Documente Academic
Documente Profesional
Documente Cultură
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U.S.C. 285g) is amended by striking ‘‘mental retardation,’’ and inserting ‘‘intellectual
disabilities,’’.
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.
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which the learning task are break down into
different components and those components are
mastered sequentially (Smith & Luckasson, 1995)
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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
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training in self-help
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
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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
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
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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.
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.
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assistance.
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”
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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.
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.
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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:
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.
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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.
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
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.
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 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.
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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
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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.
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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.
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imagination in using materials and in
playing different roles in dramatics play
situations.
E. Instructional Resources
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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
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.
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
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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
LEARNING PYRAMID
5% •Lecture
10% •Reading
20% • Adudiovisual
30% •Demonstration
50% •Discussion
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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
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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
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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
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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
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.
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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.
Environment
Pre-assessments (Diagnosis, Assessments and Intervention)
Curriculum Compacting
Grouping Strategies
Choice Boards
Differentiated Assessments
Multiple intelligences
Bloom’s Taxonomy of Learning
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.
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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.
Educational Considerations
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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
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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.
Development of Self-Concept
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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.
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.
Here are some general principles and guidelines for the four areas of
disabilities:
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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
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Career/Vocational Guidance
Counselling Process:
Sex Education
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.
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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.
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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
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.
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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
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DOMAIN 3: MOTOR DEVELOPMENT
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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
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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
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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
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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
66 ncgallo
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
67 ncgallo
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)
68 ncgallo
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
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swimming
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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
72 ncgallo
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
74 ncgallo
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
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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)
80 ncgallo
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
81 ncgallo
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
82 ncgallo
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
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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
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)
85 ncgallo
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
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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
87 ncgallo
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
88 ncgallo
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
89 ncgallo
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”
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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
91 ncgallo
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
92 ncgallo
using the left hand
93 ncgallo
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)
94 ncgallo
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
95 ncgallo
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
96 ncgallo
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
97 ncgallo
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
98 ncgallo
FORTH GRADING PERIOD (10 WEEKS)
THEME: MY COMMUNITY
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
100 ncgallo
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
102 ncgallo
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.
103 ncgallo
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
104 ncgallo
Domain 4: Cognitive Development
105 ncgallo
8.4 Stormy
8.5 Windy
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
106 ncgallo
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
107 ncgallo
Domain 6: Aesthetic and Creative Development
108 ncgallo
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
Prepared by:
NERISSA C. GALLO
SPET I
109 ncgallo
References:
1. Handbook on Special Education (Special Education Division, Bureau of Elementary Education, Ministry of Education,
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
9. https://www.scribd.com/document/232221166/CWD-ID-Curriculum-Final-Output
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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
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 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
Annual Goal:
For Math, Mark Ian will be able to perform addition and subtraction of whole numbers with
100% accuracy
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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.
Annual Goal:
Mark Ian able to do vocational skills.
SIGNATURES
PERSON PRINTED NAME SIGNATURE
General Education Teacher
Special Education Teacher NERISSA C. GALLO
Parents ZENAIDA C. CALAWIGAN
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