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

[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).

[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.

[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.

[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.

[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.

[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..

[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..

[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.

[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.

[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..

[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.

[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.

[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.

[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.

[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.

[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.

[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..

[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)..

[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)..

[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..

[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..

[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..

[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).

[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..

[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..

[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..

[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..

[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..

[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..

[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.

[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..

[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)..

[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..

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[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).

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

[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..

[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..

[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!.

[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.

[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.

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

[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.