Proposal for Integrating Technology in Curriculum and Instruction   Proponent: EVANGELINE S. ORTIZ PhD CIN: Section 7   TITLE : INCLUSIVE TECH: Ingenious Educational Plan for Learners with Special Needs (LSEN) of Conel District  

Proposal for Integrating Technology in Curriculum and Instruction Proponent: EVANGELINE S. ORTIZ PhD CIN: Section 7 TITLE : INCLUSIVE TECH: Ingenious Educational Plan for Learners with Special Needs (LSEN) of Conel District.

Introduction In the realm of education, catering to learners with special educational needs, particularly those with intellectual disabilities, poses distinctive challenges that demand tailored approaches. These challenges encompass a spectrum of cognitive, emotional, and behavioral complexities, requiring specialized attention and innovative solutions to facilitate effective learning experiences (Edyburn, 2013). Fortunately, advancements in technology offer a beacon of hope in addressing these hurdles, presenting opportunities to enhance accessibility, adaptability, and engagement for individuals with intellectual disabilities within educational settings (Smith & Okolo, 2010). Understanding the unique challenges within this specialization and harnessing the potential of technology becomes paramount in empowering these learners, fostering inclusivity, and unlocking their full educational potential (Ditzler & Strudler, 2016). In the context of Conel Central Elementary School, the identification of seven learners with special educational needs for the school year 2023-2024, specifically those with intellectual disabilities, has been a significant focal point. These learners underwent comprehensive assessments conducted by the school's Special Education (SPEd) teacher, utilizing a diverse range of evaluation tools such as behavioral checklists, anecdotal records, and incident reports. Through these meticulous observations, a detailed understanding of the unique challenges faced by these learners has emerged. Subsequently, a researcher has undertaken the task of compiling a comprehensive list of technology tools, software, and resources specifically tailored to aid and support within the teaching and learning process for these learners with special educational needs..

The selection of these technology tools was strategically anchored on the essential and adaptive skills and competencies outlined in DepEd Order no. 44, series of 2021 also known as the Provision of Programs and Services for Learners with Disabilities in the K-12 Basic Education Program. The researcher's focus has been to align these technological resources with the stipulated guidelines, ensuring that the tools selected cater to the diverse needs of learners with intellectual disabilities. By leveraging technology in this manner, the aim is to facilitate the acquisition and development of vital skills and competencies crucial for their academic growth and holistic development. The range of technology tools curated for learners with special educational needs, particularly those with intellectual disabilities, is designed to address a spectrum of adaptive and essential competencies. These tools are meticulously selected to support and enhance various crucial domains, encompassing Functional Academics, Fine and Motor Skills, Language and Social Development, as well as Self-Care/Daily Living Skills. Functional Academics applications play a crucial role in supporting learners with special educational needs, especially those with intellectual disabilities, by providing tailored educational experiences that cater to their unique learning requirements. STARFALL and iTrace are exemplary tools that specifically assist in developing foundational skills like tracing shapes, improving pencil grip, and introducing basic coloring tasks (MacArthur, 2016). STARFALL for Tracing Shapes. STARFALL is a versatile educational platform that offers interactive activities to enhance various academic skills, including shape recognition and tracing. For learners with intellectual disabilities, the tracing feature within STARFALL provides a guided and repetitive approach to tracing shapes, aiding in hand-eye coordination, fine motor skill development, and shape identification. This repetitive practice fosters familiarity and confidence in manipulating writing tools, which is fundamental for further academic tasks involving shapes, letters, and numbers (Brown & Green 2022)..

iTrace for Pencil Grip Exercises. iTrace is a specialized app designed to assist learners, particularly those with special needs, in developing proper pencil grip and control. For individuals with intellectual disabilities who may struggle with fine motor skills, this app offers targeted exercises and tracing activities that focus on the correct pencil grip technique (Lee, 2022). By providing a digital platform for practicing pencil control, iTrace helps in refining hand movements, promoting stability, and improving the overall dexterity required for effective writing and drawing (Thompson, 2022). Both STARFALL and iTrace serve as valuable tools for introducing learners to basic coloring tasks. These activities offer a guided and interactive approach to coloring, allowing students to practice using digital tools to fill shapes and spaces with colors. This introduction to basic coloring tasks not only enhances creativity but also assists in refining fine motor skills and hand coordination, preparing learners with intellectual disabilities for more intricate tasks involving art and expression. For Fine and Motor Skills, "Walky, Talky" is an innovative and specialized application designed to cater to the unique needs of learners with special educational needs, particularly those with intellectual disabilities, who face challenges related to movement, walking, and mobility. This application employs a wireless telephone as a tool to deliver instructions one at a time, offering a structured approach to assist these learners in improving their fine and gross motor skills.The use of a wireless telephone as part of the "Walky, Talky" application allows for the delivery of instructions in a clear and sequential manner. This approach breaks down activities into manageable steps, providing guidance and support to learners with intellectual disabilities, enabling them to focus on and comprehend each instruction individually (Smith & Jones, 2021)..

"Walky, Talky" offers adaptive features that adjust to the learner's pace and abilities. The wireless telephone interface allows for personalized instruction delivery, ensuring that learners can navigate the activities at their own speed and comfort level, thereby accommodating individual learning needs. The application incorporates task-oriented activities aimed at enhancing both fine and gross motor skills. By utilizing the wireless telephone as a tool for instruction, learners are encouraged to engage in various physical movements and exercises tailored to their specific motor skill development needs. The wireless telephone feature in "Walky, Talky" fosters an interactive learning environment. Learners are prompted to perform motor tasks while receiving instructions through the telephone, which helps in keeping them engaged, focused, and motivated to participate in the activities. Also, it includes features that track and monitor the progress of learners' motor skill development. This allows educators, therapists, or caregivers to assess improvement over time, provide targeted feedback, and adapt interventions based on the individual progress of each learner. In addition, Paint Application stands out as another versatile tool that not only fosters creative expression but also serves as a catalyst for refining fine motor skills. For individuals grappling with learning disabilities, especially those facing challenges in dexterity and precise hand movements, this digital platform provides a supportive and engaging environment. The Paint Application's adaptive features allow customization according to varying skill levels, ensuring that learners can comfortably navigate the tool while developing their fine motor abilities at their own pace. Beyond mere artistic expression, the act of drawing, painting, and manipulating digital tools within the app encourages a sense of accomplishment and boosts confidence among learners..

Moreover, the forgiving nature of the application, with its undo options and error-correcting tools, creates a low-pressure environment where learners can freely explore and practice without the fear of making irreversible mistakes. This technology not only offers a canvas for creativity but also serves as a therapeutic outlet, stimulating sensory responses while simultaneously honing fine motor skills. Educators benefit from the application's ability to track progress, providing invaluable insights into the developmental growth of learners and guiding tailored interventions. Ultimately, the Paint Application emerges as a multifaceted tool that not only nurtures artistic expression but also significantly contributes to the holistic development of fine motor skills among learners with learning disabilities. For Language and Social Development Domain, the "Touch Chat-Crawl Walk Jump and Run Therapy" application serves as a multifaceted and comprehensive tool tailored specifically to meet the diverse needs of learners with special educational needs, notably those with intellectual disabilities. This innovative app is uniquely designed to holistically address challenges related to language and social development, communication, mobility, adaptive skills, knowledge application, memory enhancement, and error correction. Within the realm of language and social development, the application facilitates communication through a user-friendly interface featuring picture symbols, text-to-speech capabilities, and customizable communication boards. This enables learners with intellectual disabilities to express themselves effectively and engage in social interactions, fostering the development of language skills and promoting social engagement (Smith, 2017)..

Moreover, the "Touch Chat-Crawl Walk Jump and Run Therapy" app incorporates activities targeting mobility skills. Through interactive exercises designed to encourage movements like crawling, walking, jumping, and running, the application promotes physical activity while enhancing motor skills, coordination, and the ability to navigate one's surroundings. Additionally, the app provides opportunities for learners to apply acquired knowledge through interactive challenges and quizzes. This not only reinforces learning but also stimulates cognitive abilities, allowing learners to apply their knowledge practically, thereby supporting their cognitive development (Adolph & Berger, 2006). One of the notable features of this application is its emphasis on error correction and feedback. Learners are guided through activities where they receive corrective prompts, enabling them to learn from mistakes and progressively improve their skills in various areas. Lastly, the "Touch Chat-Crawl Walk Jump and Run Therapy" app allows for individualized support and progress monitoring. Educators can customize the app to suit each learner's specific needs, track their progress, and identify areas requiring additional attention or intervention. This data-driven approach enables tailored strategies to support the unique learning journey of everyone. In terms of the competency Self-Care/Daily Living Skills,the "Life Skills Winner App" stands as a pivotal tool tailored to meet the specific needs of learners with special educational needs, particularly those facing intellectual disabilities, by focusing on the development of essential self-care and daily living skills. This innovative application provides a comprehensive platform designed to address fundamental tasks such as bathing, dressing, grooming, and self-feeding, aiming to foster independence and confidence in these learners' daily routines (Jones, 2017). In the realm of personal hygiene, the app offers step-by-step visual guides and interactive modules that meticulously outline the process of bathing and maintaining personal cleanliness. Through animated tutorials and prompts, learners are guided through proper hygiene practices, aiding them in establishing and following routines essential for their personal care..

Moreover, the "Life Skills Winner App" dedicates modules to teaching dressing skills, offering demonstrations and interactive activities that systematically guide learners through the intricacies of dressing themselves. From basic tasks like putting on clothes to more intricate activities such as fastening buttons, zippers, or tying shoelaces, the app's exercises are tailored to support learners in mastering these daily dressing routines. Additionally, the application incorporates grooming techniques, delivering visual instructions and interactive exercises aimed at teaching learners how to manage personal grooming tasks independently. From hair care to dental hygiene and beyond, the app offers a structured approach to acquiring these essential self-care skills (Thompson, 2021). Furthermore, the "Life Skills Winner App" includes features that focus on developing self-feeding abilities. Through engaging modules and demonstrations, learners are encouraged to understand and practice the basics of feeding themselves, including using utensils, meal preparation, and maintaining table manners. By catering to these fundamental self-care skills, the app empowers learners with intellectual disabilities to gradually acquire independence in daily living activities. It provides a structured and supportive environment where learners can practice and master these skills at their own pace, enhancing their confidence and capabilities to engage in self-care tasks, thereby promoting greater autonomy in their daily lives..