language learners who do not speak the language of instruction
and language of literacy.

Hence, the teacher must understand the child’s language, culture and world view in
order to link new knowledge to what the child already knows. We don’t want to teach young
children in the abstract. Why? This does not allow them to master the concept and integrate it
into their everyday lives. If classroom learning is not integrated into daily life, what is the point of
learning?

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 Sequence the lessons on the way children learn best will strengthen learning, increase
cognitive development and language acquisition. Begin each lesson with known
concepts of the child allows him or her to integrate the new concepts into their current
knowledge structure/grid. It also helps them use the new information, making it a true
learning experience. Without using what we learn, have we really learned? Memorization
does not equate with learning. Repeating what someone else has said does not mean
one understands. Planned sequence of learning in a step by step manner, beginning
with oral language development in all three languages. Do children come to school with
a full knowledge or understanding of their own L1? That must continue to be developed
and will strengthen reading and writing in all languages.
 Begin in the mother tongue of the learner and promote full, continuing literacy in the
mother tongue and oral and literacy skills in the additional languages of education. It is
found that the most effective programmes maintain the use of the mother tongue for as
long as possible – up to six years or longer. The first language of the learner should be
used not only for basic literacy but also to support transfer of learning to additional
languages throughout schooling.

 Thus, it is important to use learners current thinking abilities to help them think about
new information and apply it to their own lives. This happens within the context of their
own culture, language and prior knowledge. If we disregard that, we can ensure that
learning is delayed until much later when thinking skills and language ability are already
in place. For those who drop out of school, this delayed learning of academic content
may not happen at all.

Continue oral and written L1 and L2, for daily

communication and for learning academic
content

Continue oral and written L1, oral L2

Begin literacy in L2

Continue oral and written L1

Begin oral L2

Continue oral L1
Begin literacy in L1

Build oral L1

Phases of a strong MTBMLE program using two languages

How does this chart affect the curriculum development plan? Will there be necessary
changes based on this chart? Who will decide what changes are needed? Who will participate

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in the adaptation of the curriculum to MTBMLE? How will you pass on to them information about
MTBMLE to assist them in that adaptation?

Plan activities in the classroom that create an atmosphere where talking for purpose is
expected to develop the child’s thinking processes. Add literacy to oral language, first in the
mother tongue.

Begin developing listening and speaking in the national language. The other languages
should be taught using the MT as the LOI. TPR and other methods make the language learning
process easy and fun for the child at the beginning. After the child is developing fluency in
reading in the L1, add literacy in the L2. During this time ALWAYS continue oral development of
the L1 and L2.
Let’s Build on!

Read the journal article written by Dr. Susan Malone attached in appendix A. Then, fill-in the
chart below with necessary information and details. Be prepared to share your responses to
your partner.

Classroom What must be done? (Bridging the

Educational Goals Practices/Expectations gap)

Further Reading: Building Process: Literacy Between Languages

Attached in the appendix is an article lifted from DepEd Resource Book on MTBMLE to equip
you with a better understanding about the role of L1, L2 in child’s learning.

Reflections:
a. Do you agree with the rationale of MTMBLE?
b. What are the issues that you think will hinder the implementation of MTBMLE?
c. Examine in your own teaching context, do you think MTMBLE can improve students’
learning outcomes? Why and why not?

Shared Reading & Bumper Sticker

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Look for a partner. Together, you have to read DepEd Order No. 74, s.2009 “Institutionalizing
Mother Tongue-Based Multilingual Education”. Then, consider the questions that follow:

a. What is MTBMLE?
b. What are the main reasons why MTBMLE should be institutionalized in DepEd Schools?
c. Are these reasons enough to justify the institutionalization of MTMBLE? Why or why
not?
d. What do you are some of the drawbacks of MTBMLE in the field? Why did you think so?
e. Based on your discussion, write a bumper sticker focusing on your belief about
MTBMLE. Bumper sticker is a one-line catchy statement that captures your idea about
MTBMLE.

 Metaphor of Learning

You will be working in a group. In your group, you are tasked to:

a. Discuss major highlights and understanding you have gained from this lesson about
MTBMLE;
b. Present your own view and beliefs about MTBMLE in a drawing. You need to decide in
your group as to what appropriate drawing or graphic that will best illustrate your views
and beliefs about MTBMLE. Then, write a one-line catchy statement to capture the
whole idea.
c. Present your output to the class.

Application

Reflective journal:

Fill-in the chart below with your honest and sincere responses. Connect your reflections
to Malone’s journal. Then, answer the questions that follow:

Before, I believe that a child learns first Now, I believe that first language learning is
language ………………. ……………….

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a. Has there been changes of your own beliefs and views about language learning
before you read the articles? What are these?
b. What influence you to change your views?
c. Did you make effort to read researches about language acquisition and learning?
d. Do you firmly believe on what is written in the journal articles? Does it ring true in
your own teaching context?

Closure

Well-done! So you have successfully completed the activities and tasks for lesson 1. It is
expected that you have gained insights and meaningful experience in lesson 1. Now, you are
already prepared to move to lesson 2 of this module. So? Enjoy and keep working!

Lesson Using L1 and L2 for Teaching –

Learning and the Essential Elements
2 of Language Education
Objectives:

 identify the role of L1 and L2 in the teaching-learning process;

 explain the ladder in achieving solid foundation for a strong
bridging for L2, L3 Learning;
 draw out implications of L1-L2-L1 model in the child’s learning.

Introduction:

Welcome to lesson 3 of this module! This lesson heightens your awareness on the
role of L1 and L2 in the child’s learning. It also gives you a very clear framework of the
incremental implementation of L1 and L2 as illustrated clearly in a ladderized diagram below

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which can be of great help to you especially in your own context. Just help yourself and work in
the given activities to sharpen your mind of the topic in this lesson.

Comic Strip: Fill in the comic balloons below with your own response to the
question posed. You can write your responses phrases or in words.

Why should we teach a In teaching a

language? language, what do we
teach?

Makes sense….

What is she
talking about?
What am I
learning here?

Analysis

Think-Ink-Share!

Pause for a while. Examine your own teaching experiences and connect them
with your previous reading. Fill in the diagram below with the activities that a
teacher and a learner will possibly do in L1 and L2. Be prepared to share your
output to the class.

L1 L2

Teaching

Learning

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a. What should be the role of L1 and L2 in the teaching and learning?

b. When should a teacher use L1 and L2?

c. Should we encourage bilingual education?

d. What implication does it have in the child’s learning?

Abstraction

Read Me!
Take a look at the diagram. Can you explain what is this ladder for?
What’s in L1, L2, and L3? Can you connect this ladder to the teaching
practices of DepEd teachers? Be prepared to share your insights about
this ladder of building foundation for strong literacy.

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Let’s Build on!

Let’s revisit your chart earlier. As you read the material in the appendix, please
note down the activities that teacher and learner will both do in achieving fluency in both
L1 and L2 in using the L1-L2-L1 model. Write your responses in the chart provided
below.

L1 L2

Teaching

Learning

Let’s think about it!

Draw out implications of child’s learning using the L1-L2-L1 model as simplified in the
above chart. Write your insights in the pop up!

Teacher, am I
learning better
using mother
tongue?

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Lesson
Big Book for MTBMLE
3
Objectives:

 Map out subjects and topics where mother tongue can possibly
be a medium for instruction; and
 Improve skills in designing instructional materials, particularly, big
book.

Introduction:

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You are now in Lesson 3 of this module. By this time, you already have a well-grounded
knowledge and understanding about MTBMLE. On the previous lessons, you were tackling
theories, principles and some concerns on MTBMLE. Hence, it’s high time for you to produce a
material for MTBMLE. This lesson will help you do that; but it is imperative that we have to
examine more closely the curricular offering for K-Grade 4 and highlight competencies spelled
explicitly in the RBEC. It’s a jumpstart for designing big book for target learners using mother
tongue as medium for instruction. So, how does that sound? A bit excited? Ok, start working
now!

Let’s Map It

You will be provided copies of the curriculum for K, Grades 1-3. As you receive a copy,
please report to the group assigned for you so your group can work with the same
grade level. Your task is to map the curriculum, briefly review it and choose few topics
and write it in the chart provided for you.

Curriculum Year Appropriate Instructional Strategies Appropriate Learning Materials

Subjects

Subject 1
Topic 1

Subject 2
Topic 2

Subject 3
Topic 3

Subject 4
Topic 4

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Analysis

Based on the chart above, consider the questions that follow:

 Will it make a difference if these topics you have chosen will be taught in
Mother Tongue? What difference will it have?
 Are the instructional strategies you have chosen can also be applied in
mother tongue-based instruction? What about the learning materials?
 Can students learn better if these topics be taught in mother tongue?
 What do you think would be the implications of teaching-learning if the topics
mapped above will be taught in mother tongue?
 Share your thoughts and insights to the class.

Abstraction

Let’s build on!

Open the appendices section of this module. Look for the file entitled “Big
Books” in pdf file. Please take time to read it and be ready to share your
understanding about big book as your facilitator will discuss further on the big
book making.

Application

Big Book Making:

Follow the instructions below to make a big book for mother tongue
instruction on the identified topic above.

a) Choose story to write in mother tongue for learners.

b) Story must be within the context and level of learners.

c) Write the story with simple sentences.

d) Put text and pictures onto a A-3 paper in pencil – pictures and matching text go on
separate page. Include an inside title page.

e) Proofread, make corrections in pencil.

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f) Have someone else check the content, language, spelling and handwriting.

g) Make necessary corrections in pencil. Proofread one last time, make corrections.

h) Go over text and pictures using black marking pen. Leave space at the bottom of the
page for page numbers.

i) Make a small “guide book” to show you how the pages will be put together. Remember
that picture pages go on the left and the text pages go on the right the bright. Be sure to
include the title page in your calculations.

j) When you are SURE that the you have the pages correctly ordered, put double pages in
order. According to the guide book, tape the double pages together.

k) Make the cover (picture, title).

l) Tape the cover page onto the cardboard cover. Tape around all the edges.

m) Fasten front and back covers together, using masking tape several layers of duct tape.

n) Tape inside pages together.

o) Check the order of pages one last time. Then, sew the inside page to the covers.

p) Tape over the string with the final layer of the duct tape.

Summary

Congratulations! You have successfully completed Module 2. Indeed, you have

just taken a meaningful learning journey in having your knowledge and skills in
teaching. This module has helped you deepening your understanding about principles
and theories of MTBMLE. By this time, you already have a full grasp of the rationale,
concepts and practices of MTBMLE.

To wrap up, module 2 highlights:

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 Basic concepts, rationale and principles of MTBMLE which helped you

deepen your understanding about DEPED’s program;
 A big revisit and reorientation of the language acquisition theory and
practices; and
 The steps in bigbook making which equipped you the necessary skills in
instructional development.

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Module 3

Inclusive Education

“Schools should provide for the needs of all children

in their communities whatever the
level of their ability.”

- Phil Foreman, 2008

In this Module
 Inclusion
a) Principles of Inclusion;
b) Policies on Inclusive Education and Special Education;
c) Classification of Disabilities;
 Inclusive Education System
a) Classroom Ecosystem
b) Placement Options for Children with Special Needs;
c) The Inclusive Classroom
1. Modification, Adaptation, Accommodation and Differentiation
2. Effective Teaching Strategies.

Introduction

There are 150 million children with disabilities worldwide according to

UNESCO (2012). Four out of five of these children belong to developing countries
like the Philippines. These children with special needs (CSN), like their regular
counterpart, enjoy the right of being provided free quality basic education. Education
is seen to enhance a person’s capabilities and is perceived as an equalizing factor in
the society, therefore schools must provide the same to the children with special
needs. Unfortunately, there is an existing notion that CSNs should be placed in
Special Education (SPED) Centers and Special Classes, which is contradictory to the
concept of Inclusive Education.

The Department of Education has been undertaking approaches of including

CSNs in the regular classrooms. But there are still issues surrounding its acceptance
and implementation specifically on: What are the guiding principles of inclusion?
What are the underpinning policies of these principles? What framework should be
followed in creating an inclusive environment in school? What about the materials
and strategies to be employed for inclusive teaching?

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Lesson Principles of Inclusion

1
Objectives:

 Develop a personal definition of Inclusion

based on the Philippine context;
 Expound on the basic principles of
Inclusion; and
 Develop awareness and appreciation on
the significance of implementing Inclusion practices in the
Philippine educational system.

Introduction

Welcome to lesson 1 of module 3! This lesson introduces you to the definition

and principles of inclusion. Being a teacher, to respect the rights of the child and to
provide a conducive learning environment to them is your professional and social
responsibility. Lesson 1 provides you with reading activities that will deepen your
understanding about Inclusion and its principles. It is also important to express your
confusion and fears about Inclusion. At the end of the day, you would come to reflect
that our government is really on the right track in implementing the Inclusion. Enjoy
and keep reading!

Two groups of children are sitting on the floor in two circles.

Both groups contain girls and boys. The Grade 3 teacher is teaching
shapes to the children. In one group, the children are talking about
circles. The teacher has shown them some common round objects that
she had asked the children to bring from home. The children handle the
objects and then work together to make a list of other objects that are
circular in shape.
Think, Pair, Share
In the other group, some of the children are holding rolled up
Read the scenario at the newspapers that look like long sticks. The teacher calls a number, and
right side of this box and the child with that number places her stick on the floor in the center to
determine what makes begin forming a square. One child with hearing difficulties adds her stick
the classroom inclusive? to form a triangle and smiles at the teacher. The teacher smiles back at
Why? Be specific with her and say “very good,” making sure that the child can see her lips as
your answer. Then share she speaks. A parent, who has volunteered to be a classroom helper for
your answer with your a week, pats her on the arm, and then turns to assist a student who is
partner. confused about where to place his stick in order to form a new shape.

(UNESCO, 2012)

Analysis

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After sharing with your partner, please consider the questions below:

a. In what way was your answer similar or different to that of your

classmate?

b. What personal beliefs, experiences and principles guided you in coming up

with your answers?

c. Can you share to the class what is your current understanding of inclusion?

Abstraction

Reading Further

Take time to read the Education for All (EFA) Goals 2, 3 and 6 in
Appendix C.

Those goals are related to inclusion as a concept. Consider the questions that follow:

a. What is inclusion?
b. How is inclusion different and similar to mainstreaming and integration?
c. How do EFA Goals 2, 3 and 6 relate to inclusion?
d. Are the principles of inclusion aligned to your personal beliefs in teaching and
learning?
e. What are the initiatives of the DepEd and the Aquino Administration which are
aligned to the principles of inclusion? Point out some of these. Then, be prepared
to share your ideas to the class.

Let’s Build on!

Inclusion – what is it?

Inclusion or inclusive education through the years has taken different

meanings. Primarily, it is based on the notion that schools should, without question,
provide for the needs of all children in their communities, whatever the level of their
ability of disability. It was founded in the logic and principles of social and civil rights –
human rights. Inclusion commonly means educating children with special needs in a
regular classroom. But in a broader perspective, it means including ALL children in
the regular classroom particularly those children who are left out or excluded from
school. In this module, we would use inclusion as a concept to mean including
children with special needs in the regular classroom. It is focused on supporting the
child to achieve his best, given all opportunities provided by his non-disabled peers.

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Inclusion according to Dizon (2001) is anchored on the following tenets:

 Acceptance of the child whoever he/she is and whatever his/her disability is.
 Respect for the dignity of the child.
 Recognition of the child’s potential for learning in varied context.
 Strong confidence in the ability of the child to become independent.
 Respect for the child’s unique developmental patterns.
 Strong conviction that the child learns in a milieu of alternatives and practical
life-situations.
 Firm belief that living and earning with the child draw forth joy and goodness
among all those who serve and relate with the child.
 Adherence to the value of loving the child that strengthens commitment to
his/her welfare.

As a teacher, you will be able to translate your understanding on what

inclusion is, if you have a clear grasp on some terms commonly used in inclusive
education and special education. Do you agree? Now, read further on the
commonalities and difference between impairment, handicap and disability.

Is disability the same with impairment and handicap?

Disability is a restriction or inability to perform an activity in the manner or

within the range considered normal for a human being, mostly resulting from
impairment. It is the functional consequence of impairment. An example is of a
person’s visual impairment, the resulting disability may be that a person is unable to
read without using Braille. (The list of disabilities is found in lesson 2.)

Impairment on the other hand is any temporary or permanent loss or

abnormality of a body structure or function, whether physiological or psychological.
An impairment is a disturbance affecting functions that are essentially mental
(memory, consciousness) or sensory, internal organs (heart, kidney), the head, the
trunk or the limbs.

While handicap is the result of an impairment or disability that limits or

prevents the fulfillment of one or several roles regarded as normal, depending on
age, sex and social and cultural factors.

Are the three terms now clear to you? Can you differentiate now whether a
person’s situation fall under handicap, impairment or disability?

Let us now check another set of terms which are often used interchangeably
namely: integration, mainstreaming and inclusion.

What is the difference between integration, mainstreaming and inclusion?

Integration, mainstreaming and inclusion are three concepts that are used
interchangeably which brings about the idea that they mean the same. It is true that
all three propose the provision of the same educational opportunities for children with
disabilities and those with their non-disabled peers, but there are subtle differences
among the three.

Integration is the broad term used to refer to the attendance and participation
in activities at a regular school. It may mean the process of transferring a student to a
less segregated setting such as a child in a regular school but is in a separate special

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class. It is also called an “integrated class”. Through integration, the likelihood for
children with special needs to interact with other members of the regular school is
greater than if they attend a special school.

Mainstreaming on the other hand is a placement option considered the most

culturally normative school placement. Students are mainstreamed while they are
enrolled in or participating in a regular class (Foreman, 2007). Unfortunately, it
suggests an attitude that children with disabilities really belong to special education
classes, that they only visit the regular classroom and that primary responsibility to
educate them is the SPED teacher (Mastioperri, 2004). It oftentimes connote that a
CSNs need to “qualify” and prove themselves that they are able to function
independently in a regular classroom setting.

The Department of Education (2008) on the other hand defines both

integration and mainstreaming as one. Both refer to the enrolment of a child with
special needs in a regular school with support services. There are degrees of
integration. In partial integration, a child enrolled in a special class in a regular school
is integrated with regular children in non-academic activities like work education,
physical education, arts, school programs, etc. In full integration (sometimes called
“zero reject model”), the CSN sits in the regular class in all subjects, academic and
non-academic.

Inclusion meanwhile is based on the philosophy that school should, without

question, provide for the needs of all the children in their community, no matter what
their level of ability or disability. It offers a regular class placement for all students
whatever their disability is. In inclusive education, school administrators and
teachers, upon enrollment of a student with disability, should ask the question, “How
will we provide for the needs of this student?”. According to McDougall, et. al.
(2006), schools which focus on learning and understanding are likely to have a
culture that is more supportive and inclusive. In this placement, all teachers must be
prepared to provide for the needs of students with disability in their schools.

In the Philippine context, the term inclusion is often used interchangeably with
full inclusion”, “full integration”, “unified system”, and “inclusive education” in which all
students with disabilities, regardless of the nature and severity of their disability and
need for related services, receive their total education within the regular classroom
(DepEd, 2008).

Since the heart of this part of the module is inclusion, we will not stop by merely
defining the term. Then there is a need to know the principles underlying
implementation of inclusion.

What are the principles of inclusion?

Inclusion in education is concerned with an individual’s effective participation

in society and of reaching his/her potentials. Through inclusion, it is expected that
inputs, processes and attitudes work together within the individual’s learning
environment and at the system level to support the child’s entire learning experience.

There are certain principles which form the bases for the policy and practice
for the inclusion of students with disability. These principles have been implemented
by school systems in the development of system-wide policy, school policy and
practice, and the preparation and implementation of programs, as practiced in
Australia (Foreman, 2007)

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 Principle of Social Justice and Human Rights

This principle is part of the broader social justice effort of the marginalized
groups to be given equal opportunities no matter what the gender, ethnicity, religion,
race or disability of a person. The idea of acknowledging them being people first,
thereby enjoying the same experiences and opportunities just like the rest of the
populace. This means that students attending schools must be provided with the
same learning opportunities whether they have a disability or not. Teachers therefore
need to adapt their classroom organization and teaching methods and approaches to
provide for a wide range of individual differences in students (Curtin & Clarke, 2005)

 All Children Can Learn

This principle accepts the differences on how learning occurs in individuals.

Some individuals may learn slower than others, while others may learn very simple
things, while others need only learn how to indicate when they are hungry, thirsty or
sleepy and how to show their preferences. Learning these things will make significant
positive effect on their quality of life. Whatever the manner, mode and level of
learning a child needs, it is learning. Said learning can be cultivated with supportive
teachers and other school stakeholders.

 The “Least Restrictive Environment”

This principle is based on the philosophical concept that some environments

are intrinsically more restrictive than others - such as the case of regular
schools/classes as compared to special schools/classes. The LRE is expected to
provide for an environment where individuals with disability live in a welcoming and
inclusive atmosphere with people supporting and accepting them. Regular
schools/classes, as implemented in Australia, New Zealand and US, have been
providing LRE to individuals with disabilities. This LRE should not end in the
classroom or school but should also be extended in streets and other public areas
which needs to be more accessible to individuals with disabilities.

 Normalization

This principle embraces the belief that people are entitled to live as “normal”
as possible in their community. This means that they should live and do things the
same way as other members of their communities do. In education, no matter what
the child’s ability or disability is, he/she should be allowed to enroll in their preferred
school. Their living condition, education, work and everyday activities must also not
be too different from what is appreciated by the culture. Therefore giving alms,
raising money for those with disability through soliciting donations and the like should
be discouraged.

 Age Appropriateness

Roles and activities given to students with disability should be age

appropriate. The activities in school that they take part in and the roles they perform
should be positive and valuable based on their age. Therefore teenage girls should
not be doing activities for preschool since the students or other students may
perceive the activity as low level or status. Teachers must therefore think of possible
age appropriate activity or use teaching materials that will provide the same or better
learning opportunity to address the needs of children with disabilities.

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Do you agree or disagree with any of the stated principles of inclusion? Which
of the principles is difficult to follow? If so, how are you going to align your school and
classroom practices to the principles of inclusion?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Policies on Inclusion

Are you aware that there are existing international and national policies that
back up the implementation of inclusion?

There are existing policies that support the implementation of inclusion in

schools. They will be briefly described here with a link on the website where an
electronic copy is available.

 International Legislation and Policy

o Universal Declaration of Human Rights
 (http://www.un.org/en/documents/udhr/)
o United Nations Convention on the Rights of the Child
 (http://www.unicef.org/crc/)
o Education For All
 (http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/the-
efa-movement/)
o Salamanca Statement
 (http://www.unesco.org/education/pdf/SALAMA_E.PDF)
o Dakar Framework
 (http://unesdoc.unesco.org/images/0012/001211/121147e.pdf)
o UN Convention on the Rights of Persons with Disabilities
 (http://www.un.org/disabilities/convention/conventionfull.shtml)

 Other Countries
o The United States - Individuals with Disabilities Education Act (IDEA)
 (http://idea.ed.gov/)
o Great Britain – Disability Discrimination Act (DDA)
 (http://www.legislation.gov.uk/ukpga/1995/50/contents)
o Australia - Disability Discrimination Act (DDA)
 ( http://www.humanrights.gov.au/disability_rights/dda_guide/dda_guide.htm)

 Philippines
o 1987 Constitution of the Republic of the Philippines
o Child and Youth Welfare Code (PD 603)
 ( http://www.gov.ph/1974/12/10/presidential-decree-no-603-s-1974/)
o Magna Carta for Disabled Persons (RA 7277)
 (http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/)
o Accessibility Law (BP 344)
 (http://www.ncda.gov.ph/disability-laws/batas-pambansa/batas-pambansa-blg-344/)
o Governance of Basic Education Act (RA 9155)
 (http://former.deped.gov.ph/cpanel/uploads/RA-9155.pdf)
o Guidelines on the Implementation of Special Education

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Application
Concept Mapping

Develop a concept map showing your understanding of the above-

presented concepts. Write your answer on the space provided. Then,
write a one-paragraph essay about the concept map that you have developed.

Concept Map

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Well-done! You have successfully completed the activities and tasks

for lesson 1. It is expected that you have gained insights and meaningful
experience in principles of inclusion and other related topics. Now, you are
already prepared to move to lesson 2 of this module which is about the types
of disabilities. Enjoy and keep working!

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Lesson Types of Disabilities

2
Objectives

 Differentiate the types of disabilities

 Discuss in detail the characteristics of CSNs

Introduction

Welcome to Lesson 2 of this Modul e! This lesson introduces you to the

different types of disabilities. Since you already know the principles of inclusion and
the difference between disability, impairment and handicap, a detailed presentation
of the types of disabilities is hereby presented.

The classification of disability varies through time, and terms used also differ
among the countries. But since the Philippines commonly adopt those of the United
States, terms used are based on the Individual with Disabilities Education Act (IDEA)
and variations to the said terms will also be presented.

MISUAT
______
ANSFEEDS
________
LONEATIOM SIBANDTRUCE
Scrambled Words
_________ ___________
Form the different
GINHARE REAPINTMIM
disabilities from the given
set of scrambled words. _______ __________
Write your answers on
the space below each ALMTEN ARDEARTITON
word ______ ___________
LUSIVA MINTMIPEAR
______ __________
NOTIOLEAM DANCERUTSIB
_________ ____________

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Analysis

Were you able to answer all the items correctly? They are
just some of the many identified categories of disability.

Which of the following disabilities do you find most challenging? Why?

Would you gladly accept CSN in your class?

Abstraction

Actually, there are 13 disability categories based on the IDEA, below

are the list with their description and sub-categorization:

 Autism or autism spectrum disorder– A severe, lifelong disability

manifested within the first 3 years of life, characteristics include
impairments in communication, learning, and reciprocal social interaction.
It is characterized by severe impairments of social, emotional and
intellectual functioning.

 Deafness – A hearing impairment so severe that processing linguistic

information through hearing is severely limited, with or without
amplification, and educational performance is negatively impacted.

 Deaf-blindness – A moderate to severe impairments in both vision and

hearing which include a separate category because of the unique learning
needs presented, and special services required.

 Emotional Disturbance – A condition in one or more of the following

areas during an extended period of time, except those children who are
socially maladjusted:
 inability to learn, not due to intellectual, sensory, or health
problems;
 inability to build and maintain social relationship with peers and
teachers;
 inappropriate behavior and effect;
 general pervasive depression or unhappiness;
 tendency to develop fears or physical symptoms associated
with school and personal problems; and
 schizophrenia

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 Hearing impairment – A hearing loss with or without amplification, which

affects performance and developmental process. It may range from mild
to moderate to severe, permanent or fluctuating, mild to profound,
unilateral or bilateral. Hard of hearing or deaf is another term used.

 Learning disability – a discrepancy exists between student’s ability and

student achievement, which may be attributed to organic (brain
differences in size or functioning), genetic (children of parents who
experience reading difficulties have higher risk of experiencing the same
difficulty) and environmental causes (poor diet, exposure to toxins
prenatally or postnatally. Learning disability may be experienced in any of
the following areas:
o Language and literacy
o Mathematics
o Attention and memory
o Thinking and reasoning
o Metacognitive abilities (study skills, learning strategies and
organizational strategies)
o Social-emotional functioning
o Generalization and application

 Mental retardation – A below average intellectual functioning including

deficits in “adaptive behavior” (age-appropriate personal independence
and social responsibility). Individuals may manifest in any of the following
generalized problem in learning, memory, attention, problem learning,
academic, and social functioning between birth to 18 years. Known
causes can be classified into genetic (Down syndrome), brain and
environmental factors.

 Multiple disabilities – Any individual with two or more disabling

condition. Often includes mental retardation as one of the categories, but
does not include deaf-blindness.

 Orthopedic impairment – A physical condition that seriously impair

mobility or motor activity, including individuals with cerebral palsy,
diseases of the skeleton or muscle and accident victims.

 Other health impairment – Chronic or acute health-related difficulties

such as limited strength, vitality or alertness, which adversely affect
educational performance.

 Specific learning disability – A disorder in one or more of the basic

psychological processes involved in understanding or using spoken or
written language which brings about difficulties in reading, writing,
listening, speaking, thinking, spelling or mathematics.

 Speech or language impairment – a disorder of articulation, fluency,

voice, or language that adversely affects educational performance; or a
severe communication deficit that may require the use of alternative and
augmentative communication (AAC) system.

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Examples of speech disorders are:

o Articulation disorder – difficulty pronouncing words (omissions,
additions, distortions and substitutions)
o Fluency disorder – stuttering
Examples of language disorders are:
o Difficulties with phonology, morphology, syntax, semantics or
pragmatics
o Difficulty in speaking (expressive aphasia) and
comprehending (receptive aphasia)

 Traumatic brain injury – An acquired injury to the brain due to external

force resulting in a total or partial disability or psychosocial impairment, or
both, which negatively affects educational performance.

 Visual impairment including blindness – A loss of vision that, even

when corrected affects educational performance. May be mid, to
moderate, to severe in nature. Those with low vision can usually read
when the print is enlarged sufficiently, while the blind are unable to read
and uses Braille in reading and writing.

Application

Reflective Journal

Before, I believed that inclusion is only Now, I believe that including CSN in the
possible if… classroom is…

What influenced you to change your views?

Well-done! You have successfully completed the activities and tasks

for lesson 2 on the type of disabilities. It is expected that you have correlated
the inclusion principles to the types of disabilities. Now, you are already
prepared to move to lesson 3 on inclusive classroom. Enjoy and keep
working!

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Lesson The Inclusive Classroom

3
Objectives:

 Examine the classroom ecosystem;

 Differentiate the different placement options for CSN;
 Justify that inclusion is the least restrictive option for
CSN; and
 Distinguish between traditional and inclusive classroom
practices.

Introduction

Education for All (EFA) talks about providing education to all children, but who
are referred to in “ALL” children? It is noteworthy to say that educational
developments in the Philippines are directed towards educating ALL children,
especially the disadvantaged ones. Unfortunately, exclusion still happens often in
school, particularly social exclusion. You, as a teacher, are in a key position to
eliminate exclusion and implement inclusive education in the classroom .

Starburst

Perform the activity at

the right side of this
box and follow the
instructions carefully.

1. Draw a 5-pointed star on the space provided.

2. Write the name of a child with disability at the center and consider his/her
characteristics, abilities and difficulties.
3. Each point in the star represents your concerns on the possible challenges of
having the above mentioned child in your class.
4. Share your answer with your classmates.

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Analysis
After sharing with your classmates, please consider the questions
below:

1. Can you identify the causes of the identified

challenges?

2. How would you overcome the identified challenges?

Abstraction
Read on!

Let us first go back to the basics! Let us revisit the classroom

ecosystem and the factors which impact the teaching and learning
process. It is imperative that you have a clear grasp on how these
factors interact which result to a positive or negative learning outcomes.
The concept will be of help to you as we embark on the concepts of
adaptation, modification and differentiation on the curriculum and
environment that will be needed when we embark in inclusive education.

The Classroom as an Ecosystem

Teacher
Factors

Curriculum Teaching
Student
& Resources and
Factors
Factor Learning

Physical
Setting
Factors

Examine the diagram on classroom ecosystem. What are your remarks on

the interaction that takes place between the factors? What are your concerns on the
teaching and learning process if CSNs are included in your classroom? Share your
ideas in class!
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Classrooms are ecosystems and the four factors naturally interact constantly
in the classroom. According to Broderick, Mchta-parekh & Reid (2005) as cited by
Conway (2007), teacher factors take into account the teacher’s preparedness to
teach CSNs as part of the class; teacher’s knowledge of the capabilities of their
students; teacher’s attitude towards having CSNs in his/her class; and the

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observable acceptance of the CSN. Student factors include the abilities and skills of
the CSN and other students in class and the attitude and willingness of other
students to have the CSN in their class (Conway, 2007). Curriculum and resources
are the mainstream and any alternative curriculum used in the classroom, selection
of content and vocabulary to be taught, the methods and resources (textbooks,
worksheets) and other materials used. Physical setting factors include the layout of
the classroom (Conway, 2007).

With the brief description on classroom ecosystem, do you now have an

affirmative feeling towards implementing inclusive education in your class? How are
you planning to improve your classroom ecosystem?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

To provide you with additional information on how inclusive education fare as

compared to other placement options for CSN, these placement options are
presented in the next illustration. This will provide you with an opportunity to compare
the placement options from the least restrictive to most restrictive. Have fun!

Placement Options for CSN

Least Restrictive
Inclusive Education

Mainstreaming/Integration

Resource Room Plan

Cooperative Class Plan

Special Class Plan

Distance Education Program

Itinerant Teacher Plan

Special Education
Center

Residential
School

Hombound
Instruction
Most Restrictive
(See Appendix B for the description of the placement options for CSN)

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What do you think of the various placement options presented? As a teacher,

can you think of the advantages, disadvantages and challenges of placing a CSN in
those placements?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

In an inclusive classroom and school, teachers need to be fair. They also

need to address the learning needs of ALL students. It is not anymore a question of,
“Can we provide for the needs of this student?”, instead, the school and the teacher
should ask, “How will we provide for the needs of this student?”

Traditional Classroom vs. Inclusive Classroom (UNESCO, 2012)

Traditional classroom Inclusive classroom

Relationships Distant (the teacher Friendly and warm. The teacher sits next to and
addresses students with her smiles at the child with hearing impairment. The
back towards them) parent-helper praises this child and assists other
children.
Who is in the The teacher, as well as The teacher, students with a wide range of
classroom? students with quite similar backgrounds and abilities, and others like the
abilities. parent-helper
Seating Identical seating Different seating arrangements, such as girls and
arrangement arrangements in every boys sitting together on the floor in two circles or
classroom (example: all sitting together at tables
children seated at desks in
rows; girls on one side of the
room, boys on the other)
Learning Textbook, exercise book, Variety of materials for all subjects such as math
materials chalkboard for teacher materials made from newspapers, or posters and
puppets for language class
Resources The teacher is interacting The teacher plans a day in advance for the class. She
with children without using involves the children in bringing learning aids to the
any additional teaching class, and these aids do not cost anything.
materials
Evaluation Standard written Authentic assessment; Observations; Samples of
examinations children’s work over time such as portfolios

Before going further, it is important that you would reflect on your classroom
practices. Are your classroom practices skewed towards traditional classroom or
inclusive classroom? Why? Do you have plans of changing your classroom
practices?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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Let’s Build on!

Use the following grid to consider the adjustments that could be made to
assist CSNs in your school or class.

What resources
What needs to Who should be (people or materials)
Area
be done? involved? can be used to
assist?
Staff attitudes/knowledge

Students attitudes
Physical characteristics of
school/classroom
Timetable

Curriculum
Available resources and
equipment
Teaching/Learning Arrangement

Application
Reflective journal:
Fill-in the chart below with your honest and sincere responses.
Then, answer the questions that follow:
Before, I believe that teaching a CSN in an Now, I believe that implementing inclusion
inclusive setting is… is…

Have there been changes of your own beliefs and views about teaching CSN? What are
these?

Well-done! You have successfully completed the activities and tasks

for lesson 3. It is expected that you have gained insights and meaningful
experience on inclusive classroom. Now, you are already prepared to move to
lesson 4 about the modification, adaptation, accommodation and
differentiation in inclusive classroom. Enjoy and keep working!

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Modification, adaptation,
Lesson accommodation and
4 differentiation in inclusive
classroom

Objectives

 Reflect on the curriculum provided to CSN;

 Develop a process of providing accessible curriculum
to CSN; and
 Be critical on identified effective teaching strategies
for CSN.

Introduction
In order to implement inclusion in school, adaptations, modifications and
differentiations are to be done with the school policy, curriculum design and grade
plan. At the classroom level, teachers can make adaptations and modifications on
the physical environment, materials, instruction and evaluation. By doing alterations
to those aspects, the needs of CSNs are hoped to be met.
Must
know
Should know

Could know

Topic: ______________________________________________
Must, Should and
Could Know Chart Must know Should know Could know

Identify a topic in the

basic education
curriculum that you are
familiar with (specify
Grade level and
subject). Divide it
according to its degree
of importance; must
know, should know and
could know.

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Analysis

After doing the activity, what will be your approaches in

determining how much content/knowledge should be given to
students with disabilities?

_________________________________________________
_________________________________________________
______________________________________________________________
__________________________________________________

The Inclusive Environment

Developing an inclusive environment is not an easy task and it does not

happen overnight. It is not instantaneous that everyone immediately feels
comfortable in a classroom. Since teachers play key role in advancing inclusive
education, it is but proper to ask yourself, “How can teachers ensure that all students
are made to feel welcome?” “How can teachers use a welcoming environment to
support academic success?

To provide an inclusive environment for children means going beyond the

physical environment of the school and classroom. The social environment is more
important - whether the teacher accepts them, cares for them and is concerned of
their well-being, whether their classmates see them as peers and as equals, whether
their parents and the school populace sees them as individuals capable of doing
things for themselves and for the community. That is inclusion!

What role does the curriculum play in an inclusive environment?

The Curriculum: Modification, Adaptation, Accommodation and Differentiation

Curriculum can be the content, what is learned and what is taught; how it is
delivered (teaching-learning methods); how it is assessed (exams, for example); and
the resources used (e.g., books used to deliver and support teaching and learning).

Curriculum modification generally means “changing” the curriculum by

adding, substituting courses or content to meet individual needs. Comfort (1990) as
cited by Alquraini and Gut (2012) refers to it as the adaptation and interpretation of
the formal curriculum in school of the teacher in the form of learning objectives and
activities, which he or she deems appropriate for a specific learner. Through this,
learners with or without disability are expected to learn more effectively.

Curriculum accommodation for CSN means anything done to support their

access to the general curriculum or assist in their overall education, which according
to Janney & Snell (2006) under usual circumstance they cannot accomplish. Koga &
Hall (2004) suggests the use of specific teaching techniques, such as but not limited
to the use of audio or other formats as an alternative to print, technology, graphic
organizers, and pictorial representation; and changing the amount of input, time-
frame for learning, and levels of support for individual students' needs.

Curriculum adaptation takes place within the context of the curriculum,

which all students access. It is altering the quantity of curriculum content, vocabulary

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and assessment provided to students, to ensure that they are presented with material
that they can access (Foreman, 2007). It is another type of modification of the
general curriculum for students with severe disabilities.

Curriculum differentiation means adapting the content and manner of

teaching to take into account the individual differences and needs of students, to
ensure that instruction is relevant, flexible and responsive, and leads to more
successful learning (Foreman, 2007).

Which of the four are you willing to do for a CSN?

As a teacher, you are one of the most significant factors in providing the most
accessible curriculum for CSN. Your positive attitude towards educating CSN in an
inclusive environment is a way of improving their access to the regular curriculum.

Abstraction

Chain of Events

Can you complete the given diagram showing the possible

process that you need to go about in order to deliver the most
accessible curriculum to an identified CSN? Let a classmate
examine your output and ask for ways to improve it.

Type of Disability: _________________________________

Step 5.
Topic: ___________________________________________

Step 4.

Step 3.

Step 2.

Step 1.

Congratulations for your brilliant ideas! Please read more on teaching

strategies.
Several teaching strategies are found to be effective for CSN. It is suggested
however that depending on the situation, a combination of any of these strategies
can be done in order to optimize student engagement and learning.

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Effective Teaching Strategies

Cooperative Learning. This is often referred to as team learning method.

Students with a wide range of ability work together to achieve learning outcomes
through a process of planned interdependence. Variations of this method are Jigsaw,
Student Teams Achievement Divisions and Think-Pair-Share. This method promoted
inclusion of CSNs with emphasis on the social process, positive learning outcomes
and relevance to a wide variety of students’ needs.

Peer-mediated Approach. This approach, which involves a tutor and a tutee,

provides individualized support. As peer-mediated approach promotes individualized
support, improvements on affective and skills became evident to both the tutor and
tutee. (Jenkins et.al., 1994 as cited by Arthur-Kelly, 2007). Peer tutoring and peer-
centered strategies are examples of this approach.

Cognitive and Metacognitive Approaches. Teachers must facilitate

learning such that cognitive (thinking) and metacognitive (thinking about thinking)
processes take place in the classroom. Examples of this approach are process-
based instruction, reciprocal teaching and strategy training.

Self-directed Learning. The provision of opportunities for the student to

explore knowledge in their own way and at their own speed is the distinctive
character of this approach. In this approach, the teacher only provides scaffolded
support to the learner, and constant monitoring student engagement is important.

Direct Instruction. This approach involves highly structured and explicit

teaching of content and strategies to students. It provides emphasis on the clear
transmission of information to the learner, and student success on the learning tasks.

Application
Reflective journal:

Fill-in the chart below with your honest and sincere responses.
Then, answer the questions that follow:
Well-done! You have successfully completed the activities and tasks

Before, I believe that teaching strategies for Now, I believe that in teaching CSN…
CSN…

Have there been changes of your own beliefs and views about teaching CSN? What are these?

for

Lesson 4. It is expected that you have gained insights and meaningful

experience on modification, adaptation, accommodation and differentiation in

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inclusive classroom. You are almost done with this module. The module
summary will follow.

Summary
Summary

Inclusion as a concept does not only cover CSN but also include other
marginalized sectors of our society. But in the light of inclusive education,
emphasis is given to CSN and their inclusion in the regular schools and
classrooms. Principles of inclusion include the principle of; social justice and
human rights, all children can learn, the least restrictive environment,
normalization, and age appropriateness. Words commonly used
interchangeably were also defined and differentiated, such as; handicap,
impairment and disability; mainstreaming, integration and inclusion; and
curriculum modification, adaptation, accommodation and differentiation.

The types of disabilities were also described according to the IDEA of

US; autism, deafness, deaf-blindness, emotional disturbance, hearing
impairment, mental retardation, multiple disabilities, orthopedic impairment,
learning disability, speech or language impairment, traumatic brain injury, and
visual impairment as well as the different placement options from least
restrictive to most restrictive. International and Philippine policies on inclusion
and special education were also made known.

Lastly, concepts on conducive classroom ecosystem and the provision

of accessible curriculum to CSN through teacher’s modification, adaptation,
accommodation and differentiation were taken up. Effective teaching
strategies for CSN were also introduced.

It is hoped that after finishing this module, you are more ready to
accept and teach CSN in your school and in your class. In a way, you are
contributing to the attainment of providing quality education to CSN. It is short
of saying; you have made the first step in improving the quality of life of CSN.
Congratulations!

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Assessment

Problem Solving

Imagine you are a newly hired SPED teacher in a public elementary

school. You were informed that you will be assigned to teach at regular class
and some students who have moderate mental retardation will be included. It
will be your first teaching job and although you are very much willing to
embark on a new journey in your professional life, you have some concerns in
mind.

1. List three of your concerns.

______________________________________________________
______________________________________________________
______________________________________________________
_______________________

2. What is the nature of your concern? (lack of knowledge, lack of

resources, parental concerns, etc.)

______________________________________________________
______________________________________________________
______________________________________________________
_______________________

3. Present how you will solve or overcome your concerns.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________________________________________

“Although many teachers are initially reluctant about inclusion,

they become confident in their abilities with support and experience.”

McGregor & Vogelsberg (1998)

“Teacher attitude is a major factor in successful programs of inclusion”

-Phil Foreman (2007)

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Appendix B

PLACEMENT OPTIONS FOR CSN

 Inclusive Education
o All CSN receive their total education within the regular education
classroom
 Integration or Mainstreaming
o Enrolment of a CSN in a regular school with support services and
is given training/instruction in preparation to being part of a regular
class.
 Resource Room Plan
o A CSN is enrolled in the regular school program but goes to a
resource room to use the specialized equipment in a tutorial or
small group.
 Cooperative class plan (Part-time Special Class)
o The CSN is enrolled in a special class but receives some of his
academic instruction in the regular grades.
 Special Class Plan (Self-contained/Segregated)
o CSNs with only one type of exceptionality are enrolled in a special
class. This is needed by those pupils with severe problems which
make it impossible for them to maximize learning in a regular
classroom.
 Distance Education Program for Children with Special Needs
o This is an alternative mode of education for individuals 6-19 year
olds without having to go to school regularly and makes use of
modules.
 Itinerant teacher plan
o An itinerant or travelling teacher serves one or more regular
schools depending on the number of CSNs. He/She gives direct
and consultative services to children and may do any of the
following: Observations, diagnoses, makes referrals, requests
textbooks and equipment, prepares instructional materials and
evaluates performance.
 Special Education Center
o Classes for CSNs are organized within the regular school where
itinerant teachers, resource room services, special and
cooperative classes are available.
 Residential School
o Provides special education and dormitory services for CSNs.
 Hospital or Homebound instruction
o Instruction to CSN provided in the hospital or at home when
mobility and transportation is a cause of concern.

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Appendix C

Education for All Goals

Six internationally agreed education goals aim to meet the learning

needs of all children, youth and adults by 2015.

Goal 1

Expanding and improving comprehensive early childhood care and education,

especially for the most vulnerable and disadvantaged children.

Goal 2

Ensuring that by 2015 all children, particularly girls, children in difficult

circumstances and those belonging to ethnic minorities, have access to, and
complete, free and compulsory primary education of good quality.

Goal 3

Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life-skills programs.

Goal 4

Achieving a 50 per cent improvement in levels of adult literacy by 2015,

especially for women, and equitable access to basic and continuing education
for all adults.

Goal 5

Eliminating gender disparities in primary and secondary education by 2005,

and achieving gender equality in education by 2015, with a focus on ensuring
girls’ full and equal access to and achievement in basic education of good
quality.

Goal 6

Improving all aspects of the quality of education and ensuring excellence in all
so that recognized and measurable learning outcomes are achieved by all,
especially in literacy, numeracy and essential life skills.

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