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Buganian Curriculum for Learners

with Intellectual Disability


Prepared by: Nerissa C. Gallo, M. Ed (Special Education)

Replacing the term “mental retardation” to intellectual disability?

Rosa's Law (PUBLIC LAW 111–256—OCT. 5, 2010) changes references to


“mental retardation” in Federal law to “intellectual disability” or “intellectual
disabilities.” These final regulations implement this statutory change in applicable
Department of Education regulations.

SEC. 2. INDIVIDUALS WITH INTELLECTUAL DISABILITIES.


(a) HIGHER EDUCATION ACT OF 1965.—Section 760(2)(A) of the Higher
Education Act of 1965 (20 U.S.C. 1140(2)(A)) is amended by striking ‘‘mental
retardation or’’.
(b) INDIVIDUALS WITH DISABILITIES EDUCATION ACT.— (1) Section
601(c)(12)(C) of the Individuals with Disabilities Education Act (20 U.S.C.
1400(c)(12)(C)) is amended by striking ‘‘having mental retardation’’ and inserting
‘‘having intellectual disabilities’’. (2) Section 602 of such Act (20 U.S.C. 1401) is
amended— (A) in paragraph (3)(A)(i), by striking ‘‘with mental retardation’’ and
inserting ‘‘with intellectual disabilities’’; and (B) in paragraph (30)(C), by striking ‘‘of
mental retardation’’ and inserting ‘‘of intellectual disabilities’’.
(c) ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965.— Section
7202(16)(E) of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
7512(16)(E)) is amended by striking ‘‘mild mental retardation,’’ and inserting ‘‘mild
intellectual disabilities,’’.
(d) REHABILITATION ACT OF 1973.— (1) Section 7(21)(A)(iii) of the
Rehabilitation Act of 1973 (29 U.S.C. 705(21)(A)(iii)) is amended by striking ‘‘mental
retardation,’’ and inserting ‘‘intellectual disability,’’. (2) Section 204(b)(2)(C)(vi) of
such Act (29 U.S.C. 764(b)(2)(C)(vi)) is amended by striking ‘‘mental retardation and
other developmental disabilities’’ and inserting ‘‘intellectual disabilities and other
developmental disabilities’’. (3) Section 501(a) of such Act (29 U.S.C. 791(a)) is
amended, in the third sentence, by striking ‘‘President’s Committees on
Employment of People With Disabilities and on Mental Retardation’’ and inserting
‘‘President’s Disability Employment Partnership Board and the President’s
Committee for People with Intellectual Disabilities’’.
(e) HEALTH RESEARCH AND HEALTH SERVICES AMENDMENTS OF 1976.—
Section 1001 of the Health Research and Health Services Amendments of 1976 (42
U.S.C. 217a–1) is amended by striking ‘‘the Mental Retardation Facilities and
Community Mental Health Centers Construction Act of 1963,’’.
(f) PUBLIC HEALTH SERVICE ACT.— (1) Section 317C(a)(4)(B)(i) of the Public
Health Service Act (42 U.S.C. 247b–4(a)(4)(B)(i)) is amended by striking ‘‘mental
retardation;’’ and inserting ‘‘intellectual disabilities;’’. (2) Section 448 of such Act (42

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U.S.C. 285g) is amended by striking ‘‘mental retardation,’’ and inserting ‘‘intellectual
disabilities,’’.

SEC. 3. REGULATIONS. For purposes of regulations issued to carry out a


provision amended by this Act— (1) before the regulations are amended to carry out
this Act— (A) a reference in the regulations to mental retardation shall be
considered to be a reference to an intellectual disability; and (B) a reference in the
regulations to the mentally retarded, or individuals who are mentally retarded, shall
be considered to be a reference to individuals with intellectual disabilities; and (2) in
amending the regulations to carry out this Act, a Federal agency shall ensure that
the regulations clearly state— (A) that an intellectual disability was formerly termed
mental retardation; and (B) that individuals with intellectual disabilities were
formerly termed individuals who are mentally retarded.

SEC. 4. RULE OF CONSTRUCTION. This Act shall be construed to make


amendments to provisions of Federal law to substitute the term ‘‘an intellectual
disability’’ for ‘‘mental retardation’’, and ‘‘individuals with intellectual disabilities’’
for ‘‘the mentally retarded’’ or ‘‘individuals who are mentally retarded’’, without any
intent to— (1) change the coverage, eligibility, rights, responsibilities, or definitions
referred to in the amended provisions; or (2) compel States to change terminology in
State laws for individuals covered by a provision amended by this Act.

What is an intellectual disability?

The term 'intellectual disability' refers to a group of conditions caused by


various genetic disorders and infections. Intellectual disability is usually identified
during childhood, and has on going impact on an individual’s development.
Intellectual disability can be defined as a significantly reduced ability to understand
new or complex information, learn new skills and to cope independently including
social functioning. As with all disability groups, there are many types of intellectual
disability with varying degrees of severity. These include considerable differences in
the nature and extent of the intellectual impairments and functional limitations, the
causes of the disability, the personal background and social environment of the
individual. Some people have genetic disorders that impact severely on their
intellectual, social and other functional abilities. Others with mild intellectual
impairment may develop adequate living skills and are able to lead relatively
independent adult lives. Approximately 75 percent of people with intellectual
disability are only mildly affected, with 25 per cent moderately, severely or
profoundly affected.

People with intellectual disability have significantly more difficulty than others
in learning new things, understanding concepts, solving problems, concentrating
and remembering. Consequently, they require extra support to learn and achieve

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their full potential. Intellectual disability is often present from a person’s early
years. It is not a mental illness.
The international definition for intellectual disability has three criteria:
 Significant limitations in intelligence—significant limitations in the skills
needed to live and work in the community including difficulties with
communication, self-care, social skills, safety and self-direction.
 Limitations in intelligence and living skills those are evident before the person
is 18 years old.

General Characteristics of Intellectual Disability

General Cognition  Apparent slowness in learning related to the delayed


rate of development
 Tend to perform more poorly that comparative
normal groups
 Learning is dependent upon intellectual
development. Intellectual development, in turn,
determines the complexity and level of learning that
can take place at any specific time.
 The intelligence quotient (IQ) of about 70 or less as
measured on a standardised intellectual
assessment.
 They have impaired capacities to learn, do not know
how to learn or are not efficient or effective in the
learning processes including attention, memory,
linguistic and general skills.
 They have an impaired ability to acquire label,
classify, remember and use information
appropriately.
 They are less able to understand abstractions,
representations (symbols), and generalizations
 They appear impaired at retrospections and
imagination or imagery relative to learning
experiences (Hallahan&Kauffman, 1991)
Attention  Children with intellectual disability or mental
retardation have difficulty attending to learning task
for required length of time.
 They have routinely have difficulty distinguishing
and attending to relevant questions in both learning
and social situations (Zeaman & Hause, 1979)
 Some children with intellectual disability or mental
retardation tend to perseverate or can’t shift their
attention to new material (Berdine, 1993)
 They can be helped by learning task analysis, in

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which the learning task are break down into
different components and those components are
mastered sequentially (Smith & Luckasson, 1995)

Memory  Children with intellectual or mental retardation have


problems with both long and short term memory
and the rehearsal processes necessary for placing
information in memory.
 The more severe retardation, the grater the memory
deficit.
 They do not spontaneously use appropriate learning
or memory strategies
 These children have difficulty in realizing conditions
or actions hat aid learning and memory.
 Children needs to learn to rehearse or practice
techniques that will aid retention of information
 They will have trouble recognizing recurring patterns
or repetitions and are slower to transfer information
to short-term memory and from short-term memory
to long-term memory (Berdine,1993)
Language  Individuals with intellectual disability or mental
retardation (depending on the degree of retardation)
usually have language comprehension and
formulation difficulties.
 They experience delayed language development and
often exhibit less fluent and less articulate speech
than their peers.
 They may be expressive and receptive problems,
problems in conversational skills, giving and
receiving directions, determining central or essential
issues and telling stories.
 They show delayed functioning on pragmatic aspects
of language such as turn taking, selecting topic for
conversation, knowing when to speak, knowing
when to be silent and similar contextual skills.
 They use mixed-up sequences, can’t determine main
ideas from orally presented materials and omit
common prefixes and suffixes
 They have limited vocabulary and tend to use
limited number of sentence constructions.
Academic  Cognition inefficiencies may lead to persistent
Achievement problems in academic achievement
 They lag behind in reading, reading comprehension,

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computation and general mathematics
Metacognition  They have difficulty in metacognitive skills such as
planning how to solve problem, monitoring their own
solution strategy, proceeding with the strategy
implementation and evaluating outcome.
 The lack or underdevelopment of these skills affects
memory, rehearsal skills, organizational ability and
being in control of the processing of learning.
Motivation  Individuals with intellectual disability or mental
retardation may approach the learning situation
with significant anxiety.
 Past experiences of failure and the anxiety generated
by those failures may make the students appear to
be less goal/task-directed and lacking in motivation.
It is as if they have learned to avoid failure.
 This avoidance learned with limited metacognitive
skills results in helplessness in the engagement for
learning.
 They limit their goals and aspirations and become
dependent.
 The history of failure is likely to lead to a
dependence on external sources of reinforcement or
reward rather than internal sources of reward.
 They are less likely to be self-starters motivated by
self-approval.
Physical  The more severe the intellectual disability or mental
Characteristics retardation, the more likely the child will exhibit
coexisting problems such as physical, motor,
orthopaedic, visual and auditory impairments and
health problems.
 They may be below in measures of height, weight
and skeletal maturity.
 Some may have cerebral palsy, convulsive disorders
and sensory impairments.
 They may be more susceptible to disease, illness and
dental problems.
 Individuals with intellectual disability or mental
retardation can participate in sports and physical
education activities and keep up with other students
and some may even excel in certain sports.
Social – Emotional  Manifests perseveration
 Behaviour is on either, such as overly aggressive or
withdrawn

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 Hyperkinetic
 Sociable and exhibits adaptive behaviour to the
demands of the environment but has difficulty in
delaying gratification

Development Characteristics of the Intellectual Disability

Preschool age 0-5 School age 6-20 Adult 21 and over


Degree Maturation and Training and School and Vocation
Development Education
Can develop social Can learn academic Can usually achieve
and communication skills up to social and vocational
skills; minimal approximately sixth skills adequate to
retardation in grade level by late minimum self-
MILD sensory-motor areas; teens. Can be support but may need
often nor guided toward guidance and
distinguished from social conformity assistance when
normal until later age. “educable”. under unusual social
or economic stress.
Can talk and/or learn Can profit from May achieve self-
to communicate; poor training in school maintenance in
social awareness, fair and occupational skilled work under
motor development; skills; unlikely to sheltered conditions;
profits from training progress beyond Needs supervision
MODERATE
in self-help, can be second grade level and guidance when
managed with in academic under mild or social
moderate supervision. subjects; may learn economic stress
to travel alone in
familiar places.
Poor motor Can talk or learn to May contribute
development; speech communicate; can partially to self-
is minimal; generally be trained in basic maintenance under
unable to profit, from health habits; complete supervision;
SEVERE training in self-help, profits from can develop self-
little or no systematic habit protection skills to
communication skills training useful level in
controlled
environment
Gross retardation, Some motor Some motor and
minimal capacity for development speech development
PROFOUND functioning sensory- present, may may achieve very
motor areas; needs respond to limited self-care;
nursing care minimum limited needs nursing care

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training in self-help

Causes of Intellectual Disability

Organic Causes  Down’s Syndrome- a condition resulting from


Genetic Factors-those chromosomal abnormalities
resulting from some  Fragile X syndrome – the bottom of the X
damage to genetic chromosome in the 23rd pair chromosomes is
material such as pinched off
chromosomal  Tay-Sachs disease – an inherited condition;
abnormalities those due results in brain damage and eventual death
to heredity transmission  Phenylketonuria (PKU) – a metabolic genetic
disorder caused by the inability of the body to
convert phenylanine into tyrosine; results in
abnormal brain development
 Glandular disorders which result in cretinism
Brain Damage  Infections that may lead to mental retardation
 Rubella
 Syphilis
 Herpes Simplex
 Meningitis
 Encephalitis
 Pediatric AIDS
 Environmental Hazards
 Radiation
 Malnutrition
 Poisoning
 Pre-maturity/post-maturity
 Birth injury
Cultural-Familial  Due to an unstimulating environment
 Due to complex interaction between
environmental and heredity factors

Diagnosis

1. Tools
Medical
 Physical examination – recommended where physical defects may
interfere with learning
 Neurological examination – recommended where brain damage or injury
may affect the learning process

Intellectual Assessment

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 Philippines Non-verbal Intelligence Test (PNIT) this is recommended for
children between 5 and 13 years; it can be used with non-readers and
can be administered individually
 Otis-Lennon Mental Ability Test (OLMAT) Form J Philippine Edition this is
recommended for children in the primary grades. It can be administered
individually to non-readers
 Raven’s Standard Progressive Matrices This refers to a non-verbal test
for children which can be administered individually or in group
 Chicago Non- Verbal Examination it is designed for use with individuals
from 6 years and above and may be given individually or in groups
 Arthur Paint Scale of Performance this consists of a set of five
performance tests with norms based on CA and MA
 Peabody Picture Vocabulary Test it is a non-verbal test used for children
from 21/2 years and above
 Goodenough Draw-A-Man Test it is a performance test which reveals the
child’s accuracy of observation and development of conceptual thinking

Personality Assessment
 Vineland social Maturity Scale this is an inventory of social skills which
indicates maturity level of young children
 Gesell Developmental Schedules It indicates the child’s developmental
schedules from 0-6 years

Perceptual Assessment
 Auditory Discrimination Test it is used for children, ages 5-8 years to
examine their ability to detect likeness and differences in sounds
 Bender Visual – Motor Gestalt Test it is recommended to assess visual-
motor functioning in relation to maturation from 5 years and above

Educational Assessment
 Metropolitan Assessment Test Form A it is used with kindergarten pupils
to indicate readiness in language and numbers
 Reading Readiness Tests
 Teacher-made Diagnosis Tests
 Task Analysis Approach – a descriptive approach to describing
behaviour which does not require speculating or hypothesizing as to the
causes of performance problems
 Observational Techniques such as learning behaviour checklists and
rating scales

2. General Procedures of Diagnosis

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a. Determine the child’s learning disability through referrals or
observations.
b. Measure the child’s present achievement through teacher-made tests.
c. Analyse how the child learns by recognizing his learning modalities,
strengths and weaknesses.
d. Explore why the child is not learning through psycho-educational
evaluation and case histories
e. Collate and interpret data and formulate a diagnostic hypothesis
f. Develop a plan of action. Revise and modify it as the child moves along

Professional assesses two major areas to determine whether persons are


mentally retarded or intellectual disability: intelligence and adaptive skills.

1. Intelligence
Intellectual functioning is measures by standardized intelligence test,
which usually consist a series of questions and problem solving tasks
assumed to require certain amounts of intelligence to answer or solve
correctly.
The Intelligence Quotient (IQ) is based on the relationship between the
individuals’ chronological age (CA) and mental age (MA).
IQ scores do not change significantly. However, with children who are
mildly retarded IQ scores can be influenced by experience and can change
significantly
Intelligence tests are imperfect instruments, imperfectly understood, used
for classification purposes, assignment of labels and placement of children
or adults in special programs.
Despite some limitations, intelligence tests, when used appropriately, can
be highly useful when making special education eligibility decisions and
can be of real value in the design of appropriate instructional programs.
Useful when attempting predictive assessments of future academic
success.

2. Adaptive Skills
Generally covers communications, home-living, self-direction, self-care,
social skills, health and safety, leisure, functional academics work.
Adaptive functioning measurement is required in the identification of
mental retardation – an individual must be clearly below normal
measurements in adaptive behaviour.
Operationally, this means that there are clear deficits in the effectiveness
or degree to which the individual meets the societal standards of personal
independence and social responsibility that are expected of his or her age
and social group (Grossman, 1983).

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Adaptive behaviour-refers to how a person meets or fails to meet the
challenges and requirement of daily living and the extent to which a child
can function and interact with others in his or her behaviour.
Adaptive behaviour is also measure of how well the children adapt to
school as well as to the environment outside of school.

Assessment Strategies

Students with intellectual disability may need particular adjustments to


assessment tasks. Once you have a clear picture of how the disability impacts on
learning, you can consider alternative assessment strategies. In considering
alternative forms of assessment, equal opportunity is not a guaranteed outcome, it
is the objective. You are not expected to lower standards to accommodate students
with disability but rather are required to give them a reasonable opportunity to
demonstrate what they have learned:

a. Allow extensions to assignment deadlines


b. Use technology to record students work, e.g. digital photography, tape and
video.
c. Students may take longer to organise thoughts and sequence material. They
will benefit from discussing their outlines, with particular attention being paid
to appropriate relationships and connections between points.
d. Encourage the student to submit an early draft of assignments to allow the
opportunity for feedback to the student as a formative process.
e. Students with an intellectual disability will need extra time in an examination
for reading and analysing questions and for planning their answers. Some
students will request that examination questions be read to them. Some
students may prefer to dictate their answers to a scribe. They will need a
venue which is quiet and distraction-free.
f. Keep short your written examination instructions and sentences within
examination questions. Questions using bullet points, lists or distinct parts
are more likely to be correctly interpreted.
g. Because students with intellectual disability find it difficult to read multiple
choice questions in a way that allows them to appreciate subtle changes in
the arrangement of words, short answer questions will be a better test of their
knowledge.
h. Students may benefit from an exam timetable that features a number of days
between exams to assist in exam preparation.
i. Many students with intellectual disability are chronic misspellers and use
dictionaries only with great difficulty.
Development of the Intellectual Disability (Mentally Retarded)

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The intellectual disability at a slower rate than those children with average
mental ability as far as academic achievement is concerned. They can become self-
supporting, independent and socially adjusted adults with proper guidance.

The intellectual disability children as classified below can be developed to


certain degrees their disability may allow.

1. Mildly retarded – those who, because of subnormal mental development, are


unable to profit sufficiently from the program of the regular elementary school,
but who are considered to have potentialities for development in three areas: a)
educability in academic subjects of the school at a minimum level, b)educability
in social adjustment to a point where he can get along independently in the
community, and 3) minimal occupational adequacies to such a degree that he
can later support himself partially or totally at the adult level.

2. Moderately retarded – those who are not educable in the field od academic
achievement, ultimate social adjustment independently in the community, or
independent occupational adjustment at the adult level but have potentialities
for learning: 1) self-help skills, 2) social adjustment in the family and in the
neighbourhood, and 3) economic usefulness in the home, in a residential school
or in a sheltered workshop.

3. Severely Retarded – those who can talk and learn to communicate and can be
trained in elemental health habits and may contribute partially to self-
maintenance under complete supervision; and can develop self-protection skills
to minimal useful level in controlled environment.

4. Profound retarded – those who, because of very severe mental retardation, are
unable to be trained in total self-care, socialization or economic usefulness and
who need continued help in taking care of his personal needs throughout life.

Educational and AAMR Classification

Educational American General Classification of


Association of Functioning
Mental Retardation
(AAMR)
 Educable mentally  Mild mentally  With appropriate
retarded (EMR) retarded educational opportunities a
 IQ range usually  IQ range from 50- child can learn academic
from 50 to 70-75 55 to 70 skills, can maintain
themselves independently in
the community; however
may require minimal

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assistance.

 Trainable mentally  Moderate level of  Will be limited in


retarded (TMR) mental retardation achievement of academic
 IQ below 50  IQ range from 35- skills
40 to 50-55
 Eligibility for  Can learn to function
programming may successfully in some work
depend on other setting with supervision.
types of functional  May require continued
assessment family or community
sponsored assistance and
supervision throughout life.
 Greater variation between
individuals at “top” and
bottom of his classification
than in other classification
levels.
 Many labels used  Severe level of  Will require supervision and
relating to severe, mental retardation assistance in almost all
profound  IQ range from 20- aspects of daily living
 Dependent status 25 to 35-40
as viewed by the  Profound level of
school mental retardation
 IQ below 20-25

I. INTRODUCTION

“Children with intellectual disabilities are those who are challenged, need to
be heard. To be seen as a disabled, but as a person who has will continue to bloom.
To be seen not only as having a handicap but also as a whole human”

Robert M. Hensel (retrieved from www.wow4u.com, July 16, 2012)

The Department of Education believes that kindergarten education is vital to


development of the Filipino child for it is the period when the young mind’s
absorptive capacity for learning is at its sharpest. It is the policy of the State to
make education learner-oriented and responsive to the needs, culture, diversity of
learners, schools and communities using the appropriate languages of teaching and
learning.

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In line with the Millennium Development Goal on achieving Education for All
(EFA) by the year 2015, SECTION 2 of the Declaration of Policy in the Kindergarten
Act; the state is mandated to provide equal opportunities for all children to avail of
accessible and compulsory kindergarten education that effectively promotes
physical, social, intellectual, emotional development and values formation to
prepare them for elementary schooling.

Section 4 of Republic Act 10157 states that, the institutionalization of


Kindergarten Education, Children with Disabilities should be. These are learners
with disabilities, and other diverse learners. Early Intervention Program, in addition
to the standards should be provided for Children with Disabilities to prevent
handicapping.

All individuals including the handicapped have the inalienable right as


human beings to an education that will enable them to maximize their potential.
The Declaration of the Right of the Child adopted by the United Nation General
Assembly embodies principles affecting the handicapped, namely:

1. The child shall enjoy special protection and shall be given opportunities and
facilities by law and other means to enable him to develop physical, mentally,
morally, spiritually and socially in a healthy and normal manner and in a
condition of freedom and dignity. The interest of the child shall be the
paramount consideration.
2. The child who is physically, mentally, socially handicapped shall be given the
special education and care required by his particular condition.
3. The child is entitled to receive education which shall be free and compulsory
at least in the elementary stage.

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II. FRAMEWORK

The Buganian Curriculum frame work for Children with Intellectual Disability
is drawn from the K to 12 Philippine Basic Education Curriculum Framework. It is
aligned with National Early Learning Framework (NELF) and the Standards for
Curriculum and Instructional in Special Education. It depicts the development
tasks and milestone of 5 to 6 year-olds and how educators can guide them to
develop holistically.

The framework is composed of two part. The figure shows the theoretical
bases of teaching-learning, which begins with the comprehensive Developmentally
Appropriate Practices (DAP), moves up to the principles leading to the approaches
and includes child assessment and placement options. The circle consist of three
interrelated main components presented inside a pentagon. They are: (1)
Developmental Domains (2) Learning areas and (3) Curricular themes which will be
continuously assessed, monitored and evaluated based on performance. In the
Middle of the circle, is the Filipino child who is envisioned to be functionally literate
and holistically developed to be mainstreamed in the society.

A. PRINCIPLES

For the purpose of the Curriculum Guide for the Kindergarten with
Intellectual Disability (ID), the Kindergarten Curriculum uses the modified basic
curriculum. The curriculum gives emphasis on reading, writing and mathematics
which are functional. This integrates adaptive skills such as self-help skills, social
skills, psychomotor, leisure and recreation and work skills towards independent
living

The following are principles in curriculum development which also hold true
for the education of the learners with intellectual disability.

1. The curriculum should be developmental in nature


2. It should include those experiences that ensure the achievement of the basic
objectives of the program.
3. It should be organized according to three or four developmental levels (pre-
primary, primary, intermediate and advanced) rather than by grades.
4. The content should be within the level of understanding of the children.
5. The teachers, administrators, supervisors and parents should be actively
involved in curriculum development.

A developmentally appropriate curriculum is one that is individually-


appropriate (NAEYC, 2009). This curriculum framework for children with
intellectual disabilities considers the developmental benchmarks of Filipino
learners, recommends the use of strategies that addresses their needs and interest
and uses the mother tongue as medium of instruction.

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Learners with intellectual disabilities develop gradually in different domains
(cognitive, motor, socio-emotional and behavioural, language, self-help, creative and
aesthetic developments. The National Early Learning Framework (NELF), formulated
by the Early Childhood Care and Development Council, views the Filipino child,
whether or not he has disabilities as the most asset of the nation, also as…

…a human being who loves God, parents and country; is proud to be Filipino;
honor the customs, traditions, and good values of the people, knows his/her basic
rights, respects other cultures and is able to live in peace and harmony with all.

A teacher for children with intellectual disabilities should keep in mind, that:

1. Every classroom is multi-level.


2. Every teacher is a multi-level facilitator.
3. Every learner is unique
4. Every learner has particular intelligence or abilities
5. Every learner has his/her own learning styles.
6. Every learner has his/her own particular needs.
a. Cognitive
b. Physical
c. Socio-emotional
7. Every learner has his/her own particular wants and interests
8. Every learner has a right to develop uniquely from the others

This framework upholds the sixteen (16) general principles of the NELF as
guides on 1. Child growth and development, 2. Learning program and 3. Learning
assessment.

A. ON CHILD GROWTH AND DEVELOPMENT


The following are the general guiding principles:
1. Every child is unique. Growth and Development varies from child to child
of which the first years of life are most vital. He/she has an innate desire
to learn which is best done through meaningful and real experiences.
2. Every aspect of growth and development is interrelated and
interdependent. The child needs to be nurtured in a good and caring
environment that enhances healthy and dependable relationships with
other children and most significant adults.
3. The learning and development of every child involves a series of complex
and dynamic processes that are best attended to in a more positive and
responsive manner.
4. The child must be encouraged to aspire beyond one’s own level of
achievements and to practice newly acquired competencies.
5. Every child is a thinking, moving, feeling and interactive human being able
to actively participate in the learning and development of self in the
context of one’s family and community including cultural and religious
beliefs.

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B. ON LEARNING PROGRAM DEVELOPMENT
6. The learning program is child centered. It promotes the holistic way by
which young children grow and develop; and recognizes the role of families
and communities to support the child through various stages of growth
and development.
7. The learning program is appropriate for developing the domains of
development and must sustain interest inactive learning of all young
children, including those with special abilities, are marginalized and or at
risk.
8. The learning program is implemented by way of diverse learning activities
that may be enhanced with technologies such as interactive radio and
audio/video clips for learning areas.
9. The use of learning materials and other resources that are locally
developed and/or locally available is encouraged.
10. The mother tongue shall be used as the child’s language of learning in
the early years and shall be recognized as bridge language of learning.

C. ON LEARNING ASSESSMENT AND DEVELOPMENT


The following are the general guiding principles:
11. Assessment is done to monitor learning, know where the child is and
inform
parents of the child’s progress.
12. Assessment is essential to identifying the child’s total development
needs and
does not determine academic achievement.
13. Assessment is best conducted regularly so that a timely response may
be
made to improve learning areas.
14. The results of the assessment of learning of a child shall be kept strictly
confidential.
15. Rating should be qualitative/descriptive and not only numerical.
16. The family and community may be informed of the general outcomes of
learning in the early years so as to encourage further cooperation and
partnerships.

B. Goals

The major goal in the education of the learners with Intellectual Disability
is to train them to apply their knowledge, skills and abilities to their optimum
potential so that they could live happier lives. Specifically, the emphasis is on the
development of the following:

A. Self-actualization
B. Social competence

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C. Vocational and economic competence
D. General and specific skills, as:
a. Communication skills (listening, speaking, reading and writing)
b. Numeracy skills
c. Aesthetic skills
d. Motor and recreational skills

C. Content
The content of the curriculum for learners with Intellectual Disabilities is
not much different from that of the normal individual. The difference lies mostly
in the degree of expectation of achievement. More attention is, therefore, focused
on the development of very basic skills such as:
1. Self-help/Personal adjustment includes activities for the development of
motor coordination (gross and fine), mobility (spatial, directionality), personal
skills (hygiene and grooming), and independent living (feeding, dressing,
maintaining orderliness, etc.)
2. Pre-academic/academic curriculum includes attention training (pay attention
to others, sharing experiences, critical thinking, etc.), memory training
(auditory and visual discrimination, sequencing), communication skills
(listening, oral reading, writing), and numeracy skills (facts and process,
money, time and measurement and problem solving).
3. Career/Vocational curriculum includes the development of skills in following
instructions, independent work habits, housekeeping, chores, gardening, job
awareness and job training
4. Socio-behavioral/social competence curriculum should include self-
awareness, peer relationship, personal interaction, manners, recreational
skills to include dancing, dramatics, music and sports, and sex education.
5. Citizenship and Family Life should center on the home and family life, school
life, community living and government structure and services.

Differentiation

Through differentiating the curriculum classroom teachers, both mainstream


and special education, can ensure the improved learning outcomes of all students
within their classroom.

Differentiation allows you to plan and carry out varied approaches to content
(what a student learns); process (how the student learns and how you teach); and
product (how the student demonstrates what they’ve learned) in anticipation of and
in response to student differences in readiness (prior mastery of knowledge,
understandings, and skills); interest (the student’s curiosity and passion); and
learning profile (how the student learns best).

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Content- When we discuss content we tend to use the following terms,
modifications and accommodations/adjustments. Modifications refer to a different
curriculum to that of peers or the class. With this Buganian Curriculum may mean
selecting learning outcomes that come from an early year level.
Adjustments/accommodations are changes to support access to the curriculum for
example, the use of Braille for visually impaired students. The teacher needs to have
a clear understanding of the curriculum in terms of the prior learning that is
required and the purpose of the learning. Given that students learn more slowly,
and need to apply what they have been taught to ensure that they learn it, teachers
will need to prioritise the content of what they teach. This can be referred to as the
essential core or the big ideas. An example could be learning to tell the time. The
purpose of telling the time is so that students know when things will happen, this
can reduce anxiety, help them understand that their day at school has a sequence
of activities and help with behaviour management. Required prior learning is that
students know that the day is broken up into morning and afternoon and these
periods are divided into hours, and that time can be expressed physically. Students
need to know that a clock represents time and numbers represent hours. They
would also need to understand the sequence of numbers. The teacher may need to
start with a concrete example linking activities that happen in the school day to the
different times. The outcome could be that some of the students understand the
sequence of events during the day and know what is coming next; others may be
able to tell you at what time something will happen, and others how long it is to
home time. Some may be able to read the time but have no idea what it means!
Using the outcomes you can plan the next learning activity.

Process – how the student will learn and how you teach. When the teaching and
learning processes are modified some of the following strategies may be used;
1. the teacher may give more assistance to individual students
2. they may re-teach concepts or information using simpler language or more
examples
3. questioning may be pitched at different levels of difficulty for different
individuals
4. more feedback and monitoring may be varied
5. extension work may be set for more able students.
It is important that through the learning process both teachers and students
understand, accept and value the differences amongst their peers, as this will help
in their acceptance that peers may be doing different work, and that assessment,
grades may vary.

Product- how the student demonstrates what they have learned. Differentiated
output is another aspect of differentiation. Teachers can facilitate student learning
by detailing the learning outputs required, as exampled through the use of marking
rubrics and the setting personalised learning goals with individual or groups of
students. Students can demonstrate learning using a variety of formats other than

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written, for example oral presentation, power point, dramatic or visual
presentations.

How do teachers differentiate a learning experience?

A basic lesson structure would;


a. have a clear objective, that accommodates scaffolded learning to achieve
task outcomes
b. incorporate a good understanding of the learners to make sure instruction
is targeted at the appropriate level of difficulty and student learning profile
c. gain the learner’s attention by providing focussing activities
d. review relevant past learning with the aim of connecting to new learning
e. provide an overview as well as objective and purpose of the lesson
f. provide information in small steps with modelling and checking for
understanding
g. use reflective feedback and collaborative teacher student feedback
h. plan for independent practice and re-teaching
i. provide final review of the lesson.

Research suggests that the following five conditions are needed for teachers to
introduce differentiation into their classrooms.

a. They need to believe that the investment in time will produce better
results.
b. Have adequate time to plan lessons.
c. Know the individuals in their class extremely well.
d. Have access to a varied range of resource materials.
e. Have support from within the school for a differentiated approach to
teaching.

The Developmental Domains and Benchmarks/Expectations

The developmental domains represented by the six blocks. They are presented
like books vertically arranged to emphasize Erikson’s epigenetic principle. This
principle states that development happens through a gradual unfolding. The child is
embracing the domains implying that these are his/her foundation to gradually
develop skills and competencies.
In these domains are the developmental tasks or milestones that
kindergarteners are expected to attain. These are: 1. Socio-emotional and
behavioural, 2. Physical Health, Wellbeing and self-help, 3. Motor, 4. Cognitive, 5.
Language and 6. Creative and Aesthetics.
The following are the particulars:

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1. Socio-Emotional and Behavioral Development – refers to a developing
understanding of justice and fairness, right and wrong, love and respect
for different arenas of the child’s life.
Domain: Socio-Emotional and Behavioural Development
Sub-domain Benchmarks/Expectations
Emotional Expression  The child expresses different basic
emotions
 The child demonstrates ability to self-
regulate feelings/emotions and follows
schedule as well as rules and regulations.
 The child comprehends and displays self-
appraisal emotions (shame, pride, guilt)
Emotional (Receptivity to  The child responds to the different
other’s emotions) emotions of other people and shows
empathy.
Social (Emerging sense of Self)  The child expresses knowledge of self and
basic roles of people in his/her immediate
environment.
Social (Forming Attachments)  The child forms healthy attachments to
primary caregivers and other significant
adults and children in his/her life.
Social (Interactions with other  The child plays and interacts positively
Children) with other children.
Social (Interactions with  The child plays and interacts positively
Adults) with adults.
Social (Sensitivity)  The child takes social cues from the
environment and adjusts his behaviour.
Social (Appreciating Diversity)  The child recognizes and respects
similarities and differences in people and
language.
Personal Values (Honest)  The child demonstrates honesty in words
and in actions
Personal Values  The child takes on responsibility and
(Responsibility) accomplishes these as best he/she can
1) Does his/her share of work in the
classroom
2) Does and finishes assigned tasks without
prompting
Interpersonal Values (Love of  The child shows loves, respects and feels
Family) he/she belongs to a family unit.
Interpersonal Values  The child shows respect for others, children
(Pakikipagkapwa) and adults.
 The child demonstrates concern for others.

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 The child opts for cooperative, non-
aggressive means for achieving goals and
resolving conflict.
a. Works well with others
Nationalism (Love of  The child demonstrates knowledge and love
Community) for his/her community or neighbourhood.
Nationalism (Love of Country)  The child shows respect and love for the
Philippines.
a. He/she knows he/she is Filipino
b. Knows name of his/her country
Spiritual (Appreciation of  The child shows interest in and wonder at
nature) nature.
Spiritual (Care for nature and  The child demonstrates a caring attitude
Its Resources) towards nature’s creatures and its
resources.
Spiritual (Love for the Creator)  The child shows respect and love for the
creator of nature.

2. Physical Health, Well-being and Self-help – refers to a child’s physical


growth, health and safety and self-care.
Domain 2: Physical Health, Well-being and Self-help
Sub-domain Benchmarks/Expectations
Physical Health  The child demonstrates adequate growth
(weight, head circumstances).
 The child has functioning sensory systems
to participate in daily activities.
 The child has adequate stamina to
participate in daily activities.
Personal Care and  The child participates in basic personal care
Hygiene/Self-help routines
a. Feeds self, using fingers without spillage
with assistance
b. Feeds self, using fingers without spillage
without assistance
c. Prepares own food with assistance
d. Prepares own food without assistance
e. Opens and closes zippers with
assistance
f. Opens and closes zippers without
assistance
g. Dresses with assistance, including
buttoning and tying
h. Dresses without assistance, including
buttoning and tying

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i. Wipes/cleans him/herself after a bowel
movement with assistance
j. Wipes/cleans him/herself after a bowel
movement without assistance
k. Brushes teeth after meals when told
l. Brushes teeth after meals without being
told
m. Washes and dries face independently
when told
n. Washes and dries face independently
without being told

3. Motor Development – refers to the development of skills related to the use


of large and small muscle groups
Domain 3: Motor Development
Sub-domain Benchmarks/Expectations
Gross Motor skills Development  The child shows coordination of body
movements involving large muscles.
Fine Motor skills Development  The child can control and coordinate hand
and finger movements:
 Copies a simple pattern of different basic
shapes
 Draws a human figures (head, eyes,
mouth, trunk, arms, legs, etc.) without
prompts
 Draws a house without prompts using
geometric forms
 Colors with strokes staying within lines

4. Cognitive Development – refers to a child’s ability to abstract,


understanding concepts and their logical relations, and to manipulate
them to arrive at new idea or conclusions
Domain 4: Cognitive Development
Sub-domain Benchmarks/Expectations
Attention and activity level  The child sustains attention and modulate
his activity levels age-expected
a. Sustains attention and concentration on
ta tabletop activity for 15-20 minutes
b. Works on a school assignment with
minimal supervision
c. Works on a school assignment
independently

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Higher-order mental abilities  The child develops basic concepts
(Concept Formation) pertaining to objects constancy, space,
time, quantity, seriation, etc. and uses
these as the basis for understanding how
materials are categorized in his/her
environment.
a. Tell a which are the left and right people
facing him/her.
b. Knows the difference between yesterday,
today and tomorrow
c. Understands the concept of number-
quality relations for 1-10
d. Demonstrates concept of addition using
fingers or objects
e. Demonstrates concept of subtraction
using fingers or objects
Higher-order mental Abilities  The child is able to understand the cause-
(Cause-Effect relationships) effect relationships.
Memory (Memory for  The child is able to recall people he has
Experiences: Episodic Memory) met, events and places he has been to.
Memory (Memory for Concept-  The child stores verbal information in short
Based knowledge: Semantic and long-term memory
Memory) a. Recites the days of the week with some
errors.
b. Recalls the days of the week without
errors.
c. Remembers lessons learned in school
even after several days have passed.
d. Recites the months of the year with some
errors.
e. Recites the months of the year without
errors.
Higher-Order Mental Abilities  The child follows the logic of events (i.e.
(Logical Reasoning) reason why these happen) and draw
accurate conclusion by evaluating the facts
presented to him:
a. Grasps that certain elements remain the
same even if their positions change.
b. Predicts what will happen next in story.
c. Predicts how a story will end half-way
through
d. Predicts how story will end
Higher-Order Mental Abilities  The child plans and organizes a simple,
(Planning and Organizing) familiar activity

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a. Plans how he/she will carry out an
activity with adult guidance
b. Plans how he/she will carry out an
activity without adult guidance
Higher-Order Mental Abilities  The child generates new ideas or concepts,
(Creative Thoughts) or new associations between existing ideas
or concepts
a. Draws things or scenes from experience
but with no actual model or reference
b. Draws or paints things that do not exist
in real life
Higher-Order Mental Abilities  The child shifts to more adaptive cognitive
(Cognitive Flexibility) processing strategies in order to effectively
deal with new and unexpected conditions in
his/her environment including problem
situations.

5. Language Development –refers to a child ability to understand and use


language to communicate ideas, learn to acquire language skills in
preparation for reading, writing and counting.
Domain 5: Language Development
Sub-domain Benchmarks/Expectations
Receptive Skills Development  The child demonstrates understanding of
verbal and non-verbal forms of
communication.
Expressive Skills Development  The child uses words and gestures to
express his thoughts and feelings
a. Draws and tells a story about his
drawing
Pre-reading and Pre-math  The child matches identical objects, colors,
(Matching) shapes, symbols
Pre-reading and Pre-math (Rote  The child recites the alphabet and numbers
sequencing) in sequence
a. Sings the alphabet song perfectly.
b. Names more than 5 letters.
c. Associates 2 letters with their sounds.
d. Counts from 1-10 perfectly.
e. Associates more than 5 letters with their
sounds.
Pre-reading and Pre-math  The child copies letters and numbers
(Copying Letters and Numbers) a. Prints complete name without model.
b. Prints upper case letters with a model
with no reversals.
c. Prints lower case letter with a model with

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some reversals
d. Prints number 1-5 with a model with
some reversals.
e. Prints upper case letters without a model
with no reversals.
f. Prints lower case letters without a model
with no reversals.

6. Creative and Aesthetic Development – refers to the child’s awareness of


and development of their innate talent and creative skills. The domain
includes music visual arts, drama, dance and creative movements. This
recent addition is recognized as equally important as the other five
domains in the development of the young learner. The benchmarks and
expectations particular to this domain are to be finalized.
Domain 5: Language Development
Sub-domain Benchmarks/Expectations
Music  The child participates with increasing
interest and enjoyment in a variety of music
activities, including listening, singing, finger
plays, games and guided performances.
 The child experiments with a variety of
musical instruments
Arts  The child gains ability in using different art
media and materials in a variety of ways for
creative expression and representation
 The child progresses in abilities to create
drawings, paintings, models, and other art
creations that are more detailed, creative or
realistic.
 The child shows growing abilities to plan,
work independently, and demonstrate care
and persistence in varied art projects.
 The child begins to understand and share
opinions about products and experiences
Movement  The child expresses what is felt and heard
in various musical tempos and styles,
through movement and dancing.
 The child shows growth in moving in time to
different patterns of beat and rhythm in
music.
Dramatic Play  The child participates what is felt and heard
in various play activities that become more
extended and complex.
 The child shows growing creativity and

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imagination in using materials and in
playing different roles in dramatics play
situations.

D. The Curricular Themes


Provides the curricular themes for integrating the five (5) learning areas to
develop the six (6) domains for the holistic and functional development of the
kindergartener. This curricular theme adheres to Brofenbenner’s Bio-ecological
Theory that defines “layers of environment, each having an effect on child’s
environment.”
1. Myself – concepts and ideas that help the learners understand
him/herself better so that he/she will develop as an individual
2. My Family – concept, ideas practices that guide the child to responsible
and proud of himself and his family.
3. My School – concepts, ideas, practices and situations that help the child
understand how to be an individual and socialize with other learners,
teachers, school personnel, and other member of the school.
4. My Community – concepts, ideas, practices and situations and
responsibilities that the learner should acquire and understand so that
he/she will become functional and responsive member of the community.
5. More Things Around Me – all other concepts, ideas, practices, situations
and responsibilities not covered by themes 1-4 but which may be relevant
to the community, culture, and interest of the learner.

E. Instructional Resources

Teaching the learners with Intellectual Disability (ID) needs a variety of


instructional materials, more than what needed for normal individuals. It is
important for you, the teacher of young children, to choose the adaptation that

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meets that need of the child, not the disability label. A variety of adaptations are
provided so that you can have several ideas always ready to try when an adaptation
is needed. The list of ideas is not meant to be
exhaustive, so space has been provided for you to add your own

To be successful in adapting activities and materials for young children with


disabilities, the following Key Ideas must be considered.

a. Concrete manipulative materials (didactic materials)


b. Pictorials Charts
c. Coloring, picture and workbooks
d. Experience charts
e. Flannel board/pocket charts
f. Drawing and painting equipment like easel board, brush etc.
g. Musical instruments
h. Aquarium and terrarium
i. Water play materials

General Good Teaching Ideas

A. Make the best use of natural opportunities for learning. For example, one
opportunity to teach colors may occur at snack time when you match the red
plate with the red cup. Plan how to incorporate individual goal and objectives
into on-going activities.
B. Labeling objects and areas in the room can provide a good start for early
literacy skills. In addition to written words, think about using pictures or even
textures as adaptations for children with special needs.
C. Provide breaks from the noise and activity of the group as needed for
individual children. Breaks to a quiet area can often allow a child to regroup if
the stimulation of the group is too intense.
D. Allow for many opportunities for repetition and practice. All children use
repetition and practice to learn about the world.
E. Provide opportunities for cooperative learning activities across all areas.
Provide opportunities for shared materials, games to play with a friend, etc.
The following list provides ideas that are good strategies for using with all
kids. The list is not meant to be exhaustive. Add teaching strategies and ideas
that have been successful for you.
F. Try to allow the children choices as much as possible. This will help them
develop a sense of control over their world and good communication skills.
However, do not give a choice that is not really an option. Especially for young
children who are just developing communication skills, you must be prepared
to comply with all choices you give! For example, coming in or not coming in
from outdoor play may not be a choice provided to the child. However, the
child may choose what toy to play with once he is inside.

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G. Accept alternative ways to communicate desires and choices. As adults, we all
use a variety of gestures, noises, and facial expressions, along with words to
communicate.
Allow children to use a variety of communication strategies.
H. Create needs for communication throughout the day.
I. The materials that are available for each activity should meet the needs of
children with a range of developmental levels. There is a range of development
in all children at the same chronological age. Make sure you plan for the
range of developmental needs in each activity.

Activity Adaptations

A. Enhance the verbal cues used to tell children where to go next. Use gestures,
pictures, or objects for children who need more than just speech. Use natural
cues if possible, (“Its by the gerbils — listen for noise!”)
B. Small baskets on walkers or wheel chairs or a backpacks or fanny packs can
help children get materials from one activity to another
C. Children who need help with walking or balance can move to a new area by
using push toy or riding toy.
D. To help children assist with clean-up mark the shelf areas where materials
are kept. Children with difficulty seeing may need to have the correct area
outlined in with dark line markings, outlined with high contrast materials
(bright yellow on a dark shelf), or marked with different textures.

A. TRANSITION TIMES:
1) Make sure that there are clear paths between activity areas for children who
may have difficulty moving from one place to another.
2) Tape down edges of rugs so that little feet, wheelchairs or crutches don’t get
caught on the edges.
3) To make transition time easier for children who need to be in adapted chairs,
place the chair on platform with wheels or in wagon. Make sure that the chair
is safely attached to the platform or wagon before moving it.
4) Have tactile path between areas for children who have difficulty seeing their
way from one area to another. The tactile path may be a bookcase or wall that
is trailed, or a different floor covering that is used to indicate the borders of
an area.
5) Allow children who move slowly the opportunity to leave an area first in order
to minimize moving time and obstacles.
6) Use a cue or cues to indicate the time to transition to another area. The cues
used should be adapted to the needs of the individual children. Don’t be
afraid to use combinations of cues. Playing a bell, musical instrument, or
singing a clean-up song might be helpful for children who need an auditory
cue. Turning the lights on and off or developing a picture cue for transition
time might be a cue for child who needs a visual cue.

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7) Make sure that all areas (table & chairs, counters, shelves, etc) can be
reached by a child in a wheelchair or by a child who may have difficulty
reaching long distances.
8) Include dolls with disabilities as part of the family of dolls available.
9) Include equipment related to disabilities in the dress-up area. Some
equipment might include glasses, canes, braces, hearing aides, or
wheelchairs. The equipment can be pretend or made from old or outgrown
equipment. Make sure equipment is safe.

TABLE TOYS
 Most electric or battery operated toys can be modified to be activated by a
switch. Find or make simple switches that allow for a variety of ways to
access these types of toys.
 Make sure that toys won’t move across table if the child cannot stabilize it.
Use 20 avour, double- backed tape, a C-clamp to hold the toy to the table.
 Place the toy in a shallow tray on the table to help keep all the pieces together
and define that play area.
 Investigate that toys already at the toy store!

BLOCKS
 Make sure there is a way for the child to be on the same level as the other
children. If a child needs assistance in sitting on the floor to play with blocks,
have adapted equipment available. Cut the legs off of a chair with arms and a
high back. Use a bean bag chair that can be molded to the child’s needs. Have
all children build with blocks on a table if no floor seating is available.
 Mark off the block area with bright tape or a texture to mark boundaries of
the block area. This adaptation may be helpful for children who have difficulty
seeing or staying in the boundaries without enhanced cues.
 Attach Velcro to blocks to help them stay together easily.
 Use a variety of types of blocks to match the physical needs of each child.
Experiment with different types of blocks to find out what properties they
have. Some blocks are easier to stack, some are easier to grab, some are light,
some are heavy, some make noise, etc. Examples of different blocks are
bristle blocks, magnetic blocks or marbles, blocks that fasten together using
snaps, cloth blocks, or covered shoe boxes. Collect a variety.

HOUSEKEEPING CORNER
 Have clothing available that uses a variety of fasteners, some easy, others
more difficult.
 Markers make thick lines and need less pressure than crayons. They may be
a good adaptation for children who may not see thin crayon lines or who
cannot press hard enough with crayons.

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 Tie markers or brushes to table or easel. This will allow children who have
difficulty getting down to the floor to be more independent in picking up
dropped materials.
 Add food flavorings or scents to homemade Playdough. This will enhance the
fun for children who may not see the clay.

SAND & WATER


 Make sure children are able to access the sand and water tables. It is
important for children to be able to reach a wide area of the table. Raise the
table so that children in wheelchairs can fit under the table. Make sure all
adaptations to the table are stable.
 Adapt the position of the table in order to meet the needs of a variety of
children. Experiment with the height of the table so that it is on the floor, at
chair height or for standing. Make sure adapted equipment for standing or
sitting at the table is available for children who need the assistance.
 If children have difficulty holding small toys, help them to grasp the toys
better by building up handles with sponge hair curlers or pipe insulation, or
by attaching the handle to the hand using a 30 avior strap.
 Look for puzzles with knobs or handles. Adapt your 30 favourite puzzles with
knobs from the hardware store.

ART
 When using paint brushes, adapt handles to make them easier to grasp.
Handles may be lengthened, shortened, built up with pipe insulation,
attached to the hand using a Velcro strap, or attached to a glove with Velcro
on the palm.
 Experiment with using other materials in painting projects that may be easier
to grasp. Examples include: raw potatoes, sponges, squeeze paints, drinking
straws to blow paint, or spin art with a switch adaptation. Line a shallow
bucket with art paper and place a marble dipped in paint in the bucket. Tip
the bucket to make the marble “paint” the paper.
 Tape drawing paper to table if more stability is needed. On an easel, use tape
or paper clips to hold on to surface.
 Use large sized or finger tip crayons for children who have difficulty holding
on to small crayons.
 If no table is available or if it can not be adapt easily, make individual
containers of water or sand using small bins or buckets. Pair children
together to play in a container that may be placed on a wheelchair tray.
 Make sure the toys in the sand/water table fit a range of developmental
needs. Have a range of simple to complex pouring, sifting, and squeezing toys.
 Attach a switch to a small fan that can be operated by a child who has
difficulty manipulating toys. His friends can use the fan to help blow soap
bubbles, streamers, or pin wheels.

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 Use a variety of textures in the table. Some examples might include dried
beans, rice, shaving cream, gelatin, or mud!

LIBRARY
 Identify a variety of ways that children can respond during story time. Some
can respond by speaking, pointing to pictures, holding items discussed in the
story, turning pages, etc.
 Use story cassette tapes. Use a tape player with large buttons or adapt it to a
large switch. Color code or use textures to identify “play” and “stop” buttons.
 Include braille books in the library corner. Braille each page of the story onto
clear, heavy label tape. Add to the book.
 Include a variety of books about children with disabilities in the library area.
 Include books that use sign language to communicate the story.
 Make a class talk book. This is a photo album that includes pictures, objects
or pieces of materials that are related to day’s activities. This will allow
children with little speech to talk about their day by pointing to the objects. It
also provides children who may have difficulty remembering with clues about
what happened during the day. Words can be added so that it is expanded to
an early literacy activity.
 Adapt a switch to slide projector. Take slides of each page of a story book. A
child who is unable to turn pages can use the switch to advance the story
during story time.
 For children who have difficulty turning pages, place tabs on each page.
Attach a small piece of foam to each page so there is more room to slip in a
finger and turn pages.

A. Teaching Strategies

Planning and Scheduling

This includes classroom organization and strategies to provide adjustments


for individual learning differences.
1) Grouping
For instructional purposes grouping the learners with intellectual disability
may depend upon several conditions:
a. Ability grouping
b. Interest grouping
c. Chronological age grouping
d. Mental age grouping
2) Class Organization
a. Levels: pre-primary, primary, intermediate, advanced
b. Size: 15-25 learners per class
c. Location of class – The special class organized within the regular school
setting or in SPED center.

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3) Scheduling (Please refer to appendices)
Weekly
Daily
4) Instructional Plan
a. Factors in planning. In planning for instructions, the following factors are
to be considered:
1. selecting instructional task
2. determining certain criteria
3. selecting instructional media
4. selecting incentives and planning delivery rewards
5. initiating instructions and teaching
6. evaluating effects of instructions
b. Types of Plan
1. Curricular Maps
2. Individualized Educational Plan (IEP)
3. Daily Plan

Teaching Strategies

The teaching strategy refers to those procedures and methods to be employed


in order to attain instructional objectives.

Teaching strategy is a generalized plan for a lesson which includes structures,


instructional objectives and an outline of planned steps and procedures necessary
to implement the strategies.

LEARNING PYRAMID

5% •Lecture

10% •Reading

20% • Adudiovisual

30% •Demonstration

50% •Discussion

75% •Practice Doing

93% •Teach others/Immediate use

Source: National Training Laboratories, Bethel, Maine

It is important to know that despite difficulties in a learning environment


students with intellectual disability can and do have the capacity to acquire and use
new information. There is a range of inclusive teaching strategies that can assist all
students to learn but there are some specific strategies that are useful in teaching a
group which includes students with intellectual disability:

32 ncgallo
a. Provide an outline of what will be taught - highlight key concepts and
provide opportunities to practise new skills and concepts.
b. Provide reading lists well before the start of a course so that reading can
begin early.
c. Consider tailoring reading lists and provide guidance to key texts. Allow work
to be completed on an in-depth study of a few texts rather than a broad
study of many.
d. Whenever you are introducing procedures or processes or giving directions,
for example in a laboratory or computing exercise, ensure that stages or
sequences are made clear and are explained in verbal as well as written
form.
e. Students may benefit from using assistive technology.
f. Use as many verbal descriptions as possible to supplement material
presented on blackboard or overhead
g. Use clear, succinct, straightforward language.
h. Reinforce learning by using real-life examples and environments.
i. Present information in a range of formats – handouts, worksheets,
overheads, videos – to meet a diversity of learning styles.
j. Use a variety of teaching methods so that students are not constrained by
needing to acquire information by reading only. Where possible, present
material diagrammatically - in lists, flow charts, concept maps etc.
k. Keep diagrams uncluttered and use colour wherever appropriate to
distinguish and highlight.
l. Ensure that lists of technical/professional jargon which students will need to
learn are available early in the course.
m. Recording lectures will assist those students who have handwriting or
coordination problems and those who write slowly as well as those who have
a tendency to mishear or misquote.
n. Students will be more likely to follow correctly the sequence of material in a
lecture if they are able to listen to the material more than once.
o. Wherever possible, ensure that key statements and instructions are repeated
or highlighted in some way.
p. One-to-one tutoring in subjects may be important; this can include peer
tutoring.
q. Students may benefit from having oral rather than written feedback on their
written assignments.
r. It may be helpful for students with intellectual disability to have an
individual orientation to laboratory equipment or computers to minimise
anxiety.

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HOW DO WE LEARN?

Learning
Styles

Metting the
Thinking Needs of
Styles Individual
Learners
How do
we
learn?
The
Emotional
Adolescent
Styles
Brain

The World
of the
Future

All human being, regardless of age, race or space, need certain conditions to
thrive. They must feel as though they –
 Belong and rare included
 Have some worth and value
 Are safe in all aspects: physically, emotionally, and cognitively
 Have some choice and freedom related to their environment and activtities
 Can be successful
 Are appreciated for who they are

Generally

 Every brain is unique


 Children born into the same family with the same nature (genes) and nurture
(environment) do not look or act alike
 Every person is formed dendrite connections based on experiences and
circumstances
 Each learner has a preferred learning style and will thrive better in a visual,
auditory. Tactile and kinaesthetic environment.
 Some learners like natural light, musical background and a quiet space.
 Some students needs hand-on “being-there” experience, while others
appreciate analogy.
 Some need environment, activity and collaboration, while some need quiet
time for contemplation and reflection
 Most brains are naturally curious and seek understanding and meaning.

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A. LEARNING STYLE

According to Ken and Rita Dunn (1987) suggested one learning-styles model
that classifies personal styles as auditory, visual, tactile and kinaesthetic
Approaches to
Learning Style Characteristics Application engaging
different learners
Auditory  Appreciate  Have students  Dialogue
spoken and heard read out loud to  Presentations
material and like each other as  Auditory
to be involved in partners and in recording
aural questioning small groups that  Song Lyrics
rather than are safe and  Oral report
reading materials supportive  Press
 Ask students to conference
paraphrase what  Interviews
they have heard  Cooperative
before answering a learning
question  Literature
 Prefer listening  Use audiotapes circle
lectures, stories CDs, and DVDs to  Debate or
and songs explain concepts. panel
 Enjoy variation Have students  Speech
such as voice create their own.  Travelogue
inflection and  Use stories that
intonational pitch give examples or
illustrations
 Use “say and
switch, Think-pair-
share” and “Turn
and Talk”
 Like to discuss  Have students
their learning verbalize
with other direction’s while
students performing a task
 Like to hear not  Create raps,
only their ideas rhymes, or
but enjoy the mnemonics to
sound of their support memory of
own voice as well. key points.
 Have students
form cooperative
groups where they

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can explain ideas,
test hypotheses,
make creative
suggestions and
debate ideas.
Visual  Appreciate and  Use descriptive  Poster
Learners learn from language as well  Advertisement
information that as metaphors and  Brochure
they see or read. analogies.  Collage
 Create and seek  Use presentation  Comic strip
illustrations, materials that are  Bulletin board
pictures and bright and  Graphic
diagrams. engaging Organizer
 Graphic  Use SMART board,  Computer
organizers are DVDs and program
useful tools for television.  Magazines
visual learners,  Photo essay
as they help them  Pamplet with
to construct illustrations
meaning visually.  Cartons
 Color has an  Have students  Photographs
impact on their work with objects  Slide show
learning. Visual and other  Video web
stimuli help them materials that can
make memories be examined.
“in mind’s eye”  Use directed
and they can observation
often easily recall  Decorate
ideas and classrooms in
concepts using colourful and
visual materials appealing ways.
or for which they  Evoke guided
have created imagery (e.g.
pictorial Picture this…)
representation.
Tactile  Like handling  Uses manipulative  Role-play
Learners materials,  Evoke the sense of  Simulations
writing, drawing touch  Collections
and being  Provide  Dance
involved with opportunities to  Mime
concrete learn through  Tableau
experiences. touching and  Exhibits
When they ask to feeling.  Model
see something,  Provide  Learning

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their hands are opportunities to center
out ready to fiddle with  Play or skit
examine the materials and  Puppet show
resource fully. handle and  Rap or rhyme
These are often examine them.  Photography
the students who  Use models and experiments
are tapping dioramas
pencils, doodling,  Engage students
and so forth, as in learning
their hands need through active
to be busy to practice.
engage their  Allow students to
minds. They are create collections
“mild” related to the
kinesthetics topic.
learners.
Kinesthetics  Appreciate the  These students  Role-play
Learners opportunities to remember what is  Simulations
learn by doing done rather than  Collections
and moving: what is said.  Dance
That is, by  Engage them in  Mime
becoming role-playing and  Tableau
physically simulations.  Exhibits
involved in  Take field trips.  Model
learning activities  Have students  Learning
that are work with others center
meaningful and to create meaning.  Play or skit
relevant in their  Puppet show
lives.  Rap or rhyme
 Creaing models  Allow for the  Photography
and constructing spontaneous  experiments
samples and application of new
examples allow ideas and
their muscles to concepts.
“make memories”  Have students
create
representations of
understanding
through concrete
materials
Tactile/  Want to be  Have students  Role-play
Kinesthetic physically engage in imitation  Simulations
Learners involved in the and repetition.  Collections
learning process.  Ensure that  Dance

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 Appreciate role- learning involves  Mime
playing and more than “sit and  Tableau
simulations get”  Exhibits
 Like the freedom  Model
and opportunity  Learning
to move about the center
classroom.  Play or skit
 “Sitting down  Allow students  Puppet show
may stress opportunity for  Rap or rhyme
learners that can movement and  Photography
cause the release change of  experiments
of adrenaline and “scenery”.
cortisol in the  Provide a variety of
bloodstream learning
which harmful to environments.
the cadio-
vascular system.
Movement helps
reduce the
adrenaline
cortisol and
sodium in the
bloodstream

B. THINKING STYLES

Anthony Gregorc (1985) od the University of Connecticut developed a theory


of thinking style based on two variables; our view of the world (whether we see the
world in n abstract or concrete way) and how we order the world (in a sequential or
random order). Gregorc combined these variables to create four styles.

1.The Beach Balls: Concrete Random 2.Clipboards: Concrete Sequential


Thinkers Thinkers
 Enjoy experimentation, are also  These thinkers are based in the
known as divergent thinkers physical world as identified
 Need to find alternate ways of through their senses.
doing things. These types of  They are detail oriented,
thinkers need opportunities to appreciate order and don’t
make choices about their learning particularly like “out of the
and about how they demonstrate ordinary” in the classroom.
understandings.  They are appreciate structure,
 Enjoy creating new models and frameworks, timelines, and
practical things that result from organization to their learning.
their new learning and concepts  They like lecture and teacher-

38 ncgallo
they develop. directed activities. Randomness
 Eager to take intuitive leaps in unnerves them.
order to create
3.The Microscopes: Abstract Sequential 4.The Puppies: Abstract Random
Thinkers Thinkers
 These thinkers appreciate being in  These thinkers make sense of
the world of theory and abstract information through sharing
thought and discussing.
 Their thinking processes are  They live in a world of feelings
rational, logical and intellectual. and emotion and learn best
 They are happiest when involved when they can personalize
with their own work and information.
investigation.  These learners like to dicuss anf
 These learners need to have the interact with others as they
time to examine fully the new ideas learn.
concepts, and theories that have  Cooperative group learning
been presented. centers or stations, and partner
 They seek out support for the new work facilitate their
information by investigating and understanding.
analysing so that the learning
makes sense and has real meaning
for them.

C. Emotional Intelligence

Another distinguishing characteristic that makes brains unique is emotional


intelligence (Goleman, 1995) or the ability to use one’s emotions intelligently.
Emotion intelligence includes five domains. Students differ dramatically with
respect to demonstrating competencies in each of these domains.

Five Domains of Emotional Intelligence


1.Self-Awareness One’s ability to recognize one’s own emotions
2.Managing One’s ability to expresses and control emotions as the
Emotions situation dictates.
3.Self-Motivation One’s ability to persist in the face of setbacks or obstacles
One’s ability to recognize emotions in others and to feel
4.Empathy
with others
One’s ability to deal with and manage the emotions of
5.Social Skills
others

Fostering Emotional Intelligence in the Classroom


Intelligence How to Foster EI Application
Self-Awareness

39 ncgallo
One’s ability to sense and How students discuss their  Reflection
name a feeling when it feeling in different  Logs and Journals
happens situations.
Managing Emotions
Recognizing and labelling Use “teachable moments”  Deep Breathing
feelings, then dealing with to help students learn to  Counting to 10
them appropriately manage emotions.  Time Out
 Physical Movement
Self-Motivation
Competencies such as Help students find their  Goal setting
persistence, goal setting niche. Help them to persist  Persistence
and delaying gratification. in difficult or challenging strategies
situations.  Problem Solving
Empathy
Ability to feel for another  Encourage students to  Modelling empathy
person. “stand in another’s  Discussing
shoes.” empathic responses
 Help students to think to persons studied
about another’s pain.
Social Skills  Teach social skills  Modelling social
explicitly. skills
 Have students practice  Using explicit
social skills while doing language to
group tasks. describe behaviors
so students can
practice the skill

D. The world of the Future

Alvin Toefler, a well-known futurist, offered that the “literacy of the future”
will not be the ability to read and write but rather the ability to learn, unlearn, and
relearn. This prediction is based on the forecast that new information will emerge
and transform rapidly because of technology. Other futurists tell us that a person
under age 25 will be expected to change careers every 10 years and jobs every 4
years.

Five competencies that will be essential to thrive in the future

1. Identify, organize, plan and allocate resources.


2. Work with others.
3. Acquire and use information.
4. Understand complex interrelationships (systems).
5. Work with a variety of technologies.

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Meeting the Needs of Individual Learners

Planning to meet individual needs requires that lesson plans be flexible and
incorporate strategies that differentiated instruction. Not only must teachers decide
upon specific strategies that could use for teaching the content, but they must build
into the lesson plans key elements that will focus on meeting the needs of students.

Examples of Key Elements on Learners Need

 Environment
 Pre-assessments (Diagnosis, Assessments and Intervention)
 Curriculum Compacting
 Grouping Strategies
 Choice Boards
 Differentiated Assessments
 Multiple intelligences
 Bloom’s Taxonomy of Learning

Strategies to use when teaching

What this means for class room teachers will depend on what you are
teaching, the age of the student and the student’s learning experiences. Following
are some general strategies for working with learners with an intellectual disability.

A. Verbal Strategies:
1. Use simple, short, uncomplicated sentences to ensure maximum
understanding.
2. Repeat instructions or directions frequently and ask the student if further
clarification is necessary.
3. Use concrete and visual material.
4. Check that the student has the required prior knowledge- if not teach this.
5. Systematically and explicitly teach literacy skills.
6. Explicit instruction in vocabulary of the topic/subject.
7. Build in revision and recap strategies.
8. Provide and teach scaffolding skills.
9. Provide the links from prior learning to new learning.
10. Link to real life situations.
11. Regularly review material.
12. Teach to areas of interests and strengths.
13. Give the student time to process and consolidate new learning.

B. Perceptual Strategies
1. Talk the student through the problem; show them how to do the task more
than once if required.

41 ncgallo
2. Explicitly teach problem solving strategies.
3. Teach organisational skills.

C. Processing Strategies
1. Limit tasks such as copying from the board.
2. Explicitly teach and practice handwriting skills.
3. Give students thinking time.

D. Working Memory Strategies:


1. Provide short clear instructions.
2. Use visual prompts.
3. Minimise distractions in the classroom.
4. Use demonstration, hands on materials.
5. Have visual material and routines displayed in the classroom.
6. Explicitly teach skills such as note taking and other strategies to aid
memory.

Educational Considerations

Students with Mild Mental Retardation:


 Readiness skills – necessary before academics can be learned (attending skills,
ability to follow instructions, letters)
 Functional academics – practical skills rather than academics skills (reading a
newspaper, reading a grocery list)
 Inclusion Programs
Students with moderate to severe mental retardation:
 Age – appropriate curriculum and materials – do not use infantile materials
foster independent behaviour if possible
 Individual Educational Plan (IEP)
 Behavior Therapy Programs – behaviour modification is used to decrease
disruptive and inappropriate behaviour, help students attend to learning tasks,
maintain attention, and shape new learning behaviors by rewarding appropriate
behaviour
 Functional activities – teach only what they will need and can learn
 Community – based instruction – more effective when educational instruction is
done outside the classroom (grocery store, mall)
 Integrated therapy – integrate techniques into the overall educational plan
 Interactions with non-disable children – model behaviour, peer tutoring
 Family involvement
 Task analysis
 An Alternative Program
Early Intervention:
 Designed to help mentally retarded children achieve a high cognitive level as
possible

42 ncgallo
 Place a great deal of emphasis on language and conceptual development
Transition:
 Community adjustment – acceptance in the community; manage money,
maintain a clean house/room, keep one’s self groomed
 Employment – sheltered workshop, competitive employment, supported
competitive employment, job coach

Teachers must be responsive to the following concerns:

1. A good grasp of each student’s status in each ability area


2. Structure the learning situation and reduce distractions
3. Present materials clearly, sequentially and with positive reinforcement for
correct responses
4. In planning an IEP consider readiness, motivation and performance
evaluation

Methods and Techniques

1. Unit teaching approach – This method emphasizes a basic theme or topic


decide on by the teacher and the class to be the core in the core in teaching and
learning. It includes short and long-term projects that will stimulate interests.
2. Clinical teaching – it involves an alternating teach-test-teach-test process
with the teachers alternating roles between teacher and tester.
Procedure in clinical teaching:
a. Diagnosis
b. Planning of teaching task
c. Implementation of teaching task
d. Evaluation of students
e. Modification of the diagnosis
3. Task analysis – It is a method that is used to provide further diagnosis
information. It is an approach to evaluation designed to lead directly to
appropriate teaching. Basically, it involves the study of mastered performance
behaviour in the identification of the component sub-tasks. The following are
the steps:
a. Specify sub-tasks.
b. Identify sub-tasks as a main task and repeat the analytic procedure.
c. Terminate analysis when sub-task reaches the entry level of pupils.
d. Prepare a list of major and minor tasks and carefully review them to make
sure that sufficient and pertinent tasks are included.
4. Diagnosis/Prescriptive teaching – This is more or less similar to clinical
teaching.
5. Behavior modification – It is an approach to modify behaviour by using
operant conditioning particularly shaping and fading. The following steps are
necessary in behaviour modification.

43 ncgallo
a. Specify the behaviour to be modified.
b. Instruct child verbally as to desired behaviour.
c. Have a model with whom the child can identify performance in the desired
manner.
d. Reinforce systematically approximate or desired behaviour.
6. Learning disability approach – It analyses the child, the task and the
teaching variables in the environment. Data are used in determining specific
teaching strategies to use for every child.
7. Arts and Craft approach – It is an approach that utilizes available
appropriate low-cost art and crafts materials for the development of different
teaching-learning experiences and activities.
8. Montesorri approach – It is an approach wherein the child learns in
prepared or structured environment with the aid of didactic materials. These
materials have control of errors enabling the learner to check his own errors
and proceed within his own pace.

Guidance for Handicapped Children

The education of physically handicapped children cannot be provided under


ordinary classroom conditions and therefore requires systematic planning and
programming. Special attention must be given these children since opportunities for
them in certain aspects are very limited. Consequently, guidance for the
handicapped needs the involvement of the total school organization and personnel.
The services of psychologist, social workers, doctors, ministers and other ancillary
personnel are needed to provide appropriate and adequate guidance and services.

Development of Self-Concept

There is an increasing need to develop every handicapped child’s sense of


worth as an individual who knows he is respected, has ideas that are valued, and
skills in which he is competent.
The development of self-concept is so significant with implications on every
aspect of learning. It is vital that sufficient attention be devoted in providing both
the climate and experience which will nourish the child’s good feelings about
himself.

A handicapped child has good self-concept if he:


b. Is happy when involved in various activities.
c. Expresses his ideas when opportunity is given.
d. Express pleasure in his work.
e. Performs a task without constant approval or help.
f. Expresses interest and enthusiasm rather than fear or anxiety when
faced with a new situation.

44 ncgallo
g. Accepts suggestions and keeps trying voluntarily without need for
undue persuasion.
h. Shows awareness of himself as a pupil/student by naming his
teacher and his classmates.

Approaches to development of Positive Self-Concept

With the parents, with the sibling and with peers and while in school and in
the community, the guidance services should:
1) Help the child gain a realistic appraisal of his limitations and capacities.
2) Reduce the impact of the knowledge of his handicapping condition.
3) Reduce the effects of the handicap and assist the child to compensate or “live
with” those conditions that cannot be corrected eliminated.
4) Lead the child to accept and understand his limitations without feeling sorry
for himself.
5) Lead the child to understand himself in relation to his needs and to the
demands of his environment.
6) Make the child understand his personal, social and economic relationship in
terms of his environment. With this understanding, he should be able to
select goals and aspirations in harmony with his potential achievement.
7) Help the child derive maximum benefits from the learning experiences
available to him; and to be emotionally adjusted.

Guidance and Counselling Services for the Handicapped

Certain intervention commonly used for the handicapped are:


1) Educational, vocational, and social information relating to the problems of
the students;
2) Training in self-care, social relationships and life skills;
3) Involvement in guidance-oriented training activities which form the basis for
counselling;
4) Use of play techniques, especially with young children;
5) Training in the improvement of communication skills not only for the
hearing impaired but for other groups of exceptional children whose ability
to communicate with others have been impaired by their conditions and
their disability experience.
6) Individualized recreation and group work programs, stressing the
development of social competence.

Here are some general principles and guidelines for the four areas of
disabilities:

For the Mentally Retarded:

45 ncgallo
 Early Diagnosis and placement in a class is essential for their emotional
health. The curriculum of the special class gives them opportunity to
develop skills, knowledge and attitude they are capable of using
effectively.
 The program of the special class must be designed to promote the child’s
personal, social and future economic adjustment.
 Emphasis is on attitudes as punctuality, desire to do one’s best and
regularity to the point where these attitudes become part of the
individual. These can be stressed in the activities participated in by the
child.
 Each activity should be used to help the child evaluate himself and his
abilities in relation to the demands of the task. Attitude and habit of
auto-criticism should be developed.

Parents Development

Involvement in the education of their children is a part of parental


responsibility. Today, a new relationship is being forged between parents and
professionals which recognizes that only by working together can best results be
accomplished for handicapped children.

Guidance services should enable parents to:


a. Accept and understand their handicapped children;
b. Appreciate objectively their child’s limitations, needs and strengths;
c. Understand the need for cooperative efforts in organizations like the
Parent Teacher’s Association;
d. Understand the restrictions under which their child is operating;
e. Seek out services of the school, community, private persons, and
organizations.

Parents as Teacher . Parents should be involved in the teaching process. While


a normal child picks up many skills on his own, a handicapped child needs special
help. If the parent is able to train his child at home, he is helping him function more
effectively.

Parent as Adviser. He should be involved in making educational decisions that


affect handicapped children. Decisions about placement and programming used to
be the exclusive domain of professionals. Presently, some are regular members of
decision-making groups.

Parent as Advocate. He should be a leader in making changes in the


educational system. Concerned with improving the quality and quantity of
educational programs, he should work for changes in the administrative policies,
laws, and court decisions.

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Career/Vocational Guidance

Vocational guidance for the disabled is the process of gathering, interrupting,


analysing and synthesizing all vocationally significant data in the medical, social,
psychological areas regarding the individual and relating it to occupational
requirements and opportunities.

Step in Vocational guidance:

1. Interview of the disabled by the vocational counsellor;


2. Review of vocational history
3. Evaluation and assessment of scholastic achievement; and
4. Evaluation of medical and psychological history

Counselling Process:

1. One-to-one counselling relationship


2. A pre-vocational unit is a vocational evaluation laboratory
3. Group counselling
4. Perceptual-motor skills training

Sex Education

Sex education consists of instruction to develop understanding of the


physical, metal, emotional, social, economic, and psychological phases of human
relations as they are affected by male and female relationships. It includes more
than anatomical and reproduction information and emphasizes attitude
development and guidance related to associations between sexes. It implies that
man’s sexuality is integrated into his total life development as health entity and as
source of creative energy.

In sex education circles, it has become a cliché’ to say that the question is not
whether we will give sex education, but how we will do it, and how well. Despite this
well-worn phrase, it is all too evident that most adults who work with handicapped
children do not act positively to encourage and develop their expressions of
sexuality.

General Reasons for Providing the Handicapped Children


with Sex Education and Guidance

1. Sexuality of the handicapped. Ignoring the sexuality of the handicapped


person will not make it disappear. Sex education occurs in everyone’s life. Why

47 ncgallo
not make it the best possible guidance for each particular individual including
the handicapped.
2. Role of the body in human development. We have you consider the role
of the body in human development. Tactile stimulation and body movement in
particular interaction. Dealing with sexuality provides an excellent opportunity
for the handicapped child to focus attention on his body and to increase
comfort and competence in physical expression.
3. Interpersonal aspects of sex. A third reason for encouraging the
sexuality of the handicapped child has to do with the interpersonal aspect of
sex. Just as bodily activity contributes to personal development, so also does it
play a major role in interpersonal socialization. The individual whose sexuality
is denied is deprived of an avenue of intimacy even at the symbolic level.
Institutionalization or a severely restricted home environment hinders the
intimately potential of handicapped children and adults.
4. Parental desire for help. The fourth rationale for confronting sexuality in
care and treatment is the desire of the parents for someone to help them deal
with this aspect of their children’s lives. Many parents; motivations are
protective, example they do not want the child to get “into trouble” sexually as
a results of their handicap disturbance. However, some parents also recognize
that sexual needs and interests of their child and wish to help him cope
effectively with these. Oftentimes, parents themselves are usually ignored and
are quite uncomfortable concerning the sexuality of their handicapped
children.

Guidelines in dealing with the Sexuality of Handicapped Children

1. Foster the underlying personhood which is part of every human being,


example the unique “human” in every person that equality transcends the
inequalities of life. Indeed, all men are not created equal. This common core of
humanity is expressed in many different ways in the uniqueness of each
individual person, and therefore we should strive to respect and appreciate the
individuality of each person with whom we work with.
2. Recognize the fundamental sexuality of every human being as a basic
dimension of personality, regardless of particular capacities or incapacities of
the individual. This means seeing sex as positive expression of selfhood. It also
implies recognizing the meaning and significance of sexual expression distinct
from reproductive functioning, composed of physical and symbolic aspects,
both of which are important to the individual.
3. Understand the sexuality of the handicapped person in relation to his
physical, mental, emotional and social development so that appropriate
channels of sexual expression can be discovered. Provide accurate information
and sound guidance with the goal of enabling the exceptional person to become
as sexually active as his capacities, his physical and emotional health. The
welfare of other persons and of society will allow.

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Critical Issues that affect teaching and learning

Classroom Management

 Effective discipline
 Being prepared for class/class preparation
 Ways of motivating students
 Ways of providing safe, comfortable learning environment
 Building your students’ self esteem
 Being creative and imaginative in daily lessons

Why is Classroom Management Important?

 Satisfaction and enjoyment in teaching are dependent upon leading


students to cooperate
 Classroom management issues are of highest concern for beginning
teachers

Confidence
 Learn to love yourself
 Blow your own trumpet
 Visualize success
 Create a vision board

Assessment
 Using same criteria
 Process of assessment
 To specific on certain areas
 Try different strategies to see if they work for the child

Personality
 Internal personality of the teacher
 External personality of the teacher

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III. OVERALL GOAL AND OUTOMES
1. Overall Goal: Preparing learners with Intellectual Disability to be in Inclusive Classroom
2. Outcomes:
The children will be:
 Communicators in their mother tongues;
 Healthy and physically active;
 Respectful, honest, God-loving;
 Proud of themselves and their family;
 Caring of the environment.

CONTENT AND PERFROMANCE STANDARDS

DOMAIN 1: SOCIO EMOTIONAL AND BEHAVIOR DEVELOPMENT

Domain/Strand Content Standards Performance Standards


Ang bata ay… Ang bata ay inaasahang…
Socio-emotional  Nagkakaroon ng kaalaman ukol sa  Nasasabi ang mga payak na
sarili impormayon ukol sa sarili
 Nagkakaroon ng pagpapahalag sa  Nakapagpapakita ng paggalang sa sarili
Kagandahang Asal
sarili sa lahat ng pagkakataon
Socio-emotional  Nagkakaroon ng kaalaman sa  Nakapagpahayag ng iba’t ibang
sariling damdamin damdamin sa tamang paraan
 Nakapagpapahayag ng kakayahang
mapigil ang mga damdamin at emosyon
at nakasusunod sa mga pang araw-
araw na Gawain/tuntunin

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 Nakapagpapakita ng pagagalang sa
sarili sa lahat ng pagkakataon
 Nakauunawa at nakapagpapakita ng
sariling emosyon
Kagandahang Asal  Nagkakaroon ng pagpapahalaga sa  Nakapagpapakita ng pagagalang sa
sarili sarili sa lahat ng pagkakataon
 Nakpagpapakita ng katapatan sa
kanyang ginagawa
Socio-emotional  Pagkilala sa sarili bilang kabahagi  Nagkakaroon ng kamatayan ukol sa
ng pamilya tahanan at mga kasapi ng pamilya
Kagandahang Asal  Nagkakaroon ng kaalaman ukol sa  Nakapagpapakita ng pagmamahal at
pagkikipag-ugnay sa mga miyerbro paggalang sa mga kasapi ng mag-anak
ng pamilya at nakatatanda at kilalang nakatatanda
 Nagkakaroon ng kamalayan sa  Nakatatanggap at naisasagawa ang mga
konsepto ng disiplina itinakdang tungkulin
 Nagkakaroon ng pagpapahalaga sa  Nakapagpapakita ng pagmamahal sa
Panginoon Panginoon
Socio-emotional  Pagkilala sa sarili bilang kabahagi  Natutukoy ang mga tao at lugar sa
ng paaralan paaralan
Kagandahang Asal  Nagkakaroon ng kaamalan ukol sa  Nakapagpapakita ng pagmamahal at
pakikipagkapwa paggalang sa kapwa
Socio-emotional  Nagkakaroon ng mabuting  Nakapag-uugnay ng magandang
pakikipag-ugnayan sa kapwa bata relasyon sa kanyang kapwa bata
 Nakikilala at natatanggap ang  Nakapagpapakita ng pagmamahal at
emosyon ng iba paggalang sa kapwa
 Nakapagpapakita ng pagtanggap at

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pag-unawa ng emosyon ng ibang tao at
nakapagpapahiwatig ng pagdamay sa
damdamin ng iba (empathy)
 Naipahihiwatig ang akma at katanggap-
tanggap sa reaksyon sa damdamin sa
iba
 Nakikilala sa sarili bilang kabahagi  Nakapagpapakita ang paggalang sa
ng bansa pambansang awit at pambansang
watawat
 Pagkilala sa sarili bilang kabahagi  Natutukoy ang mga katulong sa
sa pamayanan pamayanan
 Natutukoy ang mga lugar sa
pamayanan
 Nagkakaroon ng kamalayan ukol sa  Nakikilala at nauunawaan ang mga
pagkaka-iba ng tao pagkakapareho at pagkaka-iba ng tao
ayon sa kaanyuan, wika at kultura
 Nagkakaroon ng kamalayan sa  Nakasasali ang may sigla sa mga
tungkulin sa pag-aalaga ng pangkatang Gawain
kapaligiran  Nakapagpapakita ng pagmamalasakit
sa kalinisan at kaayusan ng kapaligiran
 Nagkakaroon ng kamalayan sa  Nakapagpapakita ng malasakit sa
panunugatang panlipunan at kapwa
pampaaralan
 Pagkilala sa sarili bilang kabahagi  Nakapagpapakita ng pagmamahal at
ng bansa pagmamalaki sa sariling bansa

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DOMAIN 2: PHYSICAL HEALTH WELL BEING AND SELF – HELP

Domain/Strand Content Standards Performance Standards


Health The learner: The learner:
 Acquires and practice sound health  Demonstrates health habits that keep
habits their bodies clean and sanitary

 Acquires attitudes, knowledge and  Shows sufficient energy to participates


skills about physical activity for in daily activities (Physical Fitness)
maintaining physical fir lifestyles
Safety  Identifies and practices appropriate  Demonstrate safety practices at home
safety procedures in school at the playground and the
neighbourhood
 Shows awareness of community
helpers
 Participates in self safety
Self-help  Acquires attitudes, knowledge and  Demonstrates adequate sensory
skills about self-care and daily living processing to carry out skills of daily
habits life
 Acquires knowledge, attitudes and  Participates in meantime activities
skills with optimal independence in with increasing independence
areas of daily life  Participates actively in dressing
 Participates actively in self care

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DOMAIN 3: MOTOR DEVELOPMENT

Domain/Strand Content Standards Performance Standards


Motors Development The learners… The learners…
 Demonstrates fundamental gross  Demonstrates locomotor skills such as
motor skills properly walking, running
 Demonstrates competence in  Demonstrates non-locomotor skills such
various fine motor skills as pushing, pulling, swaying and
bending correctly
 Demonstrates receptive and projective
(manipulative) skills such as throwing,
catching and kicking correctly
 Demonstrates fine motor skills such as
cutting, writing, drawing and using
spoon and fork correctly

DOMAIN 4: COGNITIVE DEVELOPMENT

Domain/Strand Content Standards Performance Standards


Cognitive – Sensory perceptual The learners… The learner is expected to…
motor development  Demonstrates sensory perceptual  Demonstrate awareness of the position
skills and movement of one’s body (body
awareness)
 Demonstrates visual discrimination
skills like, identifying same and

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different, missing parts, which does
not belong (visual discrimination)
 Creates representations like shapes,
letters pictures (form perception)
Cognitive - Mathematics  Begins to identify and classify  Identify and classify colors, shapes,
colors, shapes and sizes and sizes
 Begins to understand the  Recognizes sets of objects up to 10
relationship between numbers and  Compares two or more sets of objects
quantities up to 10 up to 10
 Recognizes represents matches,
names, reads, counts and writes whole
numbers up to 10
 Compares and orders whole numbers
up to 10
 Uses the phrase “put together”, “add
to”, and “plus” to understand the
concept of addition
 Uses the phrase “take away” and
“minus” to understand the concept of
subtraction
 Uses manipulative to explore the
concepts of addition and subtraction
with sums or differences between zero
to ten
 Uses concrete objects to determine
answers to addition and subtraction

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problems
Measurement  Understands the concept of time  Observes sunrise and sunset to tell the
length, and non-standards units to time of the day (morning, noontime,
measure them evening)
 Tells the days in a week and months in
a year
 Measures and compares the length of
familiar objects using non-standard
units
Cognitive – Physical and  Knows the similarities and People
Natural Environment differences of living things  Identifies the similarities and
 Knows that living things are made differences of people
up of parts that have specific  Identifies the body parts of people and
functions their specific functions
 Identifies the five senses to observe
surroundings and classifying objects
observed
Animals
 Identifies the similarities and
differences of animals
 Sorts animals according to shared
characteristics (movement, habitat)
 Describes the basic needs of animals
 Identifies ways to care for animals
Plants
 Identifies plants that are edible and

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non-edible
 Describes the basic parts of the plants
and its function
 Identifies ways to care for plants
 Knows that the weather changes

DOMAIN 5: LANGAUGE DEVELOPMENT


Domain/Strand Content Standards Performance Standards
COGNITIVE – Languages
Listening
Development  Distinguishes different types of sounds
 Discriminate sounds
 Follows simple direction
 Listens to directions
 Comprehends simple and familiar
 Listens to stories
stories
Speaking
 Expresses oneself  Increase his/her vocabulary for
 Asks and answer questions describing things and expressing ones
 Shares information feeling
 Tells stories  Answer and responds to questions
 Visualizes pictures or objects even accordingly
when these would be hidden from  Increase his/her vocabulary in sharing
view information
 Familiarizes himself with the use of  Narrate simple and familiar stories
books  Perform relevant study skills
 Appreciates stories/poems/rhymes  Listen attentively to stories,
listened to poems/rhymes

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Writing
 Acquires proper skills in holding  Hold pencil properly
writing materials and in writing basic  Draw basic strokes correctly
strokes  Trace lines and shapes
 Acquires basic skills in tracing lines  Trace letters, number and one’s
and shapes properly
 Acquires basic skills in tracing letters,  Copy lines, shapes, letters, numbers
numbers and one’s name and one’s name properly
 Acquires basic skills in copying
letters, shapes, number and one’s
name

DOMAIN 6: AESTHETIC AND CRAETIVE DEVELOPMENT


Domain/Strand Content Standards Performance Standards

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Aesthetic and Creative The learners… The learner is expected to…
Development  Appreciates the beauty of nature  Observe things and occurrences in
 Appreciates the visual arts nature
 Uses a variety of materials, tools,  Show interest in examining various
techniques , and processes in things found in nature
visual arts  Identify the various art forms
 Demonstrate interest and employment
in viewing works of art
 Participate in the creation of visual art
 Create visual arts using different
materials
 Describe the characteristics of visual
arts that they prefer
 Choose visual arts that they prefer

A. Budget of Work for Kindergarten Children with Intellectual Disability

FIRST GRADING PERIOD (10 WEEKS)


THEME: MYSELF

Domain 1: Socio-Emotional and Behavior Development

Domain/Strand Content Standards Performance Standards Competencies


Socio-emotional Ang bata ay… Ang bata ay
 Nagkakaroon ng kaalaman inaasahang… 1.Nakikilala ang sarili
ukol sa sarili  Nasasabi ang mga  Pangalan at apelyido

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payak na  Kasarian
impormasyon ukol sa  Gulang
sarili  Gusto/di-gusto
2.Nailalarawan ang sarili sa
iba
3.nasasabi ang mga kayang
gawin at katangian
 Pag-awit
 Pagsayaw
 pagkamatulungin
Kagandahang Asal  Nagkakaroon ng  Nakapagpapakita ng 4.Naipakikita ang tiwala sa
pagpapahalaga sa sarili paggalang sa sarili sa sariling kakayahan nang
lahat ng pagkakataon may pagpapakumbaba
 Nakakawit ng bahagi ng
isang awit na naririnig na
naririnig
 Nakasasayaw ng mga
simpleng hakbang sa
saliw ng tugtugin
Socio-emotional  Nagkakaroon ng kaalaman  Nakapagpapahayag ng 5.Nakikilala ang mga
sa sariling damdamin iba’t-ibang damdamin pangunahing emosyon
sa tamang paraan  Tuwa, takot, galit
 Hiya, inis, inggit, at selos
6.Naipapahayag ang iba’t-
ibang damdamin sa angkop
na sitwasyon at paraan

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 Katuwaan-tumatawa,
lumulundag,
humahalakhak,
humahagikhik,
pumapalakpak
 Nakapagpapahayag ng 7.Napanghahawakan ang
kakayahang mapigil matinding damdamin gaya
ang mga damdamin at ng:
emosyon at  Kalungkutan – umiiiyak,
nakasusunod sa mga di-pagkibo, malungkot na
pang araw-araw na mukha, nakasimangot
Gawain/tuntunin  Pagkatakot – umiiyak,
nanginginig, sumisigaw
 Sumpong (tantrums)
8.Naipakikita ang
kakayahan na pigilan ang
kanyang galit at
pagkadismaya kapag:
 Pinapakiusapan ng mga
nakatatanda sa harap ng
iba
 Naipapaliwanag ang
dahilan
Kagandahang Asal  Nakapagpapakita ng 9.Naipahahayag sa
paggalang sa sarili sa positibong paraan ang
lahat ng pagkakataon nararamdaman kung

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tinutukso
 Nakauunawa at 10.Nakapagbibigay ng
nakapagpapakita ng dahilan at naipagtatanggol
sariling emosyon kung bakit niya ginagawa
ang isang bagay sa magalang
at maayos na paraan
 Di sumisigaw, di
umuiiyak o sinusumpong
11.Nasasabi ang kanyang
mga pangangailangan ang
walang pag-aalinlangan
 Nasasabi kung
nararamdaman na
kailangan pumunta sa
palikuran
 Nassabi kung
nagugutom, napapagod
12.Naipapahayag ang mga
gusto at di-gusto sa
magandang pamamaraan
 Nasasabi ang please,
pwede po ba, “excuse me”
 Nagkakaroon ng  Nakapagpapakita ng 13.Naiiwasan ang pagagawa
pagpapahalaga sa sarili paggalang sa sarili sa ngdi kaaya-ayang gawain sa
lahat ng harap ng publiko
pagpapakataon

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 Nakapagpapakita ng 14.Nasasabi ang totoo sa
katapatan sa kanyang lahat ng pagkakataon
ginaggawa 15. Naipakikita ang pagiging
matapat
1.naibabalik/naisasauli
kaagad ang mga bagay na
napulot/natagpuan/hiniram
sa may-ari
2. Naitatago lamang ang
sariling gamit/bagay
3. naiiwasang mandaya
sa kapwa

Domain 2: Physical Health, Wellbeing and Self-Help

Domain/Strand Content Standards Performance Standards Competencies


Physical Health The leaner… The learner…
 Acquires and  Demonstrates health 1.Practices good health habits with
practices sound habits that keep their phasing, physical prompting, and
health habits bodies clean and verbal cues in
practices sanitary habits  Washing hands
 Brushing teeth
 Cleaning ears and combing hair
2.Uses toilet with cueing on diaper
routine
3.Demonstrates bladder control in

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toilet with assistance or independently
during day and night
4.Demonstrates bowel control in toilet
with assistance or independently
during day and night
Well Being  Identifies and  Demonstrates safety 5.Observes safety routines at home
practices practices at home  Keeps toys in their proper places
appropriate safety  Avoids sharp objects
procedures  Plugs and unplugs electrical
appliances correctly
 Goes up and down stairs correctly
 Climbs up and down poles and
trees cautiously
Self-help  Acquires  Participates in mealtime 6.Demonstrates the following with
knowledge, activities with increasing phasing, physical prompting and
attitudes and skills independence cueing:
with graduating  Drinking through a straw
independence in  Using cup/sippy cup for drinking
areas of daily life  Drinking liquids from a container
 Using table napkins
7.Explores new food textures and
tastes
8.Demonstrates table manners
appropriate to setting
a.Feeds oneself, using proper
utensils (e.g. spoon, fork)

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b.Uses words like “please pass”
when asking for more “thank you”
c.Passes bowl to table companions
9.Pours small amount of liquid with
little spills

Domain 3: Motor Development

Domain/Strand Content Standards Performance Standards Competencies


Motor The learner… The learner… The learner…
Development  Demonstrates  Demonstrates locomotor 1.Performs the following locomotor
fundamental gross skills such as walking, activities with ease after the teacher
motor skills properly running, skipping, jumping, demonstrates:
and climbing correctly  Walking on tip toe
 Walking forward
 Walking backward
 Walking to the right
 Walking to the left
 Running at a distance back and
forth, with alternate movement of
the arm
 Jumping forward without falling
 Skipping with one foot
 Skipping rope independently
 Climbing the stairs, alternating
feet

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 swimming

Domain 4: Cognitive Development

Cognitive – The learner… The learner… The learner…


sensory  demonstrates  demonstrates awareness of 1.Identifies left and right of self
perceptual motor sensory perceptual the position and movement 2.Moves body parts as directed
development skills of one’s body (body
awareness)
Cognitive -  begins to identify  Identifies colrs, shapes and 3.Identifies attributes of colors
Mathematics and classify colors, sizes  Colors
shapes, and sizes  Shapes (Basic shapes)
 Sizes (big-small, long-short)
4.Identifies objects based on an
attribute
Example: child points of objects
that are blue when asked, “which of
these objects are blue?”
5.Describes objects on specific
attributes
Example: child describes an object
based on its color, shape,size,
texture, etc
6.Matches objects/pictures in one-
to-one correspondence
 Objects to Objects

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 Object to picture
 Picture to picture
7.Sorts and groups objects into 2 or
more groups according to specific
attributes
 Colors
 Shapes
 Sizes
Cognitive – People 7.Identifies one’s body parts
Physical and  Knows that people  Identifies the body parts of  Identifies the different parts of
Natural are made up of parts people and their specific the face
Environment that have specific functions  Identifies the trunk and limbs
functions  Identifies the similarities and (arms, hands, waist, hips, legs
differences of the body parts and feet)
 Knows the of people 9.Tells the function of each body
similarities and part
differences of people  Identifies the five senses  States the function of the
different parts of the Face
 Uses the five senses to  states the function of the arms,
observe surroundings hands, legs feet
10.Demonstrates movements using
 classify objects observed different body parts
11.Names the five sense organs and
their corresponding functions
12.Uses the senses to observe the
environment

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13.Uses each of the senses in
classifying objects (e.g. texture –
soft/hard; smooth/rough; taste –
salty, sweet, sour)
14.Identifies one’s needs and ways
to care for one’s
body

Domain 5: Language Development

Domain/Strand Content Standards Performance Standards Competencies


Language The Learner… The learner…
Development  identify sound  Distinguishes different 1.Discriminates environmental sounds
types of sounds  identifies environmental sounds
 animals
 objects or toys
 natural sounds (rain, waves,
thunder)
 vehicles
 sounds that signal emergency
situations
 Speech sounds
 distinguishes similar/dissimilar
sounds
 identifies similar initial sounds
 identifies dissimilar initial

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sounds
Speaking  Expresses oneself  Increases his/her 4.Uses simple greetings and courteous
vocabulary for describing expressions in appropriate situations
things and expressing one’s  Good Morning/Afternoon
feeling  Thank You/ You’re Welcome
 Excuse Me/I’m Sorry
 Please…/May I…
Reading Pre-reading (Reading Sensory - Motor
Readiness) 5.Demonstrates eye-hand coordination
Example:
 acquires  shows proper eye-hand  color large picture with
awareness of coordination crayon
directions  follows left-to-right eye  string beads: at random, by
necessary in movement in answering size pattern, by color pattern
learning to read activities  forms a 2-4 piece interlocking
 acquires  discriminates similarities frame puzzle
awareness of and differences between  ties and unties shoe laces
similarities and pictures and objects 6.Shows left – to – right eye movement
differences  connect broken lines from left to
right
7.Notes similarities and differences in
letter forms in the alphabet
 identifies similar letters in a group
of letters
e.g. f t f t f t f
 identifies the letter that is different

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in a group of letters
e.g. t t t r
Writing Pre-writing
 acquires proper  holds pencil properly 8.Holds pencil properly/correctly
skills in holding  draws basic strokes 9.Draws basic strokes
writing materials correctly  down
and in writing  across
basic strokes  slant right
 slant left
 circle

Domain 6: Aesthetic and Creative Development

Domain/Strand Content Standards Performance Standards Competencies


AESTHETIC AND The Learner… The Learner… The Learner. . .
CREATIVE
DEVELOPMENT  Appreciates the  Observes things and 1. Uses the five senses to observe
beauty of nature occurrences in nature things in the classroom found in
 Shows interest in examining nature
various things found in 2. Uses the 5 senses to observe
nature things in the classroom not found
 Appreciates the  Identifies the various art in nature

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visual arts forms 3. Enumerates things found in the
 Demonstrates interest and classroom and in nature in terms of
enjoyment in viewing works  Colors
of art  Shapes
 Choose visual arts that they  number
 Uses a variety of prefer 4. Views and appreciates drawings
materials, tools,  Participates in the creation of and paintings in exhibits in a
techniques, and visual art museum, library or other venue
processes in visual  Creates visual arts using 5.Points to drawings or paintings
arts different materials that they like or appreciate
 Describes the characteristics 6. Tells why they like, appreciate or
of visual arts that they prefer think the painting is best for them
7.Identifies basic drawing materials
like
 pencils, crayons, rulers, and
bond papers
 discarded plastic cups, spoons,
forks, etc
 leaves, roots, dried flowers,
twigs, stems etc.
 paint, paint brushes, water
colors, and bond papers
8 .Draws and paints simple objects
based on a visual model (e.g. ball,
atis, car, etc.)
9. Draws and paints at least 10

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familiar objects independently
10. Talks about drawing or painting
in front of the class
11. Displays his drawings and
paintings with pride in the art
corner of the classroom
12. Appreciates the drawings and
paintings of classmates

SECOND GRADING PERIOD (10 WEEKS)


THEME: MY FAMILY

Domain 1: Socio-Emotional and Behavior Development

Domain/Strand Content Standards Performance Standards Competencies


Sosyo-Emosyonal  Pagkilala sa sarili  Nagkakaroon ng 1. Nasasabi kung sinu- sino ang
bilang kabahagi ng kamalayan ukol sa mga miyembro ng pamilya
pamilya tahanan at mga 2. Nasasabi ang pangalan ng
kasapi ng pamilya magulang
3. Nasasabi ang pangalan ng
miyembro ng sariling pamilya
4. Nasasabi ang tamang adres ng
tirahan,
5. Nasasabi ang tamang numero ng
telepono
6. Nasasabi kung anu-ano ang mga

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bahagi ng tahanan
Kagandahang Asal  Nagkakaroon ng  Nakapagpapakita ng 7. Naipakikita ang pagmamahal sa
kaalaman ukol sa pagmamahal at mga kasapi ng mag-anak (Tatay,
pakikipag-unay sa paggalang sa mga Nanay, Lolo, Lola at mga kapatid)at
mga miyembro ng kasapi ng mag-anak sa mapagkakatiwalaang
pamilya at at kilalang nakatatanda sa pamamagitan ng:
nakatatanda nakatatanda  pagsunod nang maayos sa mga
utos/kahilingan
 pagmamano/paghalik
 paggamit ng magagalang na
pagbati/pananalita
 pagsasabi ng mga salitang may
pagmamahal (I love you
Papa/Mama)
 pagsasabi ng mga salitang tulad
ng “I’m sorry” o “Hindi ko po
sinasadya “,“Thank you” o
“Salamat po” at “You’re welcome”
o
“Walang anuman”,kung
kinakailangan
 paggamit ng magagalang na
pantawag tulad ng “Ate”, “Kuya”,
atbp.
8. Nakahihingi ng pahintulot sa:
 paggamit ng bagay ng ibang tao

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 pagtungo sa ibang pook, atbp.
9. Nakikinig sa mungkahi ng mga
magulang at
iba pang kaanak (hal. Sa mga
damit na susuotin,
sa mga bata o nakatatanda na
dapat samahan)
10. Nagiging mapanuri sa pagkilala
ng mga taong hindi
pinagkakatiwalaan sa pagpapakita
ng pisikal na pagmamahal tulad ng
paghalik at pagyapos sa gabay ng
mga magulang
11. Nailalarawan ang nagagawa ng
mga tagapag-alaga kung ano ang
kanilang gusto/di-gusto at ang
paraan ng pagtrato o pakikitungo
nila sa bata
 Nanay/Tatay
 Lola/Lolo
 Tagapag-alaga
Kagandahang Asal  Nagkakaroon ng  Nakatatanggap at 12. Nakasusunod sa mga
kamalayan sa naisasagawa ang mga utos/gawain nang maayos at
konsepto ng itinakdang tungkulin maluwag sa kalooban sa mga
disiplina tuntuning pantahanan,
pampaaralan at pampamayanan

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12.1. pagliligpit ng mga gamit
sa tamang lalagyan pagkatapos
gamitin
12.2 pag-iingat sa sariling
kagamitan at kasangkapan at ng sa
iba
13. Naisasagawa ang pang-araw-
araw na gawain sa tulong ng
nakatatanda ng may kasiyahan
- pagwawalis, pagdampot ng
kalat, wastong pagtapon ng basura,
pag-abot sa mga kasangkapan sa
nakatatanda
 Nakagagawa nang may kusa,
nakagagawa nang mag-isa
Kagandahang Asal  Nagkakaroon ng  Nakapagpapakita ng 14. Naipakikita ang pagmamahal sa
pagpapahalaga sa pagmamahal sa Panginoon
Panginooon Panginoon 14.1 pagsama sa nakatatanda sa
pagsamba Pagsunod sa mga utos at
aral ng relihiyon
14.2 paggalang sa mga pook-
dalanginan
hal. - pagiging tahimik
- pagsusuot ng angkop
na kasuotan
14.3 maayos na pagkilos sa pook

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sambahan
hal. pagluhod/ pagtayo/
pagyuko
- pag-awit/pagsunod sa
gawain sa pang-
relihiyong seremonya
15. Naipakikita ang pagmamahal sa
mga likha ng Panginoon
 Pag-aalaga sa mga hayop at
halaman
 Pag-aalaga sa mga anyong tubig
(ilog, dagat)
 Pag-aalaga sa anyong lupa
(kagubatan)

Domain 2: Physical Health, Wellbeing and Self-Help

Domain/Strand Content Standards Performance Standards Competencies


Health The learner… The learner…
 Acquires and • demonstrates health habits 1. Washes face and body with
practices sound that keep their bodies clean and phasing and physical prompting
health habits sanitary. 2. Bathes with adult supervision
3.Uses handkerchief to cover nose
and mouth when coughing,
sneezing, and crying
4. Blows nose or wipes face with

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phasing and physical prompting
Well Being  Identifies and • demonstrates safety practices 5. Recognizes when to get out of
practices at home danger (e.g., moves out of the way
appropriate safety of others, identifies safety hazards
procedures in play or real life) during
5.1 typhoons,
5.2 Floods and tsunami
5.3 fire
5.4 earthquake
5.5 volcanic eruptions
6. Shows how to avoid
environmental hazards
 Stays in safe places during
typhoons and floods
 Applies preventive and active
measures before, during and
after the above.
 Does and practices safety
measures (e.g. duck-cover-hold)
Self-Help  Acquires knowledge,  participates in mealtime 7. Tells which are considered
attitudes and skills activities with increasing healthy foods to eat when
about self-care and independence presented with several foods
daily living habits 8. Tolerates a variety of textures
with optimal and tastes in food.
independence 9. Participates in mealtime
activities

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9.1 Helps set the table by
placing utensils correctly while
being prompted
9.2 Serves self at the table while
parent holds serving dish
9.3 Uses knife or spoon in
spreading sandwich filling
9.4 Clears place at the table
after eating

Domain 3: Motor Development

Domain/Strand Content Standards Performance Standards Competencies


Motor The Learner… The Learner… The Learner…
Development  demonstrates  demonstrates non- 1.Demonstrates the following non-
fundamental gross locomotor skills such as: locomotor tasks during warm- up
motor skills properly turning, bending, pushing, activities after teacher
pulling, and swaying demonstrates:
correctly 1.1 turning one’s head to the right
1.2 turning one’s head to the left
1.3 bending torso forward
1.4 bending torso backward
1.5 bending torso to the right
1.6 bending torso to the left
1.8 bending to pick up objects
without falling

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1.8 pushing a box on the table with
both hands
1.9 a toy car or any improvised toy
with wheels in any open space
1.10. swaying both arms to the
right and to the left

Domain 4: Cognitive Development

Domain/Strand Content Standards Performance Standards Competencies


Cognitive – sensory The Learner. . . The Learner. . .
perceptual motor  Demonstrate sensory  Demonstrates visual 1. Tells which objects are same and tell
development perceptual skills discrimination skills like, why
identifying same and 2. Tells which objects are different and
different; missing parts, tell why
which does not belong 3. Identifies missing parts in objects
(Visual Discrimination) and pictures
4. Identifies which does not belong in a
given set of objects, pictures, symbols
(letters, numbers)
Cognitive -  Begins to  Recognizes sets of objects up 5. Rote counts up to 5
Mathematics understand the to 5 6. Counts objects with one-to-one
relationship between  Compares two or more sets correspondence, up to quantities of 5
numbers and of objects up to 5 7. Conserves number and the
quantities up to 5  Recognizes, represents, equivalence of number
matches, names, reads, ( e.g. counting 2 fingers to represent
counts, and writes whole the number 2)

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numbers up to 5 8. Recognizes and identifies numerals 0
 Compares and orders whole – 5 with picture cues
numbers up to 5 9. Writes numerals 0 – 5 by tracing
from a template
10. Arranges numbers 1-5 from least to
greatest/greatest to least with concrete
representations
11. Applies number concepts 1-5 and
counting skills in daily life (counting
spoon and fork)
Cognitive – Physical Animals
and Natural  Knows the  Identifies the similarities and 12. Names animals and their parts
Environment similarities and differences of animals (pets and common farm animals)
differences of  Sorts animals according to 13. Describes animals based on their
animals shared characteristics characteristics
 Knows that animals (movement, habitat)  How they move
are made up of  Describes the basic needs of  Sounds they make
different parts animals  What they eat
 Identifies ways to care for 14. Groups animals according to
animals certain characteristics
 Movement
 Habitat: land and water
15. Identifies the needs of animals
16. Identifies ways to care for animals

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Domain 5: Language Development

Domain/Strand Content Standards Performance Standards Competencies


Language Development The learner . . . The Learner . . .
Listening  Discriminates Distinguishes different types of 1. Discriminates sounds as
sounds sounds loud/soft

Speaking  Asks and answers  Answers and responds to 2. Answers questions about
questions properly questions accordingly oneself and one’s family (e.g. What
is your name?; Where do you live;
What is the name of your
father/mother?, etc.)
3. Expresses feelings, thoughts,
and ideas
Reading Pre-reading (Reading Visual Discrimination
Readiness) 4. Identifies differences in
 notes details in pictures orientation or position
 visualizes pictures  visualizes objects and 5. Notes details in a picture
or objects even when pictures from memory 6. tells what one sees in a simple
these would be picture
hidden from view 7. tells the missing or added parts
in a picture
8. identifies emotional reaction of
people in a picture
(e.g. picture of a boy receiving a
gift from father (boy is happy)

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Writing Tracing
(Begin with chalkboard and wide
 acquire basic skills  trace lines and shapes paper exercises moving gradually
in tracing lines and to ruled pad paper)
shapes
9. Traces horizontal lines

10. Traces vertical lines

11. Traces shapes

Domain 6: Aesthetic and Creative Development

Domain/Strand Content Standards Performance Standards Competencies


AESTHETIC AND The Learner… The Learner… The Learner...
CREATIVE  Appreciates music  Identifies the various forms 1. Listens to musical pieces
DEVELOPMENT  Uses a variety of of music familiar to the child
materials, tools,  Demonstrates interest and 2.Listens to musical pieces familiar
techniques, and enjoyment in listening to in the community
processes in music music 3.Sings, with prompts, the musical
 Chooses music that they pieces listened to
prefer 4.Sings, without prompts, the
 Describes the characteristics musical pieces listened to
of music that they prefer 5.Sees and touches musical
 Participates in the creation of instruments found in school

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music 6. Names musical instruments
 Creates rhythm found in school
 Responds to different beast, 7. Watches how these musical
pitch, melody, dynamics, instruments are used
tempo, mood 8. Plays with the musical
instruments with teacher’s
prompts

THIRD GRADING PERIOD (10 WEEKS)


THEME: MY SCHOOL

Domain 1: Socio-Emotional and Behavior Development

Domain/Strand Content Standards Performance Standards Competencies


Sosyo-Emosyonal  Pagkilala sa sarili  Natutukoy ang mga 1. Nasasabi kung sinu-sino ang mga
bilang kabahagi tao at lugar sa taong
ng paaralan paaralan mapagkakatiwalaan sa paaralan
2. Nakikilala ang mga guro, punong-
guro, mga kamag-aral at iba pang
mapagkakatiwalaang tao sa paaralan
3. Natutukoy ang mga lugar sa
paaralan na ligtas
- silid – aralan, opisina ng punong-
guro, silid aklatan, “guard houise”
atbp.
Kagandahang Asal  Nagkakaroon ng  Nakapagpapakita ng 4. Naipakikita ang pagmamahal sa

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kaalaman ukol sa pagmamahal at kapwa bata
pakikipagkapwa paggalang sa kapwa 4.1 pagbabahagi ng pagkain, gamit
at laruan
4.2 pagpapahiram ng gamit at
laruan
4.3 pagtanggap sa kalaro o kaibigan
maging sino man siya
5. Naipakikita ang paggalang sa kapwa
5.1 pagtawag sa tamang pangalan
5.2paghihintay ng kanyang
pagkakataon
Sosyo-Emosyonal  Nagkakaroon ng  Nakapag-uugnay ng 6. Nakapagsisimula ng laro
mabuting magandang relasyon 7. Nakikipaglaro sa dalawa o tatlong
pakikipag- sa kanyang kapwa bata gamit ang isang laruan
ugnayan sa kapwa bata
bata
Kagandahang Asal  Nakapagpapakita ng 8. Naipakikita ang pagpapahalaga sa
pagmamahal at maayos na pakikipaglaro
paggalang sa kapwa 8.1 pagiging mahinahon
8.2 pagsang-ayon sa pasya ng
nakararaming guro
8.3 pagtanggap ng pagkatalo nang
maluwag sa kalooban
8.4 pagtanggap ng pagkapanalo
nang may kababaang loob
 Nakikilala at  Nakapagpapakita ng 9. Naisasaalang-alang ang damdamin

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natatanggap ang pagtanggap at pag- ng iba at nakikisali sa
emosyon ng iba unawa ng emosyon ng kasiyahan/nakikiramay sa
ibang tao at kalungkutan ng iba
nakapagpapahiwatig  hinahawakan ang kamay ng kalaro
ng pagdamay sa o
damdamin ng iba kaklase kung malungkot
(empathy)  inaaliw ang kalaro kung malungkot
 nakikisaya sa mga kalaro na
nanalo
 Naipahihiwatig ang 10. Naipahihiwatig ang akma at
akma at katanggap- katanggap tanggap na reaksiyon sa
tanggap na reaksyon damdamin ng iba
sa damdamin ng iba hal. - hindi pagtawa sa batang
nadapa o kaklaseng nagkamali
11. Naipadadama at naipakikita ang
pagmamahal sa mga nakatatanda at
mga bata
11.1 Pinakikita ang interes sa
iniisip at ginagawa ng mga
nakatatanda at mga bata sa
pamamagitan ng
- pakikinig
- pagtatanong
12. Nakikisalamuha sa mga
bata,kilalang nakatatanda sa
pamamagitan ng pakikipag-usap at

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pakikipaglaro
13. Nakahihingi ng tulong sa kapwa
bata at mga nakatatanda kung
kinakailangan
 Nakikilala ang  Nakapagpapakita ng 14. Naipakikita ang paggalang sa
sarili bilang pagmamahal at pambansang watawat at sa
kabahagi ng pagmamalaki sa pambansang awit.
bansa sariling bansa  pagtayo nang tuwid habang
nakalagay ang kanang kamay sa
dibdib
 pag-awit ng wasto ng “Lupang
Hinirang”

Domain 2: Physical Health, Wellbeing and Self-Help

Domain/Strand Content Standards Performance Standards Competencies


Health The learner … The learner…
 Acquires  shows sufficient energy
attitudes, to participate in daily 1. Participates in games and other forms
knowledge, and activities (Physical of exercises such as:
skills about Fitness)  doing an obstacle course;
physical activities  relay
for maintaining  Maria went to town
physically fit
lifestyles
Well Being  Identifies and • demonstrates safety 2. Uses playground facilities properly

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practices practices in playground 3. Communicates safety concerns to
appropriate safety others (e.g., “something’s burning,”
procedures  participates in self safety. noting a stranger, concern for
others).
4. Requests assistance in unsafe
situations (e.g., avoiding strangers,
fire, strange animals).

Self-Help  Acquires  participates in dressing 5. Puts on and takes off clothes like
knowledge ,  participates in self care  Shirts
attitudes and  Shows awareness of roles  Underwear
skills with optimal of community helpers  socks
independence in  coat or jacket.
areas of daily life. 6. Puts on clothes demonstrating the
following dressing activities:
6.1 Buttoning
6.2 Snapping
6.3 Zipping
6.4 Lacing
7. Puts off clothes demonstrating the
following undressing activities:
7.1 Unbuttoning
7.2 Unsnapping
7.3 Unzipping
7.4 Unlacing

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8. Puts on shoes (laces shoes)
9. Removes one’s shoes (unlaces shoes)
10. Tolerates a variety of clothing
(e.g., wearing pants and socks,
wearing a jacket or hat when
needed).
11. Takes care of clothes

Domain 3: Motor Development

Domain/Strand Content Standards Performance Standards Competencies


Motor Development The Learner… The Learner… The Learner...
 demonstrates  demonstrates receptive and 1. demonstrates the following basic
fundamental gross projective (manipulative) manipulative skills with teacher’s
motor skills properly skills such as: throwing, prompting:
catching, and kicking balls 1.1 throwing a ball to a playmate
correctly 5 feet away while standing in
place
 using both hands
 using the right hand
 using the left hand
1.2 tossing a ball to a playmate
5 feet away while standing in
place
 using both hands
 using the right hand

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 using the left hand

1.3 catching a ball thrown to


him/her 5 feet away while
standing in place
 using both hands
 using the right hand
 using the left hand
1.4 kicking a large stationary
ball
 using the right foot
 using the left foot
1.5 kicking a big ball when rolled
to him/her

Domain 4: Cognitive Development

Domain/Strand Content Standards Performance Standards Competencies


Cognitive – sensory The Learner . . . The Learner. . .
perceptual motor  demonstrates sensory  Creates representations like 1. Traces recognizable figures
development perceptual skills shapes, pictures (Form  Basic shapes
Perception)  Simple pictures
2. Copies recognizable figures
 Basic shapes
 Simple pictures

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3. Draws recognizable figures
 Basic shapes
 Simple pictures
Cognitive -  Begins to understand  Recognizes sets of objects 4. Rote counts from 6 to 10
Mathematics the relationship from 6 to 10 5. Counts objects with one-to-one
between numbers and  Compares two or more sets correspondence, up to quantities of
quantities from 6 to of objects from 6 to10 10
10  Recognizes, represents, 6. Conserves number and the
matches, names, reads, equivalence of number
counts, and writes whole (e.g. counting 8 fingers to
numbers 6 to10 represent the number 8)
 Compares and orders whole 7. Recognizes and identifies
numbers from 6 to 10 numerals 6 – 10 with picture cues
8. Writes numerals 6 – 10 by tracing
from a template
 Begins to understand 9. Arranges numbers 6 - 10 from
the basic concept  Recognizes basic Philippine least to greatest/greatest to least
about money currency such as one, five with concrete representations
ten peso coins 10. Applies number 1-10 concepts
and counting skills in daily life (e.g.
counting 10 pieces one peso coin
etc.)
11. Identifies real coins in
Philippine currency (1, 5,10 peso-
coin)

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Cognitive – Physical The Learner . . . The Learner. . .
and Natural Plants
Environment  Knows the basic  Identifies the basic parts 12. Observes that plants have basic
parts of plants in the and functions of plants parts
community and their found in the community 13. Names the basic parts of plants
functions 14. Identifies the functions of the
basic parts of plants
15. Identifies edible plants
 Identifies plants as edible 16. Identifies non-edible plants
 Knows the similarities and not edible
and differences of
plants in the  Identifies ways to care for 17. Demonstrates ways to care for
community plants plants
 Knows how to take
care of plants

Domain 5: Language Development

Domain/Strand Content Standards Performance Standards Competencies


Language
Development  Listens to directions  Follows simple directions 1. Follows instructions by steps
Listening 2.1 Follows simple one-step
direction heard
2.2 follows more than one
step direction

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Speaking
 Shares information  Increases his/her 2. Answers questions about one’s
vocabulary in sharing classmates (e.g. “Is the person near
information you a boy or a girl?”; “What is the
name of the boy/girl near you?”)
3. Expresses feelings, thoughts, and
ide
Reading Pre-reading (Reading Visual Memory
Readiness)  notes details in pictures 4. Identifies missing objects
 visualizes pictures  visualizes objects and removed or changed in the
or objects pictures from memory environment
e.g. show two objects on a table,
like a ball or a box. Ask a child to
close his eyes then remove one
object. When the child opens his
eyes, let him name the missing
object from the table
5. Points out or describes the
missing part of objects
6. Identifies what is wrong in the
given object or picture

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Writing 7. Trace letters
 acquires basic skills  traces letters, numbers, and 7.1 upper case straight line
in tracing letters, one’s name properly letters
and one’s name 7.2 lower case straight line
letters
7.3 upper case curved and
circular letters
7.4 lower case curved and
circular letters
8. Trace one’s name:
 on sandpaper
 pencil tracing

Domain 6: Aesthetic and Creative Development

Domain/Strand Content Standards Performance Standards Competencies


AESTHETIC AND The Learner… The Learner… The Learner...
CREATIVE
DEVELOPMENT  Appreciates dance  Demonstrates interest and 1. Views modern and Philippine
enjoyment in viewing and folk dances
listening to dance 2. Expresses appreciation for the
performances dance that they prefer
3. Expresses appreciation for what
was heard through body
 Uses a variety of movements

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materials, tools,  Creates rhythm
techniques, and 4. Creates various rhythms
processes in dance through the use of sticks, coconut
 Responds to the different shell etc.
rhythms using creative 5. Moves one’s body with the
movement variety of rhythms heard
6. Demonstrates feelings through
facial expressions
 Participates in the creation of
dance
7. Follows a 2-step to 3-step dance
demonstrated by the teacher
8. Dances with music with the
teacher
9. Dances with music without the
teacher

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FORTH GRADING PERIOD (10 WEEKS)
THEME: MY COMMUNITY

Domain 1: Socio-Emotional and Behavior Development

Domain/Strand Content Standards Performance Standards Competencies


Sosyo-Emosyonal Ang bata ay inaasahang. . . Ang bata ay inaasahang. . .

 Pagkilala sa sarili bilang  Natutukoy ang mga 1. Nasasabi kung sinu-sino ang
kabahagi ng pamayanan katulong sa pamayanan mga taong makapagkakatiwalaan
sa pamayanan
- mga kamag-anak na malapit
ang bahay
- mga malapit at kilalang
kapitbahay
 Natutukoy ang mga 2. Natutukoy ang mga lugar na
lugar sa pamayanan ligtas sa pamayanan
- bahay
- bahay ng malapit na kamag-
anak
- barangay hall
 Nagkakaroon ng  Nakikilala at 3. Nakikilala at natatanggap ang
kamalayan ukol sa nauunawaan ang mga pagkaka-iba ng tao
pagkaka-iba ng tao pagkakapareho at - Wika
pagkaka-iba ng tao ayon - Kasuotan
sa kaanyuan,wika at - Kagamitan

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kultura - Kakayahan
- Mukha
- Kulay
 Ngkakaroon ng  Nakasasali nang may 4. Nakatutulong sa mga
kamalayan sa tungkulin sigla sa mga pangkatang pangkatang gawaing-tahanan at
sa pag-aalaga ng Gawain paaralan na kayang gawin
kapaligiran 4.1 Nakikisali ng masigla, may
kusa at mahusay sa
pangkatang gawain
Hal. -paglilinis ng silid aralin
- pagtulong sa pagliligpit
ng pingkainan sa bahay
4.2 Nakatutulong sa iba sa
pagtupad ng kanyang
tungkulin
Hal. -pagtulong sa
kaklase sa pag-aayos ng
silid aralan
- pagtulong kay
Nanay sa pagtutupi ng
twalya, bimpo at panyo
 Nakapagpapakita ng 5. Napananatiling malinis ang
 Nagkakaroon ng pagmamalasakit sa sariling kapaligiran sa
kamalayan sa kalinisan at kaayusan pamamagitan ng:
pananagutang ng kapaligiran - pagtulong sa mga simpleng
gawain gaya ng pagwawalis ng

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panlipunan at sahig o bakuran
pampaaralan - Pagpupunas ng upuan/mesa/
 Pagkilala sa sarili bilang Kasangkapan
kabahagi ng bansa - Pagtapon ng basura sa tamang
lalagyan
6. Naipapakita ang pagtulong at
pangangalaga sa kapaligiran
- pagdidilig ng mga halaman
- pag-aalis ng damo at kalat
- pag-iiwas sa pagsira ng
halaman gaya ng pagpitas,
Ang bata ay inaasahang. . . paghampas, pagtapak,
pagbunot sa mga halaman
Pagkilala sa sarili  Nakapagpapakita ng 7. Tumutulong ng kusa sa
bilang kabahagi ng malasakit sa kapwa panahon ng pangangailangan sa
pamayanan  Nakapagpapakita ng ilalim ng gabay ng magulang o
pagmamahal at guro
pagmamalaki sa Hal. pagbabahagi ng lumang
sariling bansa damit/pagkain sa kapwa sa
Ang bata ay inaasahang. . . panahon ng kalamidad
8.. Nakikilala ang pagiging isang
 Natutukoy ang mga Pilipino
katulong sa 9.. Nasasabi na sya ay Pillipino
pamayanan
1. Nasasabi kung sinu-sino ang
mga taong makapagkakatiwalaan

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sa pamayanan
- mga kamag-anak na malapit
ang bahay
- mga malapit at kilalang
kapitbahay

 Natutukoy ang mga 2. Natutukoy ang mga lugar na


lugar sa pamayanan ligtas sa pamayanan
- bahay
- bahay ng malapit na kamag-
anak
- barangay hall

Domain 2: Physical Health, Wellbeing and Self-Help

Domain/Strand Content Standards Performance Standards Competencies


Health The learner … The learner…
 Acquires •. shows sufficient energy 1. Engages in outdoor physical activities,
attitudes, to participate in daily that may either be child selected or
knowledge and activities (Physical Fitness) teacher initiated:
skills about  Marching though the rhythm
physical activity  Climbing the stairs (5 steps
for maintaining continuously)
physically fit  Simple calisthenics
lifestyles

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Well Being  Identifies and • demonstrates safety 2. Follows adult supervised safety
practices practices in neighborhood routines (e.g., fire drills, crossing the
appropriate safety street)
procedures
Self-Help  Acquires  Shows awareness of roles 3. Identifies community roles (e.g.,
knowledge , of community helpers policeman, fireman, nurse, doctor,
attitudes and dentist).
skills in areas of
daily life with 4. Knows where to seek appropriate help
optimal (e.g., barangay tanod, policeman).
independence.

Domain 3: Motor Development

Domain/Strand Content Standards Performance Standards Competencies


Motor The Learner… The Learner… The Learner…
Development
 Demonstrates  Demonstrates fine motor 1. performs the following fine motor
competence in skills such as: cutting, tasks correctly and with less prompt:
various fine motor writing, drawing, and using 1.1 cutting along curved lines
skills simple tools correctly with a pair of scissors
1.2 cutting out simple shapes
like circles, squares, triangles,
and rectangles

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1.3 cutting out pictures from
magazines
1.4 copying shapes and letters
from given models using a
pencil
1.5 tracing shapes and letters
following a template
1.6 writing basic lines needed
for handwriting:
*straight
(horizontal, vertical,
diagonal)
*curved
1.7 writing one’s name with
teacher’s prompt, on a grade 1
ruled pad using lines
1.8 drawing a human figure
following a model
1.9 drawing a house following a
model
1.10 drawing a tree following a
model
1.11 using locks and keys
1.12 using spoon and fork
properly

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Domain 4: Cognitive Development

Domain/Strand Content Standards Performance Standards Competencies


Cognitive – The Learner. . . The Learner. . .
sensory  Demonstrates  demonstrates awareness of 1.Identifies top/bottom; front/back
perceptual motor sensory perceptual the position of objects 2.Tells if an object is near or far
development skills  Creates representations like
shapes, letters, pictures 3. Prints own name
(Form Perception)
Cognitive -  Understands the  Observes sunrise and 4. Tells the time of day when
Mathematics concept of time, sunset to tell the time of the activities are being done (e.g.
length, weight and day (morning, noontime, morning, afternoon, night time)
the non-standard evening)
units to measure
them  Tells the days in a week 5. Identifies the seven days of the
week
 Measures and compares the
length of familiar objects 6. Uses non standard measuring
using non-standard units tools and units to measure length
7. Compares objects based on their
length
Cognitive –  Knows that weather  Observes the changes in 8. Tells and describes the different
Physical and changes and that it weather kinds of weather using picture cues:
Natural affects people  Tells the different kinds of 8.1Sunny
Environment weather 8.2 Rainy
8.3 Cloudy

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8.4 Stormy
8.5 Windy

Domain 5: Language Development

Domain/Strand Content Standards Performance Standards Competencies


Language
Development  Listens to stories  Comprehends simple and 1. Listens attentively to stories read
Listening familiar stories by the teacher
1.1 Answers wh- questions

Speaking
 Tells stories  Narrates simple and familiar 2. Talks about one’s own experiences
stories for the day when asked (“What did
you eat this morning?”; Did you
walk/ride going to school today?”)
3. Expresses feelings, thoughts, and
ide
Reading Pre-reading (Reading Comprehension
Readiness)  listens attentively to stories,
 visualizes pictures poems/rhymes 4. Arranges picture stories in
or objects from  comprehends picture stories sequence
stories heard  appreciates
stories/poems/rhymes Study Skills
listened to 5. Turn pages properly
 Familiarizes

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himself/herself on 6. Scan picture books and big books
the use of picture
books and big 7. Looks over the pages from left to
books right and from top to bottom

Literary-Appreciation Skills
8. Shows appreciation for
stories/poems/rhymes by:
 listening attentively
 making proper reactions at
appropriate moments

Writing 9. Copies letters


 acquires basic  copies letters, and one’s  upper case straight line letters
skills in copying name properly (I, L, T, M, N)
letters, , and one’s  lower case straight line letters
name (i, l, t)
 upper case curved and circular
letters (C, O, D, B)
 lower case curved and circular
letters (c, b, d, o)
10. Copies name

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Domain 6: Aesthetic and Creative Development

Domain/Strand Content Standards Performance Standards Competencies


AESTHETIC AND The Learner… The Learner… The Learner...
CREATIVE
DEVELOPMENT  Appreciates drama  Identifies the various forms 1. Watches a dramatic play
of drama presented in school or in the
community or watches a dramatic
 Uses a variety of  Demonstrates interest and play from media sources (television,
materials, tools, enjoyment in viewing and internet)
techniques, and listening to drama
processes in drama 2. Names his/her favorite actors
and/or actresses
 Chooses a drama that they
prefer 3. Expresses appreciation for a
particular drama that they prefer
 Describes the characteristics
of the drama that they prefer 4. Acts out simple gestures
following their favorite actors
and/or actresses
 Responds to dynamics using
creative movement 5. Familiarizes himself/herself with
 Role plays a story the props that are used in a
dramatic play

6. Names the props used in a

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 Participates in the creation of dramatic plays
a drama
7. Acts out in a simple dramatic
play with the teacher’s prompting
 Role plays a story
8. Actively cooperates in rehearsals
for the dramatic play

9. Performs one’s specific role with


confidence during actual dramatic
play in front of an audience

Prepared by:

NERISSA C. GALLO
SPET I

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References:

1. Handbook on Special Education (Special Education Division, Bureau of Elementary Education, Ministry of Education,

Culture and Sports Philippines

2. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/

3. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-

tools/inclusive/id_instructional_support_tool.pdf

4. http://www.eclre.org/media/84761/adaptingactivitiesand_materialsec-1.pdf

5. https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/

6. https://www.congress.gov/111/plaws/publ256/PLAW-111publ256.pdf

7. Teaching Strategies (Engaging the Participation of Learners with Special Educational Needs In the Classroom)

Dr. Jose D. Tuguinayo Jr. Chief Education Program Specialist, Student Inclusion Division

8. Kindergarten Curriculum for Children with Intellectual Disability (Framework)

9. https://www.scribd.com/document/232221166/CWD-ID-Curriculum-Final-Output

Uploaded by Carol Ebol Rombaoa on Jul 02, 2014

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PERSONAL INFORMATION
Student Name: MARK IAN CAMBAL CALAWIGAN
Date of Birth: April 22, 2000
Grade: SPED CLASS
School: BUGA CENTRAL ELEMENTARY SCHOOL
Teacher: NERISSA C. GALLO
Disability: INTELLECTUAL DISABILITY
LRN: 116519100025
FAMILY BACKGROUND INFORMATION
Mother’s name: ZENAIDA C. CALAWIGAN
Occupation: Housekeeper
Contact number: 09098710843
Father’s name: ZILVERIO C. CALAWIGAN
Occupation: Farmer
MEDICAL HISTORY
 He suffered from different complication during the infancy period.
 Has Asthma
 Has difficulty to utter words.

INITIAL INFORMATION
 At the age of 18, Mark Ian is still a nonreader.
 He was formerly enrolled in regular classroom but enrolled in SPED class because of his
academic performance

ASSESSMENT RESULTS
Assessment Date Score Evaluation
(Name of
Assessment)
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
READING
What the child can do What the child needs to improve on
He can identify some letters in the He needs to improve on identifying confusing
alphabet. letters like p and b.
He can produce some letter sounds. He needs to improve on blending consonants
and vowels.

WRITING
What the child can do What the child needs to improve on
He can identify and write letters. He needs to improve on encoding identified
His penmanship is legible. letters.
Has to develop his spelling skills.

MATH
What the child can do What the child needs to improve on
He can identify some colors such as He needs to improve on functional color
red, blue, yellow and black. practice by one on one correspondence

He can identify shapes such as heart, He needs to improve on functional shapes


circle, and star practice by one on correspondence

He can count numbers up to 10 He needs to improve on doing addition and


He can use strategies subtraction without regrouping

Functional math.

SOCIAL/ EMOTIONAL
He gets along with his peers. He needs to develop more on self-esteem
because he might have a tendency to
withdrawn.

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PRE-VOCATIONAL
He can do his personal task such as He needs to develop more on functional skills
taking a bath on his own, dressed on like as carpentry, cleaning the house, cooking
his own, eats on his own, travel on his and arts and craft.
own (from home ride on a motor
cycle/jeepney vise versa).
He can fix the chairs or tables.

ANNUAL GOALS AND SPECIFIC OBJECTIVES


Annual Goal: Mark Ian will be able to recognize, name and sound out all the upper and
lower case letters of the alphabet.
Objective 1: Criteria Assessment Method Assessment Schedule
Give the beginning 90% accuracy Teacher made Every Friday
consonant sound worksheets
of the name of
each picture.

Accommodations and Modifications:


 Drills using flash cards.
 Storytelling.
 Show and tell activity.

Annual Goal: For Reading, John Mark will improve phonological awareness.
Objective 1: Criteria Assessment Method Assessment Schedule
Recognize 90% accuracy Dolsch Twice a Week
same/different
sounds

Objective 2: Criteria Assessment Method Assessment Schedule


Produce speech 80% accuracy Dolsch Twice a Week
sounds (sounds
and letter names)

Accommodations and Modifications:


 Storytelling
 Using flash cards

Annual Goal:
For Math, Mark Ian will be able to perform addition and subtraction of whole numbers with
100% accuracy

Objective 1: Criteria Assessment Method Assessment Schedule

Sort Colors and 100% accuracy (Worksheets)Delaware's Twice a week


shapes Common Core State
Standards for
Mathematics
Assessment

Objective 2: Criteria Assessment Method Assessment Schedule

Solves problems 100% Accuracy (Worksheets)Delaware's Twice a week


involving addition Common Core State
of whole numbers Standards for
including money Mathematics
using appropriate Assessment
solving strategies.

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Accommodations and Modifications:
 Math Drills using flash cards.
 Drills of problem solving.
 Role playing.

Annual Goal:
In Mark Ian behavior, he is able to improve self-esteem.

Objective 1. Criteria Assessment Method Assessment Schedule

Completes 100% Accuracy Child Behavior Rating Twice a week


learning tasks Scale (CBRS-2012)
involving two or Functional Assessment
more steps (e.g. Checklist for Teachers
cutting and and Staff (FACTS-Part
pasting) or A and Part B)
organized way.

Accommodations and Modifications:


 Specific Tasks analysis
 Verbal Prompt
 Anecdotal Record
 Self-Monitoring Sheet

Objective 2. Criteria Assessment Method Assessment Schedule

Completes tasks 100% Accuracy Child Behavior Rating Twice a week


successfully. Scale (CBRS-2012)
Functional Assessment
Checklist for Teachers
and Staff (FACTS-Part
A and Part B)

Accommodations and Modifications:


 Contingency Contracting between the child and the teacher
 Verbal Praise
 Modified task (simple and achievable for short period of time)
 Anecdotal Record
 Self-Monitoring Sheet

Annual Goal:
Mark Ian able to do vocational skills.

Objective 3. Criteria Assessment Method Assessment Schedule

Able to do cleaning 100% Accuracy Checklist of teacher’s Twice a week


in school and at made plan
home

Accommodations and Modifications:


 Contingency Contracting between the child and the teacher
 Verbal Praise
 Task Analysis

SIGNATURES
PERSON PRINTED NAME SIGNATURE
General Education Teacher
Special Education Teacher NERISSA C. GALLO
Parents ZENAIDA C. CALAWIGAN

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