[Audio] Mobility Taking notes Ability to see visual aids, writing on chalkboard, etc. Reading standard print materials B. Student with Visual Disabilities (blindness and low vision) Finding transportation Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille) Difficulties image source: https://www.prcvi.org/training/become-a-teacher-of-students-with-visual-impairments/ The second category is
Student with Visual Disabilities There are two categories of visual disabilities: blindness and low vision. To be diagnosed with low vision, visual acuity has to be 20/70 or less in the better eye after the best possible correction, or have a constricted visual field (peripheral vision) of 30 degrees or less. To be diagnosed as legally blind, visual acuity has to be 20/200 or less in the better eye after the best possible correction or a have a visual field (peripheral vision) of 20 degrees or less.
Academic limitations can be the result of constricted peripheral vision, progressive loss of vision, and/or fluctuation of visual acuity. Visual disabilities may result in difficulties with the following activities:
Mobility around campus and in the classroom
Ability to take notes in class
Ability to see classroom visual aids, writing on chalkboard, etc.
Reading standard print materials
Finding transportation
Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille). 

Scene 1

B. Student with 
Visual Disabilities 
(blindness and low vision)

Ability to see visual aids, writing on chalkboard, etc.

Obtaining textbooks in an alternative format and in a timely manner (audio, large print, Braille)

image source: https://www.prcvi.org/training/become-a-teacher-of-students-with-visual-impairments/

[Audio] Large print or Braille handouts, signs, equipment labels TV monitor connected to microscope to enlarge images Directions, notices, assignments in electronic format Printed materials on colored paper or materials in high contrast Student with Visual Disabilities accommodations Computers with enlarged screen images image source: https://www.prcvi.org/training/become-a-teacher-of-students-with-visual-impairments/ Seating where the lighting is best Audio, Braille, electronic formats for notes, handouts, texts accommodations used by students who are blind or have low vision include:
Large print or Braille handouts, signs, equipment labels
TV monitor connected to microscope to enlarge images
Directions, notices, assignments in electronic format
Printed materials on colored paper or materials in high contrast
Computers with enlarged screen images
Seating where the lighting is best
Audio, Braille, electronic formats for notes, handouts, texts. 

Scene 2

Large print or Braille handouts, signs, equipment labels

TV monitor connected to microscope to enlarge images

Directions, notices, assignments in electronic format

Printed materials on colored paper or materials in high contrast

Audio, Braille, electronic formats for notes, handouts, texts

[Audio] Describe visual aids (text or audio descriptions) Raised-line drawings and tactile models of graphic materials Computers with optical character readers, voice activated computers, voice output Braille keyboards and printers accommodations Extended time for testing image source: https://www.prcvi.org/training/become-a-teacher-of-students-with-visual-impairments/ Use of a reader and/or scribe for exams Use of tinted glasses for indoors/outdoors Other to include are:
Describe visual aids (text or audio descriptions)
Raised-line drawings and tactile models of graphic materials
Computers with optical character readers, voice activated computers, voice output
Braille keyboards and printers
Extended time for testing
Use of a reader and/or scribe for exams
Use of tinted glasses for indoors/outdoors. 

Scene 3

Describe visual aids (text or audio descriptions)

Raised-line drawings and tactile models of graphic materials

Computers with optical character readers, voice activated computers, voice output

Use of tinted glasses for indoors/outdoors

[Audio] Listening to and understanding lecture information Students Who are Deaf and Hard
of Hearing Taking notes in the class Limitations Working effectively in group projects or class discussions image source: https://www.ava.me/blog/revolutionizing The next category is C. Students who are Deaf and Hard of Hearing Communication access is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers and instructors. Some of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D. People who became deaf later in life may call themselves Deaf or hard-of-hearing based on the degree of hearing loss they experience.
Examples of disability related limitations include:
Listening to and understanding lecture information
Taking notes in class
Working effectively in group projects or class discussions. 

Scene 4

Students Who 
are Deaf and Hard
of Hearing

Working effectively in group projects or class discussions

Listening  to and understanding lecture information

image source: https://www.ava.me/blog/revolutionizing

[Audio] Interpreters, real-time transcription, assistive listening systems, note taking assistance Face student when speaking Written copies of any oral instructions (directions, assignments, lab instructions) Students Who are Deaf and Hard of Hearing Visual aids, visual warning systems Electronic mail for communicating accommodations Repeat questions and statements from others image source: https://www.ava.me/blog/revolutionizing Captioned videos and transcripts of audio recordings Commonly used accommodations are:
Interpreters, real-time transcription, assistive listening systems, note taking assistance
Face student when speaking
Written copies of any oral instructions (directions, assignments, lab instructions)
Visual aids, visual warning systems
Electronic mail for communicating
Repeat questions and statements from others
Captioned videos and transcripts of audio recordings. 

Scene 5

Students Who 
are Deaf and 
Hard of Hearing

Written copies of any oral instructions (directions, assignments, lab instructions)

Interpreters, real-time transcription, assistive listening systems, note taking assistance

Repeat questions and statements from others

Captioned videos and transcripts of audio recordings

[Audio] Cancer Students with Health-Related Disabilities Chemical dependency Diabetes Examples of chronic medical conditions Dysautonomia Image source: https://www.ashoka.org/en-ph/story/mental-health-care-helping-children-cancer-live-better Another category is for those Students with Health-Related Disabilities Chronic illnesses include conditions affecting one or more of the body's functions. These conditions can include, but are not limited to, the respiratory, immunological, neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general, these conditions can vary in severity and length of time, and can be very unstable. Examples of chronic medical conditions include:
Cancer - a disease in which some of the body's cells grow uncontrollably and spread to other parts of the body. Chemical dependency - a compulsion to take a mood-altering chemical such as alcohol, marijuana, cocaine, hallucinogens, methamphetamines, and prescription drugs such as opioids and other medications. Chemical addiction is also known by other terms, such as drug abuse, alcohol abuse, addiction, or habit.
Chronic fatigue syndrome - characterized by profound tiredness, regardless of bed rest. Its symptoms may worsen with physical or mental activity.
Diabetes - a chronic (long-lasting) health condition that affects how your body turns food into energy. Your body breaks down most of the food you eat into sugar (glucose) and releases it into your bloodstream. When your blood sugar goes up, it signals your pancreas to release insulin.
Dysautonomia - a nervous system disorder that disrupts autonomic body processes. These are automatic functions like your blood pressure and heart rate. Having dysautonomia means these functions don't work properly, causing disruptive symptoms.. 

Scene 6

Students with Health-Related Disabilities

Image source: https://www.ashoka.org/en-ph/story/mental-health-care-helping-children-cancer-live-better

[Audio] Epilepsy/seizure disorder Human immunodeficiency virus (HIV) Students with Health-Related Disabilities Other Health-Related Disabilities Multiple chemical sensitivities Multiple sclerosis Image source: https://www.ashoka.org/en-ph/story/mental-health-care-helping-children-cancer-live-better Renal disease/failure Other Health-Related Disabilities are: Epilepsy/seizure disorder - a disorder of the brain characterized by repeated seizures. A seizure is usually defined as a sudden alteration of behavior due to a temporary change in the electrical functioning of the brain. - Human immunodeficiency virus (HIV) - HIV (human immunodeficiency virus) is a virus that attacks the body's immune system. If HIV is not treated, it can lead to AIDS (acquired immunodeficiency syndrome). There is currently no effective cure. Once people get HIV, they have it for life. Multiple chemical sensitivities - a controversial disorder in which patients claim to become ill from environmental exposure to low levels of largely petroleum-based and often unrelated chemicals, including cleaning products, detergents, diesel exhaust, formaldehyde, plastics, carpets, epoxy, pesticides, and some synthetic and natural fragrances
Multiple sclerosis - a condition that can affect the brain and spinal cord, causing a wide range of potential symptoms, including problems with vision, arm or leg movement, sensation or balance. It's a lifelong condition that can sometimes cause serious disability, although it can occasionally be mild.
Renal disease/failure - when your kidneys no longer work properly. Kidney failure can be either acute or chronic. Acute kidney failure is often called acute kidney injury.. 

Scene 7

Students with 
Health-Related Disabilities

[Audio] Mobility around campus and in the classroom Taking notes in class Students with Health-Related Disabilities Concentration/attention Difficulties Time management Anxiety Image source: https://www.ashoka.org/en-ph/story/mental-health-care-helping-children-cancer-live-better Missing classes due to symptoms or treatment of medical condition Academic difficulties of these learners can include:
Mobility around campus and in the classroom
Taking notes in class
Concentration/attention
Time management
Anxiety
Missing classes due to symptoms or treatment of medical condition. 

Scene 8

Mobility around campus and in the classroom

Missing classes due to symptoms  or treatment of medical condition

[Audio] Note taking assistance, audio-taped class sessions Flexible attendance requirements Extra exam time, alternative testing arrangements Students with Health-Related Disabilities Time management Accommodations Assignments in electronic formats Image source: https://www.ashoka.org/en-ph/story/mental-health-care-helping-children-cancer-live-better Communication through electronic mail Absences due to symptomology and doctor’s appointments Most commonly requested accommodations are:
Note taking assistance, audio-taped class sessions
Flexible attendance requirements
Extra exam time, alternative testing arrangements
Assignments in electronic formats
Communication through electronic mail
Absences due to symptomology and doctor's appointments. 

Scene 9

Extra exam time, alternative testing arrangements

Note taking assistance, audio-taped class sessions

Absences due to symptomology and doctor’s appointments

[Audio] Major depression Bipolar disorder Severe anxiety disorder Students with Mental Health Disabilities Sleep disorder Some mental health disabilities Eating disorder Substance-related disorder Image source: https://www.seasidepalmbeach.com The fifth category is E. Students with Mental Health Disabilities Mental Health disabilities may not be apparent, but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disabilities cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many mental health related disabilities can be effectively controlled or improved. However, treatment, which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals, sometimes causes additional limitations as a result of prescribed medications. Examples of some mental health disabilities are:
Major depression - a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depressive disorder or clinical depression, it affects how you feel, think and behave and can lead to a variety of emotional and physical problems. Bipolar disorder - a mental illness that causes unusual shifts in a person's mood, energy, activity levels, and concentration.
Severe anxiety disorders - type of mental health condition. Anxiety makes it difficult to get through your day. Symptoms include feelings of nervousness, panic and fear as well as sweating and a rapid heartbeat. Sleep disorders - involve problems with the quality, timing, and amount of sleep, which result in daytime distress and impairment in functioning. Sleep-wake disorders often occur along with medical conditions or other mental health conditions, such as depression, anxiety, or cognitive disorders. Eating disorders - Eating disorders are behavioral conditions characterized by severe and persistent disturbance in eating behaviors and associated distressing thoughts and emotions. They can be very serious conditions affecting physical, psychological and social function. Substance-related disorders - a treatable mental disorder that affects a person's brain and behavior, leading to their inability to control their use of substances like legal or illegal drugs, alcohol, or medications.. 

Scene 10

Students with Mental 
Health Disabilities

Image source: https://www.seasidepalmbeach.com

[Audio] Concentration short term memory difficulties Distractibility Time management Students with Mental Health Disabilities Impulsiveness Difficulties Fluctuating stamina Image source: https://www.seasidepalmbeach.com Irritability fear and anxiety about exams Image source: https://www.seasidepalmbeach.com Academic difficulties can include:
Concentration
Cognitive (short term memory difficulties)
Distractibility
Time management
Impulsiveness
Fluctuating stamina causing class absences
Irritability
Feelings of fear and anxiety about exams. 

Scene 11

[Audio] Preferential seating, near the door Prearranged or frequent breaks Audio recorder, note-taking assistance Accommodations Image source: https://www.seasidepalmbeach.com Text, assignments in alternate formats Accommodations can include: Preferential seating, near door
Prearranged or frequent breaks
Audio recorder, note taking assistance
Text, assignments in alternate formats. 

Scene 12

[Audio] Personal and private feedback Permit use of computer software Extended test taking time Separate, quiet room for testing Image source: https://www.seasidepalmbeach.com Other accommodations are: Text, assignments in alternate formats
Personal and private feedback
Permit use of computer software
Extended test taking time
Separate, quiet room for testing. 

Scene 13

[Audio] Wheelchair users Speech impairments Amputees Students with Physical Disabilities Muscular Dystrophy Multiple Sclerosis Image source: https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees Next category is
F. Students with Physical Disabilities
The phrase "physical disability" is used to describe a wide range of physical limitations and diagnoses, the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable, while other are almost hidden or non-apparent. The most common barrier to academic success for a person with a physical disability is access. Access takes many forms, from a class assigned in an inaccessible building to the person's own limitations preventing them from taking class notes. As with all other disabilities and impairments, it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.
Examples of physical disabilities include:
Wheelchair users
Amputees
Speech impairments
Muscular Dystrophy
Multiple Sclerosis. 

Scene 14

Image source: https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees

[Audio] Difficulty writing Sitting in a standard desk Participating in labs Students with Physical Disabilities buildings that are not wheelchair accessible Limitations Image source: https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees Image source: https://www.carersinderbyshire.org.uk/caring-for-someone-with-physical-disabilities Some limitations of students with physical disabilities are:
Difficulty writing, such as class notes and on exams
Sitting in a standard desk
Participating in labs where lab tables and equipment are hard to reach
Transportation
Classrooms or buildings that are not wheelchair accessible. 

Scene 15

Image source: https://www.carersinderbyshire.org.uk/caring-for-someone-with-physical-disabilities

buildings that are not wheelchair accessible

[Audio] accessible building/space Audio recorder or notetaking assistance Accessible seating Students with Physical Disabilities Scribe for essay exams Accommodations Additional time for completing tasks Image source: https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees Possible accommodations include:
Relocating a class or lab to an accessible building/space
Audio recorder or notetaking assistance
Accessible seating or table in the classroom
Scribe for Scantrons and/or essay exams
Additional time for completing exams. 

Scene 16

[Audio] social behavior: may be naïve and peculiar expect all people to be good don’t understand jokes, irony and metaphors Students with Autism may talk “at” rather than “to” people may talk too loud, stand too close, and maintain poor eye contact Image source: https://classful.com/students-with-autism-in-the-classroom/ Lastly is
Students with Autism - a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Autistic individuals understand and respond to the thoughts and feelings of others in different ways compared to other individuals. Please note that no two students with Autism are alike in terms of how they respond to others and experience the educational environment. Below are some examples of what one may encounter when working with learners with Autistism:
The social behavior of persons with Autism may be naive and peculiar.
Some Autistic students expect all people to be good, and it may be jarring for them to learn that some people may try to exploit them.
They may not understand jokes, irony and metaphors.
Autistic students may talk "at" rather than "to" people, disregarding the listener's interest.
Autistic students may talk too loud, stand too close and maintain poor eye contact.. 

Scene 17

may talk too loud, stand too close, and maintain poor eye contact

may talk “at” rather than “to” people

don’t understand jokes, irony and metaphors

social behavior: may be naïve and peculiar

Image source:  https://classful.com/students-with-autism-in-the-classroom/

[Audio] does not accurately convey the intensity of emotions until they are full blown unusual manner of interaction Difficulty “fitting in” Social immaturity The individual usually does not accurately convey the intensity of his or her emotions until they are full blown, such that the reaction may appear to be far more intense than the situation warrants.
Although Autistic individuals may crave social interaction, his or her unusual manner may rebuff others, leaving them feeling misunderstood and isolated.
Difficulty "fitting in" with other college students (many students with Autism know they are different, there are some students that may have a desire to be "typical").
Social immaturity (interest in relationships can be appropriate for their physical developmental level, but their social developmental level may lag behind).. 

Scene 18

does not accurately convey the intensity of emotions until they are full blown

[Audio] Lack of structure difficulty with classes that are not within their interests Difficulty dealing with ambiguity and lack of problem-solving skills. Difficulty getting a job after college Lack of structure (students may not know what to do with much more free time than in high school)
Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of "core curriculum" classes).
Difficulty dealing with ambiguity and lack of problem-solving skills.
Difficulty getting a job after college (poor interviewing skills, limited knowledge of how to look for a job, lack of references).. 

Scene 19

Difficulty dealing with ambiguity and lack of problem-solving skills.

difficulty with classes that are not within their interests

[Audio] Use clear, specific language Give specific directions Find out the student’s strengths and limitations Get to know the student How to interact to students with Autism Help connect students to academic advisor or other professional Set explicit guidelines Image source: https://classful.com/students-with-autism-in-the-classroom/ Parents may be more involved When interacting with a student with Autism:
Use clear, specific language (avoid slang or regional terms).
Give specific directions.
Find out the student's strengths and limitations and advise accordingly.
Get to know the student so he/she will feel comfortable coming to you with problems.
Help connect students to academic advisor or other professional who can be a resource.
Set explicit guidelines for classroom behavior.
Parents may be more involved in their student's lives compared to other students.. 

Scene 20

Help connect students to academic advisor or other professional

Find out the student’s strengths and limitations

[Audio] General Education Teachers’ Role (DepEd Order No. 44, series 2021)
Serve as receiving teachers; rejection of LWDs in the general education classroom shall be strictly prohibited. Implement strategies or pedagogies that will facilitate the inclusion of learners with disabilities in their classroom. Collaborate closely with SPED teachers, non-teaching personnel and/or parents, ILRC Coordinator and/or Resource Room Teacher and other professionals Now what are our roles as general education teachers?
According to DepEd Order No. 44, series 2021
All teachers shall be considered primary implementers of inclusive education. As such, they shall possess the proper values, perspectives, attitudes, as well as competencies that communicate and reflect inclusion as they address the educational needs of diverse learners. Contextualization and modification of curriculum materials shall be done by all teachers based on the learners' pace of learning, ability, interest and context. They should also prepare varied resources to provide more learning options for learners.
Serve as receiving teachers in the general education classroom for learners with disabilities. Rejection of LWDs in the general education classroom shall be strictly prohibited.
Implement strategies or pedagogies that will facilitate the inclusion of learners with disabilities in their classroom.
Collaborate closely with SPED teachers, non-teaching personnel and/or parents, ILRC Coordinator and/or Resource Room Teacher and other professionals in responding to specific and additional needs of LWDs for their success in learning the K to 12 Curriculum.. 

Scene 21

General Education Teachers’ Role 
(DepEd Order No. 44, series 2021)

Serve as receiving teachers; rejection of LWDs in the general education classroom shall be strictly prohibited.

Implement strategies or pedagogies that will facilitate the inclusion of learners with disabilities in their classroom.

Collaborate closely with SPED teachers, non-teaching personnel and/or parents, ILRC Coordinator and/or Resource Room Teacher and other professionals

[Audio] There shall be differentiation in presenting information, content, and learning materials. Teachers shall also strengthen the formative assessment and provide opportunities for learners to demonstrate what they know and have learned in various ways. Practice the principles of Universal Design for learning in delivering the K to 12 curricula. There shall be differentiation in presenting information, content, and learning materials. The approach to teaching and learning shall always be child-centered. There shall also be additional instructional support given to learners with disabilities in learning the competencies of the K to 12 Curriculum.
Teachers shall also strengthen the formative assessment and provide opportunities for learners to demonstrate what they know and have learned in various ways. Teachers shall also ensure the meaningful participation of learners with disabilities in school and community activities.. 

Scene 22

There shall be differentiation in presenting information, content, and learning materials. 

Teachers shall also strengthen the formative assessment and provide opportunities for learners to demonstrate what they know and have learned in various ways.

[Audio] Adaptation of the K to 12 Curriculum for LWDs
Essential Adaptive Curriculum
Curriculum Content Adaptations
Transition Skills and Competencies
The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12) Here are the Adaptation of the K to 12 Curriculum for LWDs
Essential Adaptive Curriculum
Curriculum Content Adaptations
Transition Skills and Competencies
The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12). 

Scene 23

Adaptation of the K to 12 Curriculum for LWDs

Essential Adaptive Curriculum
Curriculum Content Adaptations
Transition Skills and Competencies
The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)

[Audio] Adaptation of the K to 12 Curriculum for LWDs 1. Essential Adaptive Curriculum Essential Adaptive Skills and Competencies
Self-Care/Daily Living Skills Communication Skills Self-direction Social Skills
Leisure Skills For Essential Adaptive Curriculum, here are the Essential Adaptive Skills and Competencies
Self-Care/Daily Living Skills - bathing, dressing, grooming, and feeding one's self.
Communication Skills - understanding and using verbal and nonverbal language.
Self-direction - problem solving, exercising choice, and initiating and planning activities.
Social Skills - maintaining interpersonal relationships, understanding emotions and social cues, understanding fairness and honesty, obeying rules and laws.
Leisure Skills - taking responsibility for one's own activities, able to participate in the community.. 

Scene 24

Essential Adaptive Skills and Competencies
Self-Care/Daily Living Skills 
Communication Skills 
Self-direction 
Social Skills
Leisure Skills

[Audio] Adaptation of the K to 12 Curriculum for LWDs: Essential Adaptive Skills and Competencies
6. Home or School Living 7. Functional Academics 8. Community Use 9. Work 10. Health and Safety 6. Home or School Living - housekeeping, cooking, doing laundry, maintaining living space.
7. Functional Academics - using reading, writing, and math skills in everyday life.
8. Community Use - shopping, using public transportation, using community services.
9. Work - ability to maintain part-time or full-time employment, either competitive or sheltered; ability to work under supervision, cooperate with coworkers, be reliable and punctual, and meet work standards.
10. Health and Safety - ability to protect one's self, responding to health problems.. 

Scene 25

Essential Adaptive Skills and Competencies

6. Home or School Living 
7. Functional Academics 
8. Community Use 
9. Work 
10. Health and Safety

Adaptation of the K to 12 Curriculum for LWDs:

[Audio] Adaptation of the K to 12 Curriculum for LWDs 2. Curriculum Content Adaptations Adaptation in pedagogy
Alternative Delivery Modes (ADMs) Additional curriculum content Filipino Sign Language (FSL) with deaf learners The Curriculum Content Adaptations - made based on the abilities and unique requirements of the LWDs such as:
Adaptation in pedagogy. For example, adjustments can be made through chunking or simplifying content, extending, or shortening time and periods for tasks, and using differentiation in instruction.
employ the Alternative Delivery Modes (ADMs) programs under the Flexible Learning Options (FLOs). The Modified ln-School Off-School Approach (MISOSA), Homeschooling, and Open High School are the FLOs that may be implemented as communit5r-, hospital-, or homebased instruction for LWDs. Mobile/itinerant teachers for special education work together with families, caregivers, and communities in the implementation of the FLOs. It must be emphasized that these programs cater to learners who require flexibility in instruction in terms of time, duration, place or method.
Provide additional curriculum content for learners who are assessed as hearing impaired, hard of hearing and visually impaired to support the development of necessary skills for them to cope with the demands they face daily.
institutionalize the use of the Filipino Sign Language (FSL) and the variety of Filipino sign language with deaf learners in basic education.. 

Scene 26

Adaptation in pedagogy
Alternative Delivery Modes (ADMs) 
Additional curriculum content 
Filipino Sign Language (FSL) with deaf learners

[Audio] Adaptation of the K to 12 Curriculum for LWDs 3. Transition Skills and Competencies develop and improve life and career skills, socio-emotional skills, and pre-vocational and livelihood skills. No. 3 is the Transition Skills and Competencies - develop and improve life and career skills, socio-emotional skills, and pre-vocational and livelihood skills. Included in these transition programs are interventions that enable them to move from home to school, class to class, and/or from school to another school. Transition planning may also provide opportunities for LWDs to move to employment, entrepreneurship, or life beyond school. Therefore, school leaders and parents must engage and involve the community partner-industries and businesses for successful transitioning of learners with disabilities.. 

Scene 27

develop and improve life and career skills, socio-emotional skills, and pre-vocational and livelihood skills.

[Audio] Adaptation of the K to 12 Curriculum for LWDs 4. The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)
provide opportunities to develop basic and functional literacy skills for learners with disabilities Lastly,
4. The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12) can also provide opportunities to develop basic and functional literacy skills for learners with disabilities.. 

Scene 28

4. The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)

provide opportunities to develop basic and functional literacy skills for learners with disabilities

[Audio] Promoting Inclusion in Teaching and Learning 2. Provision of Quality Differentiated Instruction Recognition and development of programs or initiatives to address contexts, needs and concerns not covered by existing programs and initiatives of DepEd; b. Contextualization of the curriculum and learning materials at the school level; c. Differentiated presentation of information, content, and learning materials to support understanding; To ensure that curriculum contextualization and the implementation of the various programs of the K to 12 curriculum actualize inclusion, and continue to promote equality and equity in developing the learners' competencies through quality differentiated instruction, the following shall be strengthened and continue to be pursued:
DO: The LF reads the content on the slide.. 

Scene 29

Promoting Inclusion in Teaching and Learning

2. Provision of Quality Differentiated Instruction 

Recognition and development of programs or initiatives to address contexts, needs and concerns not covered by existing programs and initiatives of DepEd;

b. Contextualization of the curriculum and learning materials at the school level;

c. Differentiated presentation of information, content, and learning materials to support understanding;

[Audio] d. Provision of opportunities for learners to create, learn and share what they know in both curricular and non-curricular activities; e. Provision of equitable and appropriate learning opportunities for all learners to facilitate active participation and shared responsibility and accountability in the teaching-learning process; and f. Removal of barriers to learning and participation. 

Scene 30

d. Provision of opportunities for learners to create, learn and share what they know in both curricular and non-curricular activities;

e. Provision of equitable and appropriate learning opportunities for all learners to facilitate active participation and shared responsibility and accountability in the teaching-learning process; and

f. Removal of barriers to learning and participation

[Audio] 3. Teachers need to be open-minded and flexible. Inclusive education is still a new concept for many schools, and some changes may be required for it to work correctly. Teachers must be willing to adapt their teaching style to meet the needs of all their students. Finally, teachers need to be open-minded and flexible. Inclusive education is still a new concept for many schools, and some changes may be required for it to work correctly. Teachers must be willing to adapt their teaching style to meet the needs of all their students.. 

Scene 31

3. Teachers need to be open-minded and flexible. 

Inclusive education is still a new concept for many schools, and some changes may be required for it to work correctly. 

Teachers must be willing to adapt their teaching style to meet the needs of all their students.

[Audio] Let’s Do It We, school heads have a pivotal role in bringing about inclusive school change. We shall assist teachers in creating inclusive classrooms. School mechanisms and process governance mechanisms and processes shall be geared towards facilitating the provision of, but not limited to, the following:
a. Technical support in contextualizing the curriculum and teaching and learning materials, and using learning-centered pedagogy and inclusive assessment;
b. Physical infrastructures that facilitate inclusion; and,
c. Continuous capacity-building on inclusive education of teaching and nonteaching personnel (e.g. LAC sessions, In-Service Trainings, mentorship).. 

Scene 32

[Audio] TASK: Integrating Inclusion Strategies in School Plans for Teaching and Learning Individual Work TIER 1 ( For Groups 1 and 2) Create a SLAC Plan focused on promoting inclusion in teaching and learning among the teachers in your school. TIER 2 ( For Groups 3 and 4) Review your school concerns on equity in your SIP. Enhance or create a Project Implementation Plan that will focus on promoting inclusion in teaching and learning. This time, your task is to integrate inclusion strategies in school plans for teaching and learning. This is an individual activity that has two tiers. You have 30 minutes to do this. DO: The LF reads the content on the slide. After the allotted time, the LF will ask two participants from each tier to present their output to the whole group.. 

Scene 33

TASK: Integrating Inclusion Strategies in School Plans for Teaching and Learning

TIER 1 ( For Groups 1 and 2)
 Create a SLAC Plan focused on promoting inclusion in teaching and learning among the teachers in your school.

TIER 2 ( For Groups 3 and 4)
 Review your school concerns on equity in your SIP. Enhance or create a Project Implementation Plan that will focus on promoting inclusion in teaching and learning.

[Audio] . spunu eoxnos szmeoæul ssøoons JO spund seoxnose8 eurexu eutkL peA10auI SUOSX9d SOB!APOV uopenreaa trope*trøttläldtül 3U!UtreId esetld UBId OV'I JOJ emdureu. 

Scene 34

spunu
eoxnos
szmeoæul
ssøoons
JO
spund
seoxnose8
eurexu
eutkL
peA10auI
SUOSX9d
SOB!APOV
uopenreaa
trope*trøttläldtül
3U!UtreId
esetld
UBId OV'I JOJ emdureu

[Audio] . IMPLEMENTATION PLAN Title: AKaY (All Kids are Yielding) Goal: All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities Outcome:AII school-age children and youth and adults in situation of disadvantage are participating in basic learning opportunities and receiving appropriate quality education Critical Action What actions/ actitifes must be completed to implement the Strategic Plan (School hnprovement Plan)? Responsible / Accountable Unit is responsible for the action/ achtity? Timeframe must the action/ activity be completed? Budget How much will it cost to implement the action? Budget Source Where will the funding come from? (mtemal and edema! funding source). 

Scene 35

IMPLEMENTATION PLAN
Title: AKaY (All Kids are Yielding)
Goal: All school-age children, out-of-school-youth, and adults accessed relevant basic learning opportunities
Outcome:AII school-age children and youth and adults in situation of disadvantage are participating in basic learning opportunities and receiving
appropriate quality education
Critical Action
What actions/ actitifes must be completed to implement
the Strategic Plan (School hnprovement Plan)?
Responsible / Accountable Unit
is responsible for the action/ achtity?
Timeframe
must the action/ activity be
completed?
Budget
How much will it cost to
implement the action?
Budget Source
Where will the funding come from?
(mtemal and edema! funding
source)

[Audio] Let’s Sum It Up. Let’s Sum It Up. 

Scene 36

[Audio] INCLUSION is a process where all learners, regardless of their background and abilities, are given an equal chance to play, learn, and interact together in the same learning environment and community. It is an approach where every learner is valued, supported, and given access to equal opportunities and learning experiences.. 

Scene 37

INCLUSION is a process where all learners, regardless of their background and abilities, are given an equal chance to play, learn, and interact together in the same learning environment and community.  

It is an approach where every learner is valued, supported, and given access to equal opportunities and learning experiences.

[Audio] Inclusive Education refers to the process of addressing and responding to the diversity of needs of all learners by moving towards the end goal of full participation, presence, and achievement in learning cultures and communities. It involves accommodation, modification, adaptation, and individualization in content, approaches, structures, and strategies. Universal Design for Learning (UDL) is the design of products, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.. 

Scene 38

Inclusive Education refers to the process of addressing and responding to the diversity of needs of all learners by moving towards the end goal of full participation, presence, and achievement in learning cultures and communities.

It involves accommodation, modification, adaptation, and individualization in content, approaches, structures, and strategies.

Universal Design for Learning (UDL) is the design of products, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

[Audio] Diversity is being invited to the party; https://www.simplemost.com/wp-content/uploads/2018/02/dance.jpeg inclusion is being asked to dance. – Verna Myers https://chelseaata.com/wp-content/uploads/2021/09/birthday-party_kids-celebrating-and-throwing-confetti.jpeg It has been a fruitful morning session with you. Thank you for your active participation. And I am leaving you with this: Diversity is being invited to the party; inclusion is being asked to dance. – Verna Myers. Celebrate diversity and make sure that every one in the room is happily dancing!. 

Scene 39

[Audio] References American Psychological Association Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Rev. Ed., Washington, DC: American Psychological Association. Basham, J. D., Meyer, H., and Perry, E. (2010). The Design and Application of the Digital Backpack. Journal Of Research On Technology In Education, 42(4), 339-359.Retrieved from EBSCO Host. De La Fuente, J. K. (2022, August 9). The education situation of vulnerable groups in the Philippines. TeacherPH. https://www.teacherph.com/education-situation-vulnerable-groups-philippines/ DepEd Order No. 44, series 2021 - Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program Faculty Guide: Teaching & Interacting with Students with Disabilities - Disability Resources. (2020, April 20). Disability Resources. https://disability.tamu.edu/facultyguide/teaching/Implementing Rules and Regulations (IRR) of RA 1O533. Section 3 Learning should reach the most vulnerable, UNICEF says. (n.d.). https://www.unicef.org/philippines/press-releases/learning-should-reach-most-vulnerable-unicef-says Republic Act No. 11650. INSTITUTING A POLICY OF INCLUSION AND SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION ACT. 

Scene 40

American Psychological Association Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Rev. Ed., Washington, DC: American Psychological Association.  Basham, J. D., Meyer, H., and Perry, E. (2010). The Design and Application of the Digital Backpack. Journal Of Research On Technology In Education, 42(4), 339-359.Retrieved from EBSCO Host. De La Fuente, J. K. (2022, August 9). The education situation of vulnerable groups in the Philippines. TeacherPH. https://www.teacherph.com/education-situation-vulnerable-groups-philippines/ DepEd Order No. 44, series 2021 - Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education Program   Faculty Guide: Teaching & Interacting with Students with Disabilities - Disability Resources. (2020, April 20). Disability   Resources. https://disability.tamu.edu/facultyguide/teaching/Implementing Rules and Regulations (IRR) of RA 1O533. Section 3 Learning should reach the most vulnerable, UNICEF says. (n.d.). https://www.unicef.org/philippines/press-releases/learning-should-reach-most-vulnerable-unicef-says Republic Act No. 11650. INSTITUTING A POLICY OF INCLUSION AND SERVICES FOR LEARNERS WITH DISABILITIES IN SUPPORT OF INCLUSIVE EDUCATION ACT

[Audio] References of Images Used https://cdn.gutensite.com/web001/site/4209/1792416/1792416-custom.jpg https://www.safaricom.co.ke/sustainabilityreport_2019/wp-content/uploads/2019/09/SDG-Diagram.png https://miro.medium.com/max/3072/1*1-A2Y3EWTX6V8ISs7zgU_Q.png https://chelseaata.com/wp-content/uploads/2021/09/birthday-party_kids-celebrating-and-throwing-confetti.jpeg https://www.simplemost.com/wp-content/uploads/2018/02/dance.jpeg https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees https://qai.org.au/expressions-of-interest-open-for-young-atsi-person-to-attend-un-cosp-with-qai/ https://www.123rf.com/free-vector_189385690_disabled-person-ramp-icon.html?vti=lw4d322irqlbopt33x-1-71 https://www.wheninmanila.com/look-these-7-admirable-establishments-hire-pwd-employees/#google_vignette https://thehimalayantimes.com/opinion/inclusive-education-it-benefits-everyone https://kathmandupost.com/opinion/2017/02/03/inclusive-education https://www.mizanurrmizan.info/overcoming-challenges-in-inclusive-education-promoting-equal-opportunities-for-all/ https://www.disabilityinnovation.unsw.edu.au/inclusive-education https://www.linkedin.com/pulse/accessibility-through-persistent-inclusion-efforts-srivastava-ssl3f https://www.edutopia.org/article/setting-students-adhd-success/ https://www.thoughtco.com/physical-education-for-students-with-disabilities-3111349 https://www.childrens.com/health-wellness. 

Scene 41

https://cdn.gutensite.com/web001/site/4209/1792416/1792416-custom.jpg https://www.safaricom.co.ke/sustainabilityreport_2019/wp-content/uploads/2019/09/SDG-Diagram.png https://miro.medium.com/max/3072/1*1-A2Y3EWTX6V8ISs7zgU_Q.png
 https://chelseaata.com/wp-content/uploads/2021/09/birthday-party_kids-celebrating-and-throwing-confetti.jpeg
 https://www.simplemost.com/wp-content/uploads/2018/02/dance.jpeg
 https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees
 https://qai.org.au/expressions-of-interest-open-for-young-atsi-person-to-attend-un-cosp-with-qai/ https://www.123rf.com/free-vector_189385690_disabled-person-ramp-icon.html?vti=lw4d322irqlbopt33x-1-71 https://www.wheninmanila.com/look-these-7-admirable-establishments-hire-pwd-employees/#google_vignette https://thehimalayantimes.com/opinion/inclusive-education-it-benefits-everyone https://kathmandupost.com/opinion/2017/02/03/inclusive-education https://www.mizanurrmizan.info/overcoming-challenges-in-inclusive-education-promoting-equal-opportunities-for-all/ https://www.disabilityinnovation.unsw.edu.au/inclusive-education https://www.linkedin.com/pulse/accessibility-through-persistent-inclusion-efforts-srivastava-ssl3f https://www.edutopia.org/article/setting-students-adhd-success/ https://www.thoughtco.com/physical-education-for-students-with-disabilities-3111349 https://www.childrens.com/health-wellness

[Audio] Thank you for today!. Thank you for today!. 

Scene 42

[Audio] School Heads Development Team WRITERS EROSTO B. ANDAYA Master Teacher I/TIC, Docol ES, Baleno District CLINTON D. ABILONG Principal I, Buenasuerte IS, Pio V. Corpus District CHERRY ROSE S. ALBA Teacher III/TIC, Pedro Y. Bautista ES, Milagros East District WINNIFE S. UROT Principal I, Florentino D. Peñalosa ES, San Pascual South District MARI PAZ A. PAHOYO Principal I, San Ramon ES, Claveria North District JENIFFER T. ARISCON Teacher III/TIC, Buenaflor ES, DimasalaDistrict EVALUATOR RENE C. ABAÑO PSDS, Batuan District. 

Scene 43

WINNIFE S. UROT Principal I,  Florentino D. Peñalosa ES,  San Pascual South District

MARI PAZ A. PAHOYO Principal I,  San Ramon ES, Claveria North District

CLINTON D. ABILONG Principal I,  Buenasuerte IS, Pio V. Corpus District

EROSTO B. ANDAYA Master Teacher I/TIC,  Docol ES, Baleno District

CHERRY ROSE S. ALBA Teacher III/TIC,  Pedro Y. Bautista ES, Milagros East District

JENIFFER T. ARISCON Teacher III/TIC,  Buenaflor ES, DimasalaDistrict

Scene 0

Mobility
 Taking notes
 Ability to see visual aids
 writing on chalkboard
 et cetera
 Reading standard print materials
 B Student with 
Visual Disabilities 
(blindness and low vision)
 Finding transportation
 Obtaining textbooks in an alternative format and in a timely manner (audio
 large print
 Braille)
 Difficulties
 image source: prcvi
 The second category is
Student with Visual Disabilities
 There are two categories of visual disabilities: blindness and low vision. To be diagnosed with low vision
 visual acuity has to be 20/70 or less in the better eye after the best possible correction
 or have a constricted visual field (peripheral vision) of 30 degrees or less.  To be diagnosed as legally blind
 visual acuity has to be 20/200 or less in the better eye after the best possible correction or a have a visual field (peripheral vision) of 20 degrees or less.
Academic limitations can be the result of constricted peripheral vision
 progressive loss of vision
 and/or fluctuation of visual acuity. 
Visual disabilities may result in difficulties with the following activities:
Mobility around campus and in the classroom
Ability to take notes in class
Ability to see classroom visual aids
 writing on chalkboard
 et cetera
Reading standard print materials
Finding transportation
Obtaining textbooks in an alternative format and in a timely manner (audio
 large print
 Braille)

avatar

Large print or Braille handouts
 signs
 equipment labels
 TV monitor connected to microscope to enlarge images
 Directions
 notices
 assignments in electronic format
 Printed materials on colored paper or materials in high contrast
 Student with Visual Disabilities 

 
accommodations 

 Computers with enlarged screen images
 image source: prcvi
 Seating where the lighting is best
 Audio
 Braille
 electronic formats for notes
 handouts
 texts
 accommodations used by students who are blind or have low vision include:
Large print or Braille handouts
 signs
 equipment labels
TV monitor connected to microscope to enlarge images
Directions
 notices
 assignments in electronic format
Printed materials on colored paper or materials in high contrast
Computers with enlarged screen images
Seating where the lighting is best
Audio
 Braille
 electronic formats for notes
 handouts
 texts

Describe visual aids (text or audio descriptions)
 Raised-line drawings and tactile models of graphic materials
 Computers with optical character readers
 voice activated computers
 voice output
 Braille keyboards and printers
 
accommodations 

 Extended time for testing
 image source: prcvi
 Use of a reader and/or scribe for exams
 Use of tinted glasses for indoors/outdoors
 Other to include are:
Describe visual aids (text or audio descriptions)
Raised-line drawings and tactile models of graphic materials
Computers with optical character readers
 voice activated computers
 voice output
Braille keyboards and printers
Extended time for testing
Use of a reader and/or scribe for exams
Use of tinted glasses for indoors/outdoors

Listening  to and understanding lecture information
 Students Who 
are Deaf and Hard
of Hearing

 Taking notes in the class
 Limitations
 Working effectively in group projects or class discussions
 image source: ava
 The next category is
 
C Students who are Deaf and Hard of Hearing
 
Communication access is the most common barrier between students who are Deaf or Hard of Hearing and their hearing peers and instructors. Some of these students use American Sign Language and not spoken English. They often identify with other people of similar upbringing and prefer to be called Deaf with a capital D People who became deaf later in life may call themselves Deaf or hard-of-hearing based on the degree of hearing loss they experience.
Examples of disability related limitations include:
Listening to and understanding lecture information
Taking notes in class
Working effectively in group projects or class discussions

Interpreters
 real-time transcription
 assistive listening systems
 note taking assistance
 Face student when speaking
 Written copies of any oral instructions (directions
 assignments
 lab instructions)
 Students Who 
are Deaf and 
Hard of Hearing


 Visual aids
 visual warning systems
 Electronic mail for communicating
 accommodations
 Repeat questions and statements from others
  image source: ava
 Captioned videos and transcripts of audio recordings
 Commonly used accommodations are:
Interpreters
 real-time transcription
 assistive listening systems
 note taking assistance
Face student when speaking
Written copies of any oral instructions (directions
 assignments
 lab instructions)
Visual aids
 visual warning systems
Electronic mail for communicating
Repeat questions and statements from others
Captioned videos and transcripts of audio recordings

Cancer
 Students with Health-Related Disabilities
 Chemical dependency
 Diabetes
 Examples of chronic  medical conditions
 Dysautonomia
 Image source: ashoka
 Another category is for those
 
Students with Health-Related Disabilities
 
Chronic illnesses include conditions affecting one or more of the body's functions. These conditions can include
 but are not limited to
 the respiratory
 immunological
 neurological and circulatory systems. There can be several different impairments and they can vary significantly in their effects and symptoms. In general
 these conditions can vary in severity and length of time
 and can be very unstable. Examples of chronic medical conditions include:
Cancer -  a disease in which some of the body's cells grow uncontrollably and spread to other parts of the body. 
Chemical dependency - a compulsion to take a mood-altering chemical such as alcohol
 marijuana
 cocaine
 hallucinogens
 methamphetamines
 and prescription drugs such as opioids and other medications. Chemical addiction is also known by other terms
 such as drug abuse
 alcohol abuse
 addiction
 or habit.
Chronic fatigue syndrome - characterized by profound tiredness
 regardless of bed rest. Its symptoms may worsen with physical or mental activity.
Diabetes - a chronic (long-lasting) health condition that affects how your body turns food into energy. Your body breaks down most of the food you eat into sugar (glucose) and releases it into your bloodstream. When your blood sugar goes up
 it signals your pancreas to release insulin.
Dysautonomia - a nervous system disorder that disrupts autonomic body processes. These are automatic functions like your blood pressure and heart rate. Having dysautonomia means these functions don't work properly
 causing disruptive symptoms.

Epilepsy/seizure disorder
 Human immunodeficiency  virus (HIV)
 Students with 
Health-Related Disabilities
 Other Health-Related Disabilities
 Multiple chemical sensitivities
 Multiple sclerosis
 Image source: ashoka
 Renal disease/failure
 Other Health-Related Disabilities are:
 
Epilepsy/seizure disorder - a disorder of the brain characterized by repeated seizures. A seizure is usually defined as a sudden alteration of behavior due to a temporary change in the electrical functioning of the brain. 
- Human immunodeficiency virus (HIV) - H-I-V--- (human immunodeficiency virus) is a virus that attacks the body's immune system. If H-I-V--- is not treated
 it can lead to AIDS (acquired immunodeficiency syndrome). There is currently no effective cure. Once people get H-I-V--
- they have it for life.

Multiple chemical sensitivities - a controversial disorder in which patients claim to become ill from environmental exposure to low levels of largely petroleum-based and often unrelated chemicals
 including cleaning products
 detergents
 diesel exhaust
 formaldehyde
 plastics
 carpets
 epoxy
 pesticides
 and some synthetic and natural fragrances
Multiple sclerosis - a condition that can affect the brain and spinal cord
 causing a wide range of potential symptoms
 including problems with vision
 arm or leg movement
 sensation or balance. It's a lifelong condition that can sometimes cause serious disability
 although it can occasionally be mild.
Renal disease/failure - when your kidneys no longer work properly. Kidney failure can be either acute or chronic. Acute kidney failure is often called acute kidney injury.

Mobility around campus and in the classroom
 Taking notes in class
 Students with 
Health-Related Disabilities
 Concentration/attention
 Difficulties
 Time management
 Anxiety
 Image source: ashoka
 Missing classes due to symptoms  or treatment of medical condition
  Academic difficulties of these learners can include:
Mobility around campus and in the classroom
Taking notes in class
Concentration/attention
Time management
Anxiety
Missing classes due to symptoms or treatment of medical condition

Note taking assistance
 audio-taped class sessions
 Flexible attendance requirements
 Extra exam time
 alternative testing arrangements
 Students with 
Health-Related Disabilities
 Time management
 Accommodations
 Assignments in electronic formats
 Image source: ashoka
 Communication through electronic mail
 Absences due to symptomology and doctor’s appointments
 Most commonly requested accommodations are:
Note taking assistance
 audio-taped class sessions
Flexible attendance requirements
Extra exam time
 alternative testing arrangements
Assignments in electronic formats
Communication through electronic mail
Absences due to symptomology and doctor's appointments

Major depression
 Bipolar disorder
 Severe anxiety disorder
 Students with Mental 
Health Disabilities
 Sleep disorder
 Some mental  health disabilities 
 Eating disorder 
 Substance-related disorder
 Image source: seasidepalmbeach
 The fifth category is
 
E Students with Mental Health Disabilities
 
Mental Health disabilities may not be apparent
 but they can have a dramatic impact on interpersonal and school behavior that affects the learning process. These disabilities cover a wide range of conditions that may be chronic or reoccurring. With appropriate treatment many mental health related disabilities can be effectively controlled or improved. However
 treatment
 which often combines medications and psychotherapy and may effectively stop acute symptoms or halt the downward spiral in some individuals
 sometimes causes additional limitations as a result of prescribed medications.
 
Examples of some mental health disabilities are:
Major depression - a mood disorder that causes a persistent feeling of sadness and loss of interest. Also called major depressive disorder or clinical depression
 it affects how you feel
 think and behave and can lead to a variety of emotional and physical problems. 
Bipolar disorder - a mental illness that causes unusual shifts in a person's mood
 energy
 activity levels
 and concentration.
Severe anxiety disorders - type of mental health condition. Anxiety makes it difficult to get through your day. Symptoms include feelings of nervousness
 panic and fear as well as sweating and a rapid heartbeat. 
Sleep disorders - involve problems with the quality
 timing
 and amount of sleep
 which result in daytime distress and impairment in functioning. Sleep-wake disorders often occur along with medical conditions or other mental health conditions
 such as depression
 anxiety
 or cognitive disorders. 
Eating disorders - Eating disorders are behavioral conditions characterized by severe and persistent disturbance in eating behaviors and associated distressing thoughts and emotions. They can be very serious conditions affecting physical
 psychological and social function. 
Substance-related disorders - a treatable mental disorder that affects a person's brain and behavior
 leading to their inability to control their use of substances like legal or illegal drugs
 alcohol
 or medications.

Concentration
 short term memory difficulties
 Distractibility
 Time management
 Students with Mental Health Disabilities
 Impulsiveness
 Difficulties
 Fluctuating stamina
 Image source: seasidepalmbeach
 Irritability
 fear and anxiety about exams
 Image source: seasidepalmbeach
 Academic difficulties can include:
Concentration
Cognitive (short term memory difficulties)
Distractibility
Time management
Impulsiveness
Fluctuating stamina causing class absences
Irritability
Feelings of fear and anxiety about exams

Preferential seating
 near the door
 Prearranged or frequent breaks
 Audio recorder
 note-taking assistance
 Accommodations
 Image source: seasidepalmbeach
 Text
 assignments in alternate formats
 Accommodations can include: 
Preferential seating
 near door
Prearranged or frequent breaks
Audio recorder
 note taking assistance
Text
 assignments in alternate formats

Personal and private feedback
 Permit use of computer software
 Extended test taking time
 Separate
 quiet room for testing
 Image source: seasidepalmbeach
 Other accommodations are: 
Text
 assignments in alternate formats
Personal and private feedback
Permit use of computer software
Extended test taking time
Separate
 quiet room for testing

Wheelchair users
 Speech impairments
 Amputees
 Students with Physical Disabilities
 Muscular Dystrophy
 Multiple Sclerosis
 Image source: kenneyorthopedics /blog/winter-safety-tips-for-lower-limb-amputees
 Next category is
F Students with Physical Disabilities
The phrase "physical disability" is used to describe a wide range of physical limitations and diagnoses
 the most common of which would be someone that uses a wheelchair or other mobility device. Some limitations may be very severe and noticeable
 while other are almost hidden or non-apparent.  The most common barrier to academic success for a person with a physical disability is access. Access takes many forms
 from a class assigned in an inaccessible building to the person's own limitations preventing them from taking class notes. As with all other disabilities and impairments
 it is important to treat students with physical disabilities fairly. Students with physical disabilities typically are very knowledgeable of both their limitations and abilities and are accustomed to communicating their needs to others.
Examples of physical disabilities include:
Wheelchair users
Amputees
Speech impairments
Muscular Dystrophy
Multiple Sclerosis

 Image source: https://www.kenneyorthopedics.com /blog/winter-safety-tips-for-lower-limb-amputees

slide14-hotlink18

Difficulty writing
 Sitting in a standard desk
 Participating in labs
 Students with Physical Disabilities
 buildings that are not wheelchair accessible
 Limitations
 Image source: kenneyorthopedics /blog/winter-safety-tips-for-lower-limb-amputees
 Image source: org
 Some limitations of students with physical disabilities are:
Difficulty writing
 such as class notes and on exams
Sitting in a standard desk
Participating in labs where lab tables and equipment are hard to reach
Transportation
Classrooms or buildings that are not wheelchair accessible

slide15-hotlink27

accessible building/space
 Audio recorder or notetaking assistance
 Accessible seating
 Students with Physical Disabilities
 Scribe for essay exams
 Accommodations
 Additional time for completing tasks
 Image source: kenneyorthopedics /blog/winter-safety-tips-for-lower-limb-amputees
 Possible accommodations include:
Relocating a class or lab to an accessible building/space
Audio recorder or notetaking assistance
Accessible seating or table in the classroom
Scribe for Scantrons and/or essay exams
Additional time for completing exams

slide16-hotlink25

social behavior: may be naïve and peculiar
 expect all people to be good
 don’t understand jokes
 irony and metaphors
 Students with Autism
 may talk “at” rather than “to” people
 may talk too loud
 stand too close
 and maintain poor eye contact
 Image source:  classful
 Lastly is
Students with Autism - a neurological and developmental disorder that affects how people interact with others
 communicate
 learn
 and behave. 
Autistic individuals understand and respond to the thoughts and feelings of others in different ways compared to other individuals. Please note that no two students with Autism are alike in terms of how they respond to others and experience the educational environment. Below are some examples of what one may encounter when working with learners with Autistism:
The social behavior of persons with Autism may be naive and peculiar.
Some Autistic students expect all people to be good
 and it may be jarring for them to learn that some people may try to exploit them.
They may not understand jokes
 irony and metaphors.
Autistic students may talk "at" rather than "to" people
 disregarding the listener's interest.
Autistic students may talk too loud
 stand too close and maintain poor eye contact.

does not accurately convey the intensity of emotions until they are full blown
 unusual manner of interaction
 Difficulty “fitting in”
 Social immaturity
 The individual usually does not accurately convey the intensity of his or her emotions until they are full blown
 such that the reaction may appear to be far more intense than the situation warrants.
Although Autistic individuals may crave social interaction
 his or her unusual manner may rebuff others
 leaving them feeling misunderstood and isolated.
Difficulty "fitting in" with other college students (many students with Autism know they are different
 there are some students that may have a desire to be "typical").
Social immaturity (interest in relationships can be appropriate for their physical developmental level
 but their social developmental level may lag behind).

Lack of structure
 difficulty with classes that are not within their interests
 Difficulty dealing with ambiguity and lack of problem-solving skills.
 Difficulty getting a job after college
 Lack of structure (students may not know what to do with much more free time than in high school)
Experience difficulty with classes that are not within their interests (often have preoccupations and they may not see the relevance of "core curriculum" classes).
Difficulty dealing with ambiguity and lack of problem-solving skills.
Difficulty getting a job after college (poor interviewing skills
 limited knowledge of how to look for a job
 lack of references).

Use clear
 specific language
 Give specific directions
 Find out the student’s strengths and limitations 
 Get to know the student
 How to interact to students with Autism
 Help connect students to academic advisor or other professional
 Set explicit guidelines
 Image source:  classful
 Parents may be more involved 
 When interacting with a student with Autism:
Use clear
 specific language (avoid slang or regional terms).
Give specific directions.
Find out the student's strengths and limitations and advise accordingly.
Get to know the student so he/she will feel comfortable coming to you with problems.
Help connect students to academic advisor or other professional who can be a resource.
Set explicit guidelines for classroom behavior.
Parents may be more involved in their student's lives compared to other students.

General Education Teachers’ Role 
(DepEd Order No. 44
 series 2021)
Serve as receiving teachers; rejection of L-W-D--s- in the general education classroom shall be strictly prohibited.

Implement strategies or pedagogies that will facilitate the inclusion of learners with disabilities in their classroom.

Collaborate closely with S-P-E-D-- teachers
 non-teaching personnel and/or parents
 ILRC Coordinator and/or Resource Room Teacher and other professionals
 Now what are our roles as general education teachers?
According to DepEd Order No. 44
 series 2021
All teachers shall be considered primary implementers of inclusive education. As such
 they shall possess the proper values
 perspectives
 attitudes
 as well as competencies that communicate and reflect inclusion as they address the educational needs of diverse learners. Contextualization and modification of curriculum materials shall be done by all teachers based on the learners' pace of learning
 ability
 interest and context. They should also prepare varied resources to provide more learning options for learners.
Serve as receiving teachers in the general education classroom for learners with disabilities. Rejection of L-W-D--s- in the general education classroom shall be strictly prohibited.
Implement strategies or pedagogies that will facilitate the inclusion of learners with disabilities in their classroom.
Collaborate closely with S-P-E-D-- teachers
 non-teaching personnel and/or parents
 ILRC Coordinator and/or Resource Room Teacher and other professionals in responding to specific and additional needs of L-W-D--s- for their success in learning the K to 12 Curriculum.

There shall be differentiation in presenting information
 content
 and learning materials. 

Teachers shall also strengthen the formative assessment and provide opportunities for learners to demonstrate what they know and have learned in various ways. 
 Practice the principles of Universal Design for learning in delivering the K to 12 curricula. There shall be differentiation in presenting information
 content
 and learning materials. The approach to teaching and learning shall always be child-centered. There shall also be additional instructional support given to learners with disabilities in learning the competencies of the K to 12 Curriculum.
Teachers shall also strengthen the formative assessment and provide opportunities for learners to demonstrate what they know and have learned in various ways. Teachers shall also ensure the meaningful participation of learners with disabilities in school and community activities.

Adaptation of the K to 12 Curriculum for LWDs
Essential Adaptive Curriculum
Curriculum Content Adaptations
Transition Skills and Competencies
The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)
 Here are the 
Adaptation of the K to 12 Curriculum for LWDs
Essential Adaptive Curriculum
Curriculum Content Adaptations
Transition Skills and Competencies
The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)

Adaptation of the K to 12 Curriculum for LWDs
 1. Essential Adaptive Curriculum

Essential Adaptive Skills and Competencies
Self-Care/Daily Living Skills 
Communication Skills 
Self-direction 
Social Skills
Leisure Skills
 For Essential Adaptive Curriculum
 here are the 
Essential Adaptive Skills and Competencies
Self-Care/Daily Living Skills - bathing
 dressing
 grooming
 and feeding one's self.
Communication Skills - understanding and using verbal and nonverbal language.
Self-direction - problem solving
 exercising choice
 and initiating and planning activities.
Social Skills - maintaining interpersonal relationships
 understanding emotions and social cues
 understanding fairness and honesty
 obeying rules and laws.
Leisure Skills - taking responsibility for one's own activities
 able to participate in the community.

Adaptation of the K to 12 Curriculum for LWDs: 

 Essential Adaptive Skills and Competencies
6. Home or School Living 
7. Functional Academics 
8. Community Use 
9. Work 
10. Health and Safety
 6. Home or School Living - housekeeping
 cooking
 doing laundry
 maintaining living space.
7. Functional Academics - using reading
 writing
 and math skills in everyday life.
8. Community Use - shopping
 using public transportation
 using community services.
9. Work - ability to maintain part-time or full-time employment
 either competitive or sheltered; ability to work under supervision
 cooperate with coworkers
 be reliable and punctual
 and meet work standards.
10. Health and Safety - ability to protect one's self
 responding to health problems.

Adaptation of the K to 12 Curriculum for LWDs
 2. Curriculum Content Adaptations 
Adaptation in pedagogy
Alternative Delivery Modes (ADMs) 
Additional curriculum content 
Filipino Sign Language (FSL) with deaf learners
 The Curriculum Content Adaptations - made based on the abilities and unique requirements of the L-W-D--s- such as:
Adaptation in pedagogy. For example
 adjustments can be made through chunking or simplifying content
 extending
 or shortening time and periods for tasks
 and using differentiation in instruction.
employ the Alternative Delivery Modes (ADMs) programs under the Flexible Learning Options (FLOs). The Modified ln-School Off-School Approach (MISOSA)
 Homeschooling
 and Open High School are the F-L-O--s- that may be implemented as communit5r-
 hospital-
 or homebased instruction for LWDs. Mobile/itinerant teachers for special education work together with families
 caregivers
 and communities in the implementation of the FLOs. It must be emphasized that these programs cater to learners who require flexibility in instruction in terms of time
 duration
 place or method.
Provide additional curriculum content for learners who are assessed as hearing impaired
 hard of hearing and visually impaired to support the development of necessary skills for them to cope with the demands they face daily.
institutionalize the use of the Filipino Sign Language (FSL) and the variety of Filipino sign language with deaf learners in basic education.

Adaptation of the K to 12 Curriculum for LWDs
 3. Transition Skills and Competencies 
develop and improve life and career skills
 socio-emotional skills
 and pre-vocational and livelihood skills. 
 No. 3 is the Transition Skills and Competencies - develop and improve life and career skills
 socio-emotional skills
 and pre-vocational and livelihood skills. Included in these transition programs are interventions that enable them to move from home to school
 class to class
 and/or from school to another school. Transition planning may also provide opportunities for L-W-D--s- to move to employment
 entrepreneurship
 or life beyond school. Therefore
 school leaders and parents must engage and involve the community partner-industries and businesses for successful transitioning of learners with disabilities.

Adaptation of the K to 12 Curriculum for LWDs
 4. The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12)
provide opportunities to develop basic and functional literacy skills for learners with disabilities

 Lastly

4. The K to 12 Basic Education Curriculum for the Alternative Learning System (ALS-K to 12) can also provide opportunities to develop basic and functional literacy skills for learners with disabilities.

Promoting Inclusion in Teaching and Learning


2. Provision of Quality Differentiated Instruction 

Recognition and development of programs or initiatives to address contexts
 needs and concerns not covered by existing programs and initiatives of DepEd;

b Contextualization of the curriculum and learning materials at the school level;

c Differentiated presentation of information
 content
 and learning materials to support understanding;
 To ensure that curriculum contextualization and the implementation of the various programs of the K to 12 curriculum actualize inclusion
 and continue to promote equality and equity in developing the learners' competencies through quality differentiated instruction
 the following shall be strengthened and continue to be pursued:
DO: The LF reads the content on the slide.

d. Provision of opportunities for learners to create
 learn and share what they know in both curricular and non-curricular activities;

e Provision of equitable and appropriate learning opportunities for all learners to facilitate active participation and shared responsibility and accountability in the teaching-learning process; and

f Removal of barriers to learning and participation

3. Teachers need to be open-minded and flexible. 

Inclusive education is still a new concept for many schools
 and some changes may be required for it to work correctly. 

Teachers must be willing to adapt their teaching style to meet the needs of all their students.
 Finally
 teachers need to be open-minded and flexible. Inclusive education is still a new concept for many schools
 and some changes may be required for it to work correctly. Teachers must be willing to adapt their teaching style to meet the needs of all their students.

Let’s Do It
 We
 school heads have a pivotal role in bringing about inclusive school change. We shall assist teachers in creating inclusive classrooms. School mechanisms and process governance mechanisms and processes shall be geared towards facilitating the provision of
 but not limited to
 the following:
a Technical support in contextualizing the curriculum and teaching and learning materials
 and using learning-centered pedagogy and inclusive assessment;
b Physical infrastructures that facilitate inclusion; and

c Continuous capacity-building on inclusive education of teaching and nonteaching personnel (for example lac sessions
 In-Service Trainings
 mentorship).